21 Unit 2 scenarios: Learning theories and frameworks in the digital age
School context
Tutor prompts inserted into Microsoft Copilot:
Generate a scenario based on the below.
Here is some context for a unit which is about the learning theories, frameworks and practice in the digital age.
Key concepts we will need to explore in the scenario are social constructivism, connectivism, experiential learning and multimedia learning.
General observations that apply:
- Student using social media routinely to stay in touch with friends.
- Always with their phone and on their phone.
- A lot of choice using software, apps and other digital platforms.
- Taking photographs routinely, also editing these.
- Using a range of social media apps.
- Many play multiplayer games.
- Also creating online content, such as videos.
- Doom scrolling.
- Connected living but disconnected learning.
- Not sure how to use digital technologies for their learning.
- Students rely primarily on their tutors for feedback.
This scenario would relate to teachers and students in school. And here is what is happening: Please use the above and below to build a scenario. Do NOT provide solutions. Include discussion points and discussion points linked to the module learning outcomes.
The generic module learning outcomes are:
LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.
LO2: Apply specific learning theories relevant to digital education in your professional context.
LO3: Critically reflect on a range of digital technologies and practices in your professional context.
| Students in schools | Teachers in schools |
| · Students in school are often bored. Less engaging. Maybe because of limited interest in all subjects. Too many subjects. All day in class.
· Some friends. · Some students demonstrate inappropriate behaviour, loud, disruptive. · Asked to work on own all day. Self-learning for high-achievers. · Learning on own. · Limited group. · No digital devices used in class. · Out-of-class for homework and personal interest using internet and multimedia, also creating homework using digital media.
|
· National curriculum. Teaches what needs to be taught.
· Teacher doesn’t always know what students’ aspirations or interests are. · Teacher updates materials but has limited time. There is a lot of administration linked to testing, capturing performance to share that feed school stats and inform parents at parents’ evenings. · Teacher talks, students listen. · PowerPoint used and some videos shown. · Interactive whiteboards used sporadically. · Writing essays. · In maths worksheets were used to prepare for exams. · When the teacher ask question, did you understand, confident students responded. · Teacher does know the students by name. · Dedicated teaches for each subject. · There is no communication outside class beyond official email from school. · Some homework completed digitally, including on specific platforms. · High turnaround in specific subjects, such as Maths.
|
Copilot generated scenario: learning theories, frameworks and practice in the digital age in a school setting
Scenario: “Connected Lives, Disconnected Learning”
Setting:
A secondary school in a suburban area. The school follows a traditional curriculum with limited integration of digital technologies in classroom instruction. Students are aged 13–16.
Characters:
- Ms. Patel, a dedicated English teacher juggling administrative tasks and lesson planning.
- Jayden, a Year 10 student who is highly active on TikTok and Discord, often editing videos and sharing memes.
- Amira, a quiet student who excels in self-directed learning but feels isolated in class.
- Mr. Lewis, the head of ICT, who is interested in integrating more digital tools but faces resistance from colleagues and time constraints.
What’s Happening:
In Ms. Patel’s English class, students are preparing for their exams. Lessons are structured around PowerPoint presentations and essay writing. Occasionally, a YouTube video is shown to illustrate a literary theme. Students are expected to work independently, with limited group interaction. Feedback is mostly written and delayed.
Outside of school hours, students like Jayden and Amira are immersed in digital environments. Jayden collaborates with peers in multiplayer games and creates short-form video content. Amira uses online forums and educational YouTube channels to deepen her understanding of literature. However, neither student connects these digital practices to their school learning.
Despite their digital fluency, students express boredom and disengagement in class. They feel their interests and digital skills are not recognised or utilised. Teachers, meanwhile, are overwhelmed by administrative duties and standardised testing requirements. They struggle to personalise learning or explore students’ digital lives.
Discussion Points:
General Reflections:
- Why is there a disconnect between students’ digital lives and their classroom learning?
- How might teachers better understand and leverage students’ digital practices?
Linked to LO1 (Critically assess key contemporary debates…):
- To what extent does the current educational model reflect or resist the realities of a digitally connected society?
- How do issues of equity, access, and digital literacy play into this scenario?
Linked to LO2 (Apply specific learning theories…):
- How could social constructivism inform a redesign of classroom activities to promote collaboration?
- In what ways might connectivism help teachers recognise and integrate students’ informal digital learning networks?
- How could experiential learning be used to bridge the gap between digital content creation and curriculum goals?
- What principles of multimedia learning are being ignored or underutilised in this scenario?
Linked to LO3 (Critically reflect on digital technologies and practices…):
- What are the implications of using digital tools only for homework and not in class?
- How might teachers reflect on their own digital practices and assumptions about student engagement?
- What barriers (institutional, pedagogical, personal) prevent the integration of meaningful digital learning?
University context
Tutor prompts inserted into Microsoft Copilot:
Generate a scenario based on the below.
