Technology-enhanced learning, teaching & assessment for module: Strategic Management Seminars
Teaching - The lecturer perspective: How to construct and manage technology-enhanced learning for students 
The learner perspective
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My own journey of personal learning
The challenges 
Large group - 120-150, composed of 7 disparate programme groups. Distinct sub-cultures & learning styles evident.
Double-weighted capstone module, final semester, level 8.
Module is currently over-assessed, through series of written CAs and summative exam.
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Module amendment - a formal process - what's manageable within module amendment regs?
Getting started
Introductory video Password Telta
Regulatory implications
DIT General Assessment Regulations (with appropriate [amendments]Link Title
Informed by: Link TitleLink Title
Informed by: Link Title
Reconfiguring the module
Supportive technologies
(https://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock
Core technologies
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What is successful technology integration?https://www.edutopia.org/technology-integration-guide-description)
Introduce Slack, encourage and monitor its use and effectiveness 
In what way will my own role as the lecturer have to change in delivering and grading this assessment, and how will students perceive this?
Creating a supportive online environment for the new assessment, especially for the first iteration
Pedagogy
Blended vs. face to face. How will my own role have to evolve? Link Title
VLE/Blackboard Online collaborative space
Netiquette
Set clear expectations link to article
Formal communications. Maintain individual & group email through Webcourses, and DIT Gmail.
Peer-to-peer and informal communications. Facebook already in use. Introduce Slack
Staying motivated Vroom's Expectancy theory of Motivation Link Title 
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Digital badges. These may not be relevant immediately,
but could be worked up to as the module develops.
(http://www.gillysalmon.com/journal-articles.html)[Link Title](http://www.gillysalmon.com/journal-articles.html)
Intrinsic vs extrinsic motivation. TELTA has encouraged me to consider this more as I attempt to shift the module to a greater aspect of tech-enhancement.
Dialogue. Maintain the prompt email response which is currently in place.
Scaffolding. The module is already well scaffolded, considering its scale and scope, but the online assessment dimension will require specific supports.
Overcoming transactional distance. This will not be a central problem, as the majority of content delivery will still be face-to-face.
Communication
Personal emails. Create personalized ezine at module commencement & regular intervals (already used in other contexts using Mail Chimp and Vertical Response)
Can I develop a community of 'learners'? 7 disparate groups in this module, so buy-in will be a challenge.
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Learning materials
Already using Flipped Classroom. Build on this.
in-class technologies. Already in use but sporadically. Increase and streamline use of these.
Socrative 
Slido 
Aurasma. Already using to a limited extent in class and for distance materials. This will be developed further 
Specific intended assessment changes after undertaking TELTA
Replace 30% of current assessment with choice of tech-enhanced assessment: e.g.make a video or screencast around key module themes. Support use of Powtoon or Vimeo
The module TFMG4003 School of Hospitality Management & Tourism. Running for around 15 years, largely unchanged
Informed by: West (2010) 'A student's guide to strengthening an online community', Tech Trends, 54:5, pp. 69-75, and Thompson, P. (2015), 'How digital native leaners describe themselves', Education & Information Technologies, 20:3, pp. 467-484.
Carlile & Jordan (2005) 'It works in practice, but will it work in theory? The theoretical underpinning of pedagogy', AISHE, Dublin pp. 11-26.
New Horizon Media (2016)[Link Title](https://www.nmc.org/news/nmc-and-educause-learning-initiative-release-the-nmc-horizon-report-2016-higher-ed-edition/
Do I, and the students, have the digital literacy skills? How far down the tech-enhanced road should I go?Link Title
Using OERs
I will experiment in this area.
Offer digital choice in assessment work. Support interpretative flexibility on students' part Link Title
Maintain use of VLE (Webcourses), but increase use of wikis and discussion boards
Introduce an early webinar to the module]
Check reputation and licence restrictions
How can I make the content accessible?
Gutierrez & Fernandez (2014) 'Augmented Reality in Learning, communicational and Professional Contexts in HE, Digital Education Review, 26 pp. 22-34
Be more mindful of creating a tech-enhanced learning environment. Be more experimental.
Increase digital literacy through support apps. Already experienced in developing a bespoke transitions app. Use off-the-shelf apps
influenced by: Crisp (2011) - efficiency, effectiveness, authenticity, engagement
Influenced by: Biggs (1996), Constructive Alignment
The module is team-delivered (2 staff). My co-instructor differs. Will all colleagues share my desire to rework the module?
Connecting the teacher & the learner
Bound by formal DIT GARs and module validation processes
In effect, I am adding a 'blended' learning aspect