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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 second semester of the academic year 2023/2024. 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 is a journey where participants will learn what gamification is and how to utilize it in their classrooms successfully. With each challenge the course provides ideas, tools and, most importantly confidence to introduce gamification in a curriculum. This subject is gamified so that participants will experience gamification first-hand. The following skills are covered:
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This is an elective course in the Master's program in Technology-Mediated Language Teaching and Learning. Specifically, this is a course in the block of elective courses: Tools and resources for language 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 contexts, online, or hybrid environments. This includes teachers, instructional designers, editors, materials writers, and consultants 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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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. Information and communication technology (ICT) skills at user level are recommended. |
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This course will contribute to develop the following competencies: Basic competences
General competences
Transversal competences
Specific competences
These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:
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The 4Cs and ngamification How does classroom gamification support the current teaching and learning skills? Unpacking gamification in the classroom This resource will allow you to dive deeper into the concept of gamification, from its definitions and links to psychological and game design theories all the way to examples of practical usage in the foreign language classroom. Organizing and planning your classroom gamification This resource should help you learn more about how to structure and organize a gamification proposal and the key components in each of the organization stages. The ADDIE model ADDIE is an acronym for the five stages of a development process: Analysis, Design, Development, Implementation and Evaluation. This resource will give you a general idea of the model's conceptualization and some advice on how to apply it in gamification. |
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The materials for this course ,which are available in the virtual classroom, include the following:
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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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