Education with Digital Learning

BSc (Hons)

2022/23 Full-time Undergraduate course

Award:

Bachelor of Science with Honours

Faculty:

Faculty of Arts, Humanities and Social Sciences

School:

School of Education

Campus:

Coleraine campus

UCAS code:

X320
The UCAS code for Ulster University is U20

Start date:

September 2022

With this degree you could become:


  • Digital learning developer
  • e-learning support
  • Education training consultant
  • Learning technologist
  • Lecturer HE or FE digital learning
  • Education training advisor
  • Lecturer FE digital learning

Graduates from this course are now working for:


  • Business Services
  • Commercial learning providers
  • Further Education Colleges
  • NGOs
  • Universities
  • Learning departments in corporate organisations

Overview

BSc Education with Digital Learningfuture proof your career with a degree in education with digital learning

Summary

Technologies keep evolving, the learning industry keeps evolving and as a result, much is changing about how we learn. This means that roles for those with digital learning skills are in high demand, both from commercial learning providers and learning departments within corporate organisations. If you have an appetite for digital learning and teaching, an academic interest in education and aspirations to work with children, young people or adults in a variety of teaching and training settings then this is the degree for you.

This degree will give you the academic and professional skills required for careers in digital learning design and support – key features of work in all education sectors in the future.


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About this course

Attendance

Teaching will take place on the Coleraine campus.

Start dates

  • September 2022

The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

Assessment

Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Figures correct for academic year 2019-2020.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise.  The precise staffing for a course will depend on the department(s) involved and the availability and management of staff.  This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2021-2022.

Coleraine campus

The feeling of community at our Coleraine campus makes for a warm and welcoming student experience.


Accommodation

A laid-back campus at the heart of a global tourist attraction.

Find out more - information about accommodation  


Sports Facilities

Our Campus in Coleraine boasts a variety of indoor and outdoor facilities that are open all year round to students and members of the public.

Find out more - information about sport  


Student Wellbeing

At Student Wellbeing we provide many services to help students through their time at Ulster University.

Find out more - information about student wellbeing  


Coleraine campus location info

  Find out more about our Coleraine campus

Address

Ulster University
Cromore Road
Coleraine
County Londonderry
BT52 1SA

T: 028 7012 3456

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

Facilitating An Effective Learning Environment

Year: 1

This module encourages students to reflect on and assess a variety of approaches to teaching and learning in creating effective learning environments. The module offers a theoretical and practical approach to exploring the educational policies and practices that foster the key conditions for creating an effective learning environment.

Introduction to Digital Learning and Teaching tools and resources

Year: 1

The modules provides an introduction to the principles and practice of digital learning design, design models, design and development of digital learning tools, as well as a range of software for digital authoring tools.

Rights and Responsibilities in Education and Digital Education

Year: 1

Overall, the module aims to engage students in thinking on a range of human rights debates, standards and agendas with a focus specifically on Children and Young People's rights. The module explores how these rights can be voiced, promoted, infringed or denied within online and offline contexts.

Theory of Learning and Digital Learning

Year: 1

The module provides an introduction to the theories of digital learning evident in a wide range of learning environments.

Educating for a Global and Digital Future

Year: 1

This module is an introduction to education in a global era. Students will be introduced to cross-cutting issues relevant to education and will examine these in international and comparative contexts. Using a range of digital tools, they will research and present individually and in groups on a topic appropriate to the content.

Professional and Personal Development

Year: 1

Students will be introduced to personal values that lead to professional practice in education contexts. The context for the dynamic interplay of values will be investigated, as will the potential impact on learner engagement and learning.
The module will also provide students with the opportunity to work as part of a small team as a platform for the development of personal skills.
The ability to reflect on personal skills, values and understanding is a key component throughout the learning process.

Year two

Learning and Teaching with Technology

Year: 2

This module will equip students with the skills and understanding to collaborate online with other students, focusing on the application of ICT in teaching and learning at macro and micro levels. They will be required to assess their own personal style of learning and discuss the implications for online learning. They will also develop their research and information seeking skills, as well as their written and communication skills, enabling them to present assessed work to an appropriate standard.

Syllabus and Curriculum development in a digital world

Year: 2

This module aims to introduce students to the key concepts underpinning the design, implementation, management and assessment of the curriculum and digital curriculum. Students will develop their knowledge of curriculum needs analysis and approaches to designing effective and innovative active digital learning scenarios in collaboration with a range of stakeholders. Students will be afforded the opportunity to explore a range of digital applications and blended services and their impact on the achievement of learning outcomes.

Creative Digital Learning tools and resources

Year: 2

Educational Placement

Year: 2

This placement provides students with the opportunity to identify, apply for, and secure professional experience normally a minimum of four months. This module will require the student to organise, engage with and reflect appropriately upon work-based learning opportunities relating to digital learning. Placement must include a focus on supporting and developing digitally enhanced teaching and learning. The module will be assessed by a project development and presentation and professional learning and development plan which will evidence their individual engagement, critical reflections on their experiences, and their learning within the chosen educational context/s. Student will be expected to draw links between theory and practice, identify and explore critical incidents and analyse relevant themes to inform their subsequent learning. Successful completion of this module will demonstrate their ability to secure and sustain graduate-level employment.

Year three

Inclusive Educational Practices

Year: 3

This module is about exploring inclusive education in a world that is ever increasing in diversity. It focuses on practical and theoretical knowledge in inclusive education settings. The module makes links between marginalised groups, society, education and culture. It explores theories about inclusive societies and education to promote understanding and respect. It explores pedagogies and approaches to supporting the teaching and learning of people in genuinely inclusive educational settings.

