Developing an Early Years and Disabilities, blended Masters Module: Course change and the use of a critical friend

Karl Wall, Olga Miller, Julie Jennings, Eric Hadley

Abstract


e-Learning promises increased flexibility and accessibility for learners; however, how this promise is realised will depend on the teaching context. This paper highlights how the underlying conceptualisation of a Masters level course module changed as the team developing it embraced the flexibility and challenges offered by online technologies, supported by the comments of a critical friend skilled in online course development. It also highlights the opportunities such approaches offer in facilitating greater access for a wider range of students. This was of significance to this programme because of the target students for this module ?วจ professionals working with disabled children in the early years. This is particularly important when coupled with the possibilities that e-learning strategies offer for extending and diversifying pedagogic and assessment approaches.

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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082