Develop a critical understanding of the concept of blended learning as a form of connected education and epedagogy for the 21st century classroom;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Critically reflect and make appropriate design decisions when planning e-pedagogies in practice;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Design new approaches to blended and connected learning to explore and improve the technology rich learning environment;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Demonstrate digital confidence and design thinking for effective blended learning practices in a range of contexts;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Lead change with others, demonstrating learning and impact using evidence and research inquiry;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.
eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Communicate effectively in written, oral and other means;
Use higher level ICT skills (analysis and design) competently in their study and other appropriate situations;

Teaching/Learning Methods and Strategies

All modules will offer opportunities to support the whole-professional learner. Developing their metacognitive and communication skills will be the focus of both modules. Seminar work, project board work (miro.com and padlet.com) and the development of group learning opportunities will be highlighted as a key part of the learning journey.

Methods of Assessment

Both formative and summative assessments will involve the development of effective to excellent academic presentation and writing skills for both professional and research audiences. Pechakutcha presentations will be employed as part of the assignments to extend the design principles on the course in support of teacher-designer developments.

Use higher level ICT skills (analysis and design) competently in their study and other appropriate situations;

Teaching/Learning Methods and Strategies

Digital competence will be a key part of the PG Certificate allowing for the development of new and emerging practices. Teaching and learning tasks will involve design planning (thinking in consultation) and design process using project learning environments and tools (online). These skills will enhance both the pedagogies of good practice on the course will supporting practitioners in their personal learning journey and role modelling good practice. Software and pedagogies explored will include the use of google and MS tools and pechakutcha.com and padlet.com for advanced collaborative work.

Methods of Assessment

A range of ICT tools and strategies will be developed for the digital leader including the use of project boards, communication forums, content hosting applications, learning environment design and analytic programmes, presentation software and dissemination tools and devices.

Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives;

Teaching/Learning Methods and Strategies

UX and evidence-based practices such as action research and lesson-research study will be developed on the course as key parts of the empirical justification for design assignments and project-based learning.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while audit and project-based learning allows a range of transferable skills to be assessed.

Improve their own learning and performance, including the development of principled values and ideas while demonstrating a capacity to plan and manage learning, and to reflect on their own learning;

Teaching/Learning Methods and Strategies

UX and evidence-based practices such as action research and lesson-research study will be developed on the course as key parts of the empirical justification for design assignments and project-based learning.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, and projects allow for a range of transferable

Evaluate and justify new theories and ideas using appropriate research evidence in support of improving practices.

Teaching/Learning Methods and Strategies

In the teaching methods employed in modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Assignments will be applied in nature as well as critically reflective of new theoretical ideas allowing for the development of professional practice, learning and dissemination.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while projects allow for a range of transferable skills to be assessed.

Research and articulate their ideas for e-pedagogies at ease for both a research/academic and professional audience;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparing evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional design practices.
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Enhance digital practices at a whole-school/college level as a learning leader, demonstrating learning across a range of key concepts and modes of enquiry in educational studies;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparing evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Explore some of the digital deficit and pedagogic challenges and associated issues and developments in education and training from a regional, national and international perspective;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparing evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon design ideas and professional practices.
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Compare and critically contrast appropriate theoretical foundations and contemporary literature on which to base practice;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparing evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon design ideas and professional practices.
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Develop their professional and research voice as learning leaders, highlighting an in-depth understanding of the relationship between theory and e-pedagogy practices and professional working context.

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparing evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Contribute to the digital leadership developments in their profession in a critical, analytical and innovative manner;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Leadership projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Analyse the needs of the contemporary school/college and key stakeholders in order to improve connected educational environments, identifying trends and common characteristics in important educational processes;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course

Methods of Assessment

Blended learning design ideas and projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Develop digital leadership skills for the future demonstrating a commitment to self and others (within consultative and work environments);

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Blended learning ideas and design projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Critically reflect on blended learning and e-Pedagogies for the future using scholarship and research;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Application of learning skills will be an important aspect of the professional learning journey on both modules. The development of criticality will be important as the academic research skills advance on the modules. This will involve working in groups to consult on design thinking and processes in order to experience self and peer critique in support of professional learning. This will be facilitated by tutors on the course and inform reflective learning assignments. UX and other critical inquiry models will be encouraged as good practice reflective practice and research.

Demonstrate digital leadership skills for future learning and improvement;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Reflective learning is an integral part of the course as is reflective evidence-based education. Both sets of coursework will challenge the digital leader to development themselves and work with others using a community of practice approach. Whole-school/college leadership will form an integral part of module 2, in support of co-agency and policy developments for good practice

Present future plans using reflective and critical inquiry methods and models;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Critical reflection will form an integral part of both modules. The collaboration tools on the course will encourage both individual and peer and tutor inquiry and feedback in support of ongoing professional reflection. The assignments will offer an opportunity to reflect as part of the overall process and marks will specifically be offered on both modules for critical inquiry methods and models employed. Tools such as journaling and formative consultative projects including UX feedback and evidence will be encouraged as good practice.

Develop their critical research voice and contribute to the blended and digital learning debate on topics and issues relevant to educational professionals;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

Criticality will inform both modules in particular assisting learners during seminars to advance their evaluative skills and providing formative opportunities to develop and articulate learning in an evidence-based manner. This will inform the summative assessment later where the student is expected to offer strong narrative views on the basis of their learning on the modules and application to practice.

Evaluate blended learning practices using a range of design thinking and design processes including UX and evidence informed approaches;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.

Methods of Assessment

eLectures – pre-recorded lectures will be offered as well as synchronous** sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous* and asynchronous** learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously** on a weekly basis.

Miro/Project boards design teams – simulated learning will form an important part of the reflective process. Miro.com

Good practice examples – reflective and problem-based learning skills will be developed in support of design thinking on the course.