|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 UOC learning resources used in the subject Additional information on 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:
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.
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.
In order to register for this course, no previous courses from the Master's program in Technology-Mediated Language Teaching and Learning are required.
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.
This course will contribute to develop the following competencies:
These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:
The 4Cs and gamification
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.
The materials for this course ,which are available in the virtual classroom, include the following:
The assessment process is based on students' own work and the assumption that this work is original and has been carried out by them.
In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.
If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.
In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.
In its assessment process, the UOC reserves the right to: