|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|
|You can use the course plan to plan your enrolment (check to see whether the course is being run this semester in the 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.)|
The Final Master’s Thesis is a compulsory 6-credit course. The student will write their Final Thesis under the supervision of a tutor and will defend their work virtually, synchronously and publicly in front of a committee and of the rest of students. The objective of this Final Master’s Thesis is that the student puts into practice and combines all the theoretical and practical knowledge gained during the master’s degree and applies that knowledge to a professional environment in the field of language teaching and learning. This Master’s Thesis has, therefore, a practical orientation. The course has been conceived as an opportunity for the student to show and strengthen the different types of competencies (basic, specific and transversal) practiced during the program.
The outcome will be a piece of individual and original work that asks relevant questions, analyzes a teaching/learning context in a reflexive and critical manner, and focuses on a pedagogical proposal motivated by a well-justified problem or real need. It is the thesis of a professionally-oriented master’s program and, therefore, it should consist in an application, either a product (e.g., task, prototype, etc.) or pedagogical intervention. In either case, the proposal will have to be based on an initial theoretical background that demonstrates the student’s ability to do research and delve into a particular topic.
The final outcome will be a report that describes the project, including the theoretical foundation and the description of the product or pedagogical intervention proposed and a series of recommendations for its practical implementation in the real context chosen by the student
This is a compulsory course in the Master’s program in Technology-Mediated Language Teaching and Learning. It represents the completion of the learning process in the Master’s program.
|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 editors, materials writers, and consultants for online language learning platforms.|
|It is highly recommended that the student registers for this course at the time when they are ready to finish the program. Ideally, the Final Master’s Thesis should be the last course taken by the student, once the other courses (or most of them) have been completed. At least, the student should have completed a minimum 30 ECTS in order to be able to register for this course.|
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.
A minimum of 30 ECTS should have been completed in order to be able to register for this course.
Information and communication technology (ICT) skills at user level are also recommended.
This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S).
(B6) Having and understanding the knowledge and skills that provide a basis or that give an opportunity to be original in the development and/or application of ideas, often in the context of research.
(B7) Being able to apply the acquired knowledge and skills and the capacity to solve problems in new environments that belong to a broader or multidisciplinary context, related to the area of study.
(B9) Being able to convey one's conclusions, as well as the knowledge and rationale behind to expert and non-expert types of audiences in a clear and unambiguous way.
(G1) Handling, comparing, and connecting the various models and theoretical principles in second language teaching and learning.
(G2) 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.
(G5) Handling the necessary methodological knowledge and skills to face professional or research challenges rigorously.
(T3) Writing adequately and conveying knowledge and ideas from complex texts fluently and rigorously.
(E1) Identifying the learning needs of students, bearing in mind the diversity of technological profiles and the learning context, and adapting the use of educational technology to these factors.
(E2) Analyzing and assessing critically the potential of current technologies and resources and being able to justify their use to learn a second language in hybrid or online contexts.
(E4) Mastering the theoretical principles in technology-mediated second language teaching and learning and applying them to make decisions about authentic pedagogical interventions in online or hybrid contexts.
(E7) Analyzing, interpreting, and conveying the results and implications of the pedagogical actions or research projects carried out.
These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed.
This course structures the Final Master’s Thesis around four challenges or activities that will guide the student through the different stages of the project:
Each stage will be assessed via continuous evaluation activities.
The student will lay out a proposal that includes the topic selected, the objectives, an explanation of the problem, challenge or research question, previous research on the topic selected, a provisional title, the structure or contents, as well as a timeline for the project, with the help of models and templates.
The student will have to outline the methodology the project will follow and propose a design, either a product or a pedagogical intervention, based on a real teaching/learning context and a needs analysis.
The student will start writing up the report and will submit two drafts, a first draft that includes the literature review and the methodology and a second draft that includes the application proposed, as well as a detailed explanation of how it was developed. Drafts will be electronically submitted in PDF format via the Register of Continuous. Evaluation available in the classroom.
The defense of the Master’s Thesis will take place in front of an academic committee and it will simulate a presentation at a scientific conference. It will include the most relevant aspects of the project developed. The student will share their video presentation in the classroom (about 10’) and then they will schedule a synchronous meeting with the committee.
|The student will be provided with different learning resources for each of the stages in the Final Master’s Thesis. Learning resources will be available in the classroom.|
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.