| Module Pedagogy:

This module conforms to the pedagogical maxim of immersion (Krashen and Terrell 1983) and situated learning (Lave & Wenger 1991). Students will be immersed within a second language (English), whilst navigating through a situated activity, (Personal Digital Marketing). Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). Situated learning is usually unintentional rather than deliberate. These ideas are what Lave & Wenger (1991) call the process of “legitimate peripheral participation.” Social interaction is a critical component of situated learning. Learners become involved in a “community of practice” by the use of the second language, its cultural domain beliefs and behaviors. The learning of English in this module will be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge, therefore students will be learning English for technology and business. The learning environment will require social interaction and collaboration. Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning).

| Module Description:

Students will learn how to plan a successful media campaign about themselves. They will create a personal online profile with professional looking graphics and appropriate subject matter. This will include a personal logo, a professional CV, a published personal blog and a business card. By making use of free digital marketing tools students will go on to formulate and implement a vibrant social media strategy.
This is a great project for giving students a real look into the field of self-promotion in the digital age. Students will learn that self-promotion can be as bad as it can be good. By the end of this course, students will have a credible digital profile across various mediums that is fit for purpose.

| Observation:

Each class lasts one hour, therefore, students should complete twenty-two hours to finish the course.
At the start of the course, students with strong English language development will be placed with less fluent students and be tasked with a mentoring role within the group. Throughout the course, students will present to each other in a spirit of collaboration and mutual development. Self-assessments and peer-to-peer assessments will be used to encourage reflection and improvement. Student autonomy will be encouraged. In time the learning environment will transition in time toward a more fluid asynchronous format.