Full Title:Computer-Assisted Learning
Language of Instruction:English
Module Code:MEDA I8Z07
Credits: 5
Valid From:Semester 1 - 2014/15 ( September 2014 )
Module Delivered in 2 programme(s)
Module Description:Students completing this module will have developed competency in the design and deployment of e-learning materials that facilitate learning, appreciate and understand how people learn, demonstrate the ability to apply learning principles in the design of e-learning materials, critically evaluate e-learning materials, tools and technologies effectively deploy their materials through a Virtual Learning Environment (VLE), and demonstrate an understanding of e-learning tools, technologies and standards.
Learning Outcomes:
On successful completion of this module the learner should be able to
  1. Appreciate and understand how people learn.
  2. Demonstrate the ability to apply learning principles in the design of e-learning materials (courseware).
  3. Critically evaluate e-learning materials, tools and technologies.
  4. Effectively deploy their materials through a Virtual Learning Environment (VLE).
  5. Demonstrate an understanding of e-learning tools, technologies and standards.

Module Content & Assessment

Indicative Content
Learning Principles
Three learning paradigms – Behaviourism, Cognitism and Constructivism
Their implications to the design of e-learning materials
Learner needs analysis
Assessment methods
Courseware Design
The features of software for learning – interactivity, learner control, presentation of information, providing help, etc..
Methodologies for facilitating learning:- Tutorials, Drills, Simulations, Games.
Apply these methodologies to design
Use these principles to evaluate e-learning materials
Activities involving the learner: Drill-and-practice, guided-analysis, research, discovery, virtual-laboratories, role-play, games, simulations, games (puzzle, adventure, strategy etc), discussion activities
Instructional Technology
E-learning tools
Games for Learning
Planning and implementing an e-learning course
Selecting appropriate tools and technologies, –blended approaches, asynchronous/synchronous interactions
Standards and accessibility
Assessment Breakdown%
Course Work100.00%

Full Time

Course Work
Assessment Type Assessment Description Outcome addressed % of total Marks Out Of Pass Marks Assessment Date Duration
Class Test n/a 1,2,3,5 50.00 0 0 n/a 0
Continuous Assessment Create an e-Learning product 1,2,3,4,5 25.00 0 0 n/a 0
Continuous Assessment Research-based Essay 1,2,3,4,5 25.00 0 0 n/a 0
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.
Reassessment Description
This may include a class-based test.

DKIT reserves the right to alter the nature and timings of assessment


Module Workload & Resources

Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Tutorial No Description 1.00 Every Week 1.00
Lecture No Description 2.00 Every Week 2.00
Independent Study No Description 5.00 Every Week 5.00
Total Weekly Learner Workload 8.00
Total Weekly Contact Hours 3.00
This course has no Part Time workload.
Recommended Book Resources
  • Parker, R.E. 2013 Redesigning Courses for Online Delivery: Design, Interaction, Media & Evaluation (Cutting-Edge Technologies in Higher Education), Emerald, ISBN: 9781781906903
  • Lacasa, P. 2013, Learning In Real And Virtual Worlds: Commercial Video Games As Educational Tools (Digital Education And Learning), Palgrave Macmillan.
  • Bredl, K. and Bosche W., 2013, Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, IGI Global
  • Pelet, J.E. 2013, E-Learning 2.0 Technologies and Web Applications in Higher Education,, IGI Global
  • Wills, S., Leigh, E., Ip, A 2010, The Power of Role-Based E-Learning: Designing and Moderating Online Role Plays, Taylor and Francis
  • Mayer, R.E., Alexander, P 2011, Handbook of Research on Learning and Instruction, Educational Psychology Handbook Series. Taylor and Francis
  • Chappell, D. 2010, Children under construction: critical essays on play as curriculum, Peter Lang Publishing New York
  • Miller, C. T. 2008, Games: purpose and potential in education, Springer
  • Clark, R. & Mayer, R.E. e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, Wiley. 2011, n/a
Supplementary Book Resources
  • Alessi & Trollip, Multimedia for Learning – Methods and Development, 3rd Edition, Allyn & Bacon, 2001 ISBN-10: 0205276911
  • Clarke, R. & Mayer, R., E-Learning & the Science of Instruction, 2nd Edition, Pfeiffer, 2007 ISBN-10: 0787986836
  • Driscoll, Margaret, Web-Based Training, John Wiley & Sons, 2002 ISBN: 0787956198
  • Horton, W., Designing Web-Based Training, Wiley, 2000 ISBN-10: 047135614X
  • Salmon, G., E-tivities: The key to active online learning, RoutledgeFalmer, 2002 ISBN-10: 0749436867
  • Salmon, G., E-moderating: The key to teaching and learning online, RoutledgeFalmer, 2004 ISBN-10: 0415335442
Recommended Article/Paper Resources
  • 2012 Houda Mouaheb, Ahmed Fahli, Mohammed Moussetad, Said Eljamali. The Serious Game: What Educational Benefits? http://www.sciencedirect.com/science/article/pii/S187704281202201X
Other Resources
  • Website: http://tip.psychology.org/
  • Website: http://www.pearsonhighered.com/elearning /
  • Website: http://blog.cathy-moore.com/elearning-sa mples/
  • Website: http://www.eduweb.com/
  • Website: http://nobelprize.org/educational/

Module Delivered in

Programme Code Programme Semester Delivery
DK_IMCCM_8 Bachelor of Arts (Hons) in Communications in Creative Media 5 Elective
DK_IMMAT_7 Bachelor of Arts in Media Arts and Technologies 5 Elective