• Description