Here is some context for a unit which is about the learning theories, frameworks and practice in the digital age.
Key concepts we will need to explore in the scenario are social constructivism, connectivism, experiential learning and multimedia learning.
General observations that apply:
- Student using social media routinely to stay in touch with friends.
- Always with their phone and on their phone.
- A lot of choice using software, apps and other digital platforms.
- Taking photographs routinely, also editing these.
- Using a range of social media apps.
- Many play multiplayer games.
- Also creating online content, such as videos.
- Doom scrolling.
- Connected living but disconnected learning.
- Not sure how to use digital technologies for their learning.
- Students rely primarily on their tutors for feedback.
This scenario would relate to educators and students at university. And here is what is happening: Please use the above and below to build a scenario. Do NOT provide solutions. Include discussion points and discussion points linked to the module learning outcomes.
The generic module learning outcomes are:
LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.
LO2: Apply specific learning theories relevant to digital education in your professional context.
LO3: Critically reflect on a range of digital technologies and practices in your professional context.
| Students at university | Educators at university |
| · Live away from university.
· Are commuting. · Overwhelmed with size of the university. · Feel lonely. · Have no friends. · Some students go to societies, feeling less lonely. · Avoid contributing to seminars. · Many students have laptops in sessions and mobile phones. · Sometimes not sure what students do when educator talks. · Feel overwhelmed with volume of what to learn. · There are opportunities to fully engage in higher education life. · Students don’t always understand why they need to learn what they are asked to learn or why something is useful. This also relates to assessment. · Students study mainly on own. · Students watch videos and keep notes. · Some group work but this creates a lot of tension among students. Not all members of the group contribute. · Students don’t always know how to seek help from others.
|
· Many mostly lecture.
· Also seminars. Some small group activities. · Educators from different nationalities. Initially some challenges to understand them. · Introduces students also to their research. Talks a lot about it in class. · Not always clear how this research links to what they want students should learn. · Spends a lot of time preparing slide decks and notes to use during the session. Lecture notes available also printed and recordings. · Wants to update materials but has limited time. · Educator talks, students listening. · When educators ask question, did you understand, more confident students reply especially. Sometimes students at the front ask questions. · More student contributions in small classes. · Educator does not always know the students or their names, especially in large classes. · There is some communication outside class for announcements about the module.
|
Copilot generated scenario: learning theories, frameworks and practice in the digital age in a university setting
Scenario: “Alone in a Crowd: Learning in the Digital University”
Setting:
A large, urban university with a diverse student population. The university offers a mix of in-person lectures, seminars, and digital learning resources. Students commute from various parts of the city and surrounding areas.
Characters:
- Dr Lin, a lecturer in Media and Communication, passionate about her research on digital cultures.
- Sami, a first-year undergraduate student who commutes daily and often feels isolated.
- Priya, a second-year student who is active on Instagram and edits short videos for fun but rarely speaks in class.
- Alex, a confident student who often answers questions in seminars and uses GenAI tools to help with assignments.
What’s Happening:
Sami attends a lecture on digital media theory. Dr Lin presents a detailed slide deck, referencing her own research on online communities. The lecture is recorded and uploaded to the university’s learning platform. Students are encouraged to read academic articles and prepare for a group presentation.
Sami sits at the back, laptop open, but is distracted by social media notifications. He feels overwhelmed by the volume of content and unsure how the lecture connects to the upcoming assessment. He doesn’t know anyone in the class and avoids group work. Instead, he uses GenAI tools to summarise readings and generate ideas but doesn’t share this with peers or educators.
Similarly, Priya, who enjoys editing videos and creating content online, doesn’t see how her digital skills relate to academic work. She watches lecture recordings at home and takes notes but rarely contributes to seminars. She feels disconnected from the university community.
Dr Lin is aware that many students are disengaged but struggles to find time to redesign her materials. She aspires to make her sessions more interactive but feels constrained by the curriculum and large class sizes. She doesn’t know which students are struggling unless they reach out directly.
Discussion Points:
General Reflections:
- What are the barriers to meaningful engagement in this university setting?
- How do students’ digital habits outside the classroom influence their academic practices?
Linked to LO1 (Critically assess key contemporary debates…):
- How does this scenario reflect broader debates about digital technology and student agency in higher education?
- What tensions exist between institutional expectations and students lived digital experiences?
Linked to LO2 (Apply specific learning theories…):
- How might social constructivism inform more collaborative and inclusive learning environments?
- In what ways could connectivism help students like Sami and Priya build learning networks beyond the classroom?
- How could experiential learning be used to connect students’ digital content creation with academic outcomes?
- What principles of multimedia learning are being underutilised in Dr. Lin’s lectures?
Linked to LO3 (Critically reflect on digital technologies and practices…):
- What role do GenAI tools play in shaping students’ learning strategies and confidence?
- How might educators reflect on their own digital practices and assumptions about student engagement?
- What are the risks and opportunities of relying on recorded lectures and digital platforms for learning?
