2022/23 Part-time Undergraduate course
Bachelor of Science with Honours
Faculty of Arts, Humanities and Social Sciences
School of Education
BSc Education with Digital Learningfuture proof your career with a degree in education with digital learning
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 commerical 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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Teaching will take place on the Coleraine campus.
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:
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 close to the start date and may be subject to some 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 and periods of attendance will 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 (more usually 20) 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 Master’s 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 methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. 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 4 learning outcomes, and no more than 2 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 Master’s 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 Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
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 (18%) or Lecturers (57%).
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) - 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 2019-2020.
The feeling of community at our Coleraine campus makes for a warm and welcoming student experience.
A laid-back campus at the heart of a global tourist attraction.
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.
At Student Wellbeing we provide many services to help students through their time at Ulster University.
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.
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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.
The module provides an introduction to the theories of digital learning evident in a wide range of learning environments.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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The A Level requirement for this course is B, C, C.
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.
Each programme will have slightly different requirements, both in terms of overall points and certain subjects, so please check the relevant subject in the undergraduate on-line prospectus.
Normally Ulster University welcomes applications from students with:
Generally, for undergraduate courses for international applicants we require equivalent to A-Level CCC, for these courses the entry requirements will be one of the following:
Please note that some courses will have subject specific entry requirements, please check the relevant course entry requirements in the undergraduate on-line prospectus. If there is a subject specific requirement you will be required to get 580 in the Subject Specific SAT or Grade 3 in the Subject Specific AP test.
Some courses may also have additional entry criteria, such as a Skype interview, submission of a satisfactory portfolio, criminal record check or health check, please check the relevant course entry requirements in the undergraduate on-line prospectus.
For courses that require GCSE Mathematics Grade C, you will be required to successfully complete Grade 12 in High School Diploma Mathematics.
Some courses have higher entry requirements, please see list below;
(A-level ABB to include 2 science subjects from Biology, Chemistry, Mathematics and Physics or equivalent)
To include one of the following:
(A-Level BBB to include Chemistry and 1 science from Mathematics, Physics or Biology or equivalent)
To include one of the following:
(A-Level BBC or equivalent)
To include one of the following:
|Level 12 English Lang in HSD|
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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
· Further or higher lecturer in learning/digital learning
· Learning technologist
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.
Dr Barbara Skinner