• Description

This course provides a detailed overview of the advances that have taken place in technology-mediated language teaching and learning and familiarizes students with several of the elements to take into account in order to plan pedagogical practice when technology is used for language teaching: from needs analysis to language assessment, through learner profile identification, tools, and teaching methodology. Students will relate and apply the elements that help plan pedagogical practice to a particular teaching-learning context and will analyze the outcomes critically.

• The subject within the syllabus as a whole

This is a compulsory course in the MA in Technology-mediated language teaching and learning. Specifically, this is a course in the compulsory study area:  "Foundations of technology-mediated language teaching and learning."

• Professional fields to which it applies

This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes materials writers for online language learning, editors, and consultants for online language learning platforms.

• Prior knowledge

In order to register for this course, no previous courses from the MA in Technology-mediated language teaching and learning are required. 

Information and communication technology (ICT) skills at user level are recommended. 

• Information prior to enrolment

Students need to have a level of English (language of instruction) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

• Learning objectives and results

By the end of the course, students will be able to:

• Plan and design a learning program that incorporates the use of technology.
• Apply theoretical and methodological language teaching principles.
• Conduct a needs analysis of a language learning context.

The main competencies this course will contribute to develop are the following: 

Basic competencies

• Being able to study in a self-directed and autonomous way.

General competencies

• Searching for, obtaining, processing, and communicating information (oral, written, audio-visual, digital or multimedia) in order to transform it into knowledge through analysis and synthesis.
• Applying ethical principles and professional values to teaching practice.

Transversal competencies

• Analyzing and interpreting academic texts in the field in order to apply them to pedagogical or research projects or to convey their content through interactive and narrative documents.

Specific competencies

• Identifying student needs bearing in mind the diversity of technological profiles and the teaching context, and tailoring the use of technology to these aspects. 
• Analyzing and critically evaluating the potential of existing tools and resources and being able to justify their use for language learning in online or hybrid contexts.

These competencies are linked to learning outcomes that students will achieve through a series of assessed tasks.

• Content

• Understanding needs analysis and elaborating tools to identify student needs.
• Analysis of learning styles and individualization of pedagogical materials.
• Identifying teaching methods and technological tools and how to choose the most suitable ones depending on the students.
• Identifying different assessment methods depending on teaching methodology and technological tools.

• View the learning resources used in the subject

• Support tools and learning resources

The basic materials for this course are self-learning materials in web format and they are available in the virtual classroom. They are structured around a series of key questions to help students gradually understand and apply the main concepts of the course, with charts, summaries, and examples. In addition, they include activities and quizzes so that students can check their level of understanding and mastery of the main concepts. In addition to the supporting self-learning materials, students will be provided with a bibliography in order to examine the topics of the course more in depth.

• Guidelines on assessment at the UOC

The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

• View the assessment model