This module explores the sociological dimensions of digital education, framing education itself as a social endeavour and construct. Students will learn how digital means are used to support educational development, with particular emphasis on cultivating inclusive perspectives regarding educational practices and distribution—such as open educational resources, open licensing, and digital scholarship—and their relevance in a rapidly evolving society. The curriculum addresses shifts in online culture and ideologies as influenced by governments, corporations, and broader societal forces. It also investigates the role of data analytics and educational organizations in these developments. A key focus is placed on the potential of digital education to empower learners to navigate the emerging social realities of the online world. Students will be encouraged to reflect on the wider social implications of digital environments and consider how digital education can equip individuals for life in the ‘information and AI society’. A central component of the module involves a critical examination of AI, Generative AI and Large Language Models (LLMs) as sociotechnical forces that are reshaping educational practice, knowledge production, labour markets, academic integrity, equity, and epistemic authority. Rather than treating AI, Generative AI and Large Language Models (LLMs) merely as technical tools, the module approaches it as a sociological phenomenon, seeking to interpret its multifaceted role across contemporary society.
A. Critically analyse the distinctive social features of the online environment—including the historical forces shaping digital culture, platform economies, and uneven global distribution—and evaluate the role of educational organisations, governments, and technology corporations in its development, assessing whose interests are served by these dynamics. B. Examine the social implications of data-driven and AI-mediated education, using appropriate analytical frameworks to interrogate issues of surveillance, algorithmic bias, and epistemic justice. C. Critically assess the emergence of AI and Generative AI as a sociotechnical force in education, including its effect on educational systems, organisations and labour. D. Synthesise relevant learning theories and digital education research to design and evaluate inclusive, equitable responses to technological change in educational contexts. E. Demonstrate critical digital reflexivity by engaging productively and ethically with digital tools and online environments, articulating how this experience relates to the broader social landscape of the digital world.
The teaching sessions are interactive and divided into two components: lectures and seminars. The lectures will introduce the key concepts, the seminars will build on the materials and skills/technologies covered in the lectures through group discussion and course activities. One or more methods will be used in teaching and learning such as online and onsite blended learning, e-learning, flipped classroom, project-based learning with technology. Both formative assessment and summative assessment will be applied, such as oral and written feedback and peer feedback and evaluation.