| CODE | ACA3004 | |||||||||
| TITLE | Teaching Digital Literacy to Adults | |||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 6 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | |||||||||
| DESCRIPTION | The study-unit kicks off with a review of a select number of learning theories that gives attention to their relevance to digital literacy education. The discussion proceeds on different types of course design targeting critical digital literacy. A review of best practices in design, development, implementation and evaluation will follow. Students will also engage with building and participating in adult education and training communities using digital literacy. Throughout the study-unit reference will be made with trends in the demand on adults to learn how to use technology efficiently - with respect to having to learn, on their own or under supervision (or a more knowledgeable other, as Lev Vygotsky would put it), use mobile phones and/or tablets, smart TVs, order groceries online, become part of social communities and efficiently use e-Government Services. The discussion will grapple with the debate between technophyles, who promise a new and more comfortable ‘networked’ world for adults; and critical thinkers, who warn against digital determinism that will further domesticate the adult masses. Study-Unit Aims: This study-unit aims to provide: 1. Formative hands-on exposure and experience in the fields of adult education, training and development, particularly as regards planning, setting-up, managing and evaluating learning contexts that are attractive, motivating and educational for different cohorts of adult learners and/or trainees; 2. Consolidation of face-to-face and online pedagogies, methodologies and resources relevant to a given adult education or training setting; and 3. Development of competencies, skills and attitudes relevant to educators in the fields of adult education, training and development, within a framework of a professional and committed vocational work ethic. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Recall tenets of main theoretical models of education relevant to 21st century teaching and learning; 2. Identify characteristics and needs of the adult learner; and 3. Identify Internet resources (including Learning Management Systems, blogs and wikis) relevant to critical, collaborative digital literacy teaching and learning. 2. Skills: By the end of the study-unit the student will be able to: 1. Apply the main tenets of relevant educational theories and principles of the Community of Inquiry Framework to teaching digital literacy to adults; 2. Participate effectively in synchronous and asynchronous virtual learning communities; 3. Use characteristics and needs of the adult learner in the development of digital literacy lessons / programmes; 4. Integrate digital literacy learning outcomes in adult education and training programmes; 5. Utilize relevant and diverse Internet resources as educational tools; and 6. Use the pedagogical features and functions of various online applications and tools, including social networking sites and teaching resources repositories. Main Text/s and any supplementary readings: Main Texts: - Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning. Journal of Computer Assisted Learning, 37(5), 1479-1493. - Selwyn, N., Gorard, S. & Furlong, J. (2006) Adult learning in the digital age: information technology and the learning society. London: Routledge. Supplementary Readings: - Boyd, D. (2016). What would Paulo Freire think of Blackboard: Critical pedagogy in an age of online learning. The International Journal of Critical Pedagogy, 7(1). - Garrison, D. R. (2011). E-learning in the 21st century: a framework for research and practice. London: Routledge. - Laurillard, D. (2008). Digital technologies and their role in achieving our ambitions for education. London: Institute of Education, University of London. |
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| STUDY-UNIT TYPE | Blended Learning | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria M. Brown (Co-ord.) Patrick Camilleri Joseph Vancell |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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