||NEDD840: Trends & Issues in the Use of ICT in Education (Doctoral course)
The use of ICT will continue to be a prominent feature of education in Singapore schools. This course will help EdD students identify current trends in the use of ICT in education. It will also develop their ability to critically interrogate the application of educational technology in schools and institutes of higher learning, isolate important socio-technical issues, and frame desirable futures with technology.
NEDD841: Theoretical Foundations of Technology-mediated Learning Environments
The pervasiveness of technology is taken for granted in modern societies. Technology-mediated means of learning, whether using the Web, using new media, or via mobile handheld devices, are increasingly commonplace. Uninformed and uncritical uses of such technologies abound. This course seeks to equip students with sound theoretical bases for making compelling design decisions with respect to technology-mediated learning environments in order to engender high quality learning outcomes relevant to the needs of contemporary society. To this end, the course will first probe and interrogate ontological and epistemological issues that underpin traditional approaches to learning. Second, it will broaden students’ exposure to alternative understandings through exposure to other worldviews. A critical connection to pedagogy will then be developed so that students can begin to grasp the vital relation between metaphysical assumptions and pedagogic principles. This understanding will then be directed toward application, to support formal and informal learning in the contemporary world.
SE815: Educational Philosophy (Doctoral course)
This course investigates the aims of education and the means for achieving those aims. It will interrogate the many tacit assumptions that permeate the discourse of education. It will do so by considering aspects of metaphysics, values, ideologies, and practice that bear upon education and educational research. Students will engage deeply with seminal ideas of great thinkers in educational philosophy. They will develop a critical understanding of educational choices in relation to a space of possible alternatives for the development of educational capital and social good.
SE809: Contemporary Foundations of Learning (Advanced Special Topic in the Learning Sciences) (Doctoral course)
The Learning Sciences is a cross-disciplinary field of
study that investigates the phenomenon of human learning. Foundational
principles and approaches to learning will be examined to provide
students with contemporary perspectives on how human learning takes
place in situated, real-world contexts. The course will expose
participants to a consideration of learning from an embodied,
meaning-making, and cultural perspective. Topics such as brain science,
meaning making, discourse, mediated action, embodiment, as well as
enactive and socio-cultural perspectives to learning will be covered.
MLT801: Foundations of the Learning Sciences (Masters course)
How do people learn? How do I teach to help learners make meaning, foster deep understanding, engage in participatory and collaborative learning, and develop the ability to act on their understanding? Applying deep interrogation, this course will help students grasp fundamental principles and perspectives as to how people learn and how to foster human learning.
MLT815: Digital Game-based Learning (Masters course)
As members of today’s digital generation, our youth are widely exposed to digital games played on desktop computers and on a wide variety of mobile devices. Increasingly, digital games are finding their way into the formal curriculum and used as a medium for engaging and deepening students’ learning. Students in this course will learn how play elements can be constructively introduced into designs for learning. They will also learn to critically appraise the state-of-art in the field of digital game-based learning, including related efforts to introduce gamification elements into conventional online and offline learning approaches.
MTC805: Learning in the Age of New Media & Digital Technology (Masters course)
The emergence of “new media”—a term which is understood to include digital, computerized and networked technologies—is reshaping perceptions about how young people learn, play and participate in social life. As media converge and screen-borne images take precedence over the written word in contemporary communicational contexts, teachers have an increasing and urgent responsibility to help their students develop, adapt, and master the skills, strategies and habits of mind necessary to function successfully in highly-mediated, formal and informal, learning environments. This core course focuses on what, when, why, and how young people learn with new media. Crucially, it combines a substantial practical component with a serious treatment of theoretical issues to help course participants problematize and scrutinize existing pedagogic practices from their personal and collective perspectives.
MLT806: Social Foundations for the Learning Sciences (Masters course)
This course focuses on a deep and critical analysis of the social basis of all human learning. Multiple approaches to understanding learning will be considered with a view to helping students develop a holistic and coherent grasp of the complexities of learning in formal, non-formal, and organizational learning contexts. The orienting ideas and theoretical constructs considered are intended to have practical relevance and to invigorate creative designs for innovative learning. Topics that will be considered include phenomenology, embodiment, situated action, symbolic interactionism, meaning making, languaging, hermeneutics, dialogism, identity, and cultural-historical activity theory.
MID811: Learning, Cognition, & Technology (Masters course)
This course introduces students to current perspectives
on the nature of human learning and cognition, including situated
learning, distributed cognition, and other constructivist approaches. An
understanding of these perspectives is used to address the design of
technology enhanced learning, including multimedia learning environments
and e-learning. The emphasis of the course is on pedagogy and learning