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View general information Description The subject within the syllabus as a whole Professional fields to which it applies Prior knowledge Information prior to enrolment Learning objectives and results Content View the learning resources used in the subject Support tools and learning resources Guidelines on assessment at the UOC View the assessment model | ||||||||||||||||
This is the course plan for the first semester of the academic year 2024/2025. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change. | ||||||||||||||||
This course explores the different forms that feedback can take in technology-mediated language learning. At the end of the course, students will have reflected on the characteristics of the different types of feedback and will be familiar with various ways of giving and receiving feedback in an online or hybrid language teaching and learning context. Students will apply the learning to a given teaching-learning setting in a practical way and analyze the results critically. |
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This is an elective course in the Master's program in Technology-Mediated Language Teaching and Learning. |
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This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face, online, or hybrid educational settings. This includes creators and editors of online language learning materials and resources, learning designers, and consultants working for online language learning platforms. |
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In order to register for this course, no previous courses from the Master's program in Technology-Mediated Language Teaching and Learning are required. |
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Given that English is the language of instruction of this course, students need to have a level of English 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. Information and communication technology (ICT) skills at user level are recommended. |
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By the end of the course, students will be able to:
The main competencies this course will contribute to develop are the following: Basic competencies
General competencies
Transversal competencies
Specific competencies
These competencies are linked to learning outcomes that students will achieve through a series of assessed |
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The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth and will be provided with additional complementary references for each unit. |
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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. |
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