Multicultural education and language learning

Year: 3

This module is about exploring learning and teaching in a world of increasing linguistic and cultural diversity. It focuses on practical and theoretical knowledge in multilingual and multicultural education settings. The module makes links between language, culture and identity; it explores theories about intercultural competence, multilingual learning processes and identifies and evaluates pedagogies and approaches to supporting the teaching and learning of people in multilingual and multicultural educational settings.

Research Methods

Year: 3

The Research Methods module introduces students to the key ideas and issues that underpin educational research theory and practice. It allows them to investigate research methods in depth, providing underpinning knowledge to guide in commencing their own empirical research project in the subsequent Dissertation module. This module is designed to widen their views of research enquiry including key ethical issues inherent in educational research settings.

Digital Learning Project

Year: 3

This module is an independent small-scale project focused on a topic chosen by the student in the field of education with digital learning. The students will design and carry out the project with the support of a series of tutor led workshops and with an individual supervisor. Students will be expected to present their research using innovative digital tools that are appropriate to the content.

Collaborative Learning Online

Year: 3

This module embraces the use of on-line environments to promote collaborative learning. Collaboration lends itself to a constructivist approach to learning in which the learners are at the centre of the learning process. It provides a critical community for articulating, challenging and clarifying ideas and for promoting knowledge building communities. Opportunities are provided for evaluating on-line courses/learning and appreciating the learning and teaching implications surrounding the design and implementation of teaching on-line.

Standard entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

Grades BCC.

Applicants may satisfy the requirement for the final A level grade (C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

Applied General Qualifications

BTEC Awards

QCF Pearson BTEC Level 3 Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)

Award profile of DDM

RQF Pearson BTEC Level 3 National Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)

Award profile of DMM

QCF Pearson BTEC Level 3 Diploma/ OCR Cambridge Technical Level 3 Diploma(2012 Suite)

Award profile of DM plus A Level Grade B or Award profile of DM plus A Level Grade B

RQF Pearson BTEC Level 3 National Diploma/ OCR Cambridge Technical Level 3 Diploma (2016 Suite)

Award profile of DM plus A Level Grade C

QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)

Award profile of M plus A Level Grades BC

RQF Pearson BTEC Level 3 National Extended Certificate/ OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)

Award profile of M plus A Level Grades BC

Diploma, National Diploma and Subsidiary Diploma applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

Irish Leaving Certificate

104 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) to include English at H6 if studied at Higher level or O4 if studied at Ordinary Level.

Irish Leaving Certificate UCAS Equivalency

Scottish Highers

The Scottish Highers requirement for this course is grades BCCCC

Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

Scottish Advanced Highers

The Scottish Advanced Highers requirement for this course is grades CDD

Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

International Baccalaureate

Overall International Baccalaureate profile minimum of 24 points to include 12 at higher level.

Access to Higher Education (HE)

Overall mark of 60% (120 credit Access Course) (NI Access course)

Overall profile of 12 credits at distinction, 30 credits at merit and 3 credits at pass (60 credit Access course) (GB Access course)

GCSE

For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above English Language.

Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Additional Entry Requirements

HND - Overall Merit with distinctions in 30 Level 5 credits for entry to Year 1. Those applicants holding a subject-related HND with an overall Merit may be considered for entry to Year 2.

HNC – Overall Merit with distinctions in 60 Level 4 credits for entry to Year 1 only.

You may also meet the course entry requirements with combinations of different qualifications to the same standard as recognised by the University (provided subject requirements as noted above are met).

Foundation Degree

An overall mark of 45% in Level 5 modules for Year 1 entry. Those applicants holding a subject-related Foundation Degree may be considered for entry to Year 2.

APEL (Accreditation of Prior Experiential Learning)

The University will consider applications on the basis of experiential learning for those who do not hold the normal entry qualifications.

Transfer from degree level study at other institutions

Those applicants seeking entry with advanced standing, (eg. Transfer from another institution or year 2 entry) will be considered on an individual basis.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

  • Business Services
  • Commercial learning providers
  • Further Education Colleges
  • NGOs
  • Universities
  • Learning departments in corporate organisations

Job roles

With this degree you could become:

  • Digital learning developer
  • e-learning support
  • Education training consultant
  • Learning technologist
  • Lecturer HE or FE digital learning
  • Education training advisor
  • Lecturer FE digital learning

Career options

You could go onto work in formal or informal education settings, in corporate organisations or local government or in creative or cultural organisations, as an education/digital education specialist:

· Community education/digital education officer

  • Learning/digital learning developer

· Further or higher lecturer in learning/digital learning

· Learning technologist

  • Learning mentor
  • On-line tutor
  • E-learning support tutor

Work placement / study abroad

There will be an opportunity to take a semester long work placement in semester two of year two. This can be arranged with one of our Northern Irish or European placement providers.

Apply

Start dates

  • September 2022

Fees and funding

In this section

Additional mandatory costs

It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition feesWhere a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering)vaccinations , security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi are also available on each of the campuses.

There will be some additional costs which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.

Contact

Course Director: Dr Barbara Skinner

T: +44 (0)28 7012 4662

E: b.skinner@ulster.ac.uk

Admissions Office - Claire Tinkler or Karen Gibson

T: +44 (0)28 7012 3895 or +44 (0)28 701 24353

E: cm.tinkler@ulster.ac.uk or ki.gibson@ulster.ac.uk

International Admissions Office

E: internationaladmissions@ulster.ac.uk

For more information visit

Disclaimer

  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.