Future 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 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.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
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 may be the degree for you. This degree is future facing, has a semester long placement in year two, work based learning assignments and close links with employers. It will prepare you for a range of careers in digital learning and support.
Teaching will take place on the Coleraine campus.
Teaching and learning will include a mixture of live online lectures, digital learning workshops on campus, seminars to discuss latest research, invited guest speakers from digital learning industry, independent study for assessments, one to one tutorials with tutors.
Assessment will include industry led assignments that give you real world experience. For example, a digital story of refugee living in Northern Ireland; designing an online course unit for English as an Additional Learners at a primary school; creating a podcast on rights of the child or a discursive assignment on a rights-based agenda issue with specific import for Children and Young People.
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.
A laid-back campus at the heart of a global tourist attraction.
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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.
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At Student Wellbeing we provide many services to help students through their time at Ulster University.
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The feeling of community at our campus makes for a warm and welcoming student experience.
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: 1
Status: C
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.
Year: 1
Status: C
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.
Year: 1
Status: C
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.
Year: 1
Status: C
The module provides an introduction to the theories of digital learning evident in a wide range of learning environments.
Year: 1
Status: C
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.
Year: 1
Status: C
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: 2
Status: C
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.
Year: 2
Status: C
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.
Year: 2
Status: C
Year: 2
Status: C
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: 3
Status: C
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.
Year: 3
Status: C
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.
Year: 3
Status: C
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.
Year: 3
Status: C
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.
Year: 3
Status: C
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.
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.
In this section
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.
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.
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.
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.
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.
Overall International Baccalaureate profile minimum of 24 points to include 12 at higher level.
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)
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 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.
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.
In this section
Graduates from this course are now working for:
With this degree you could become:
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.
£4,710.00
£9,250.00
£15,840.00
Additional expenses may be incurred whilst on placement, for example, transport 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 fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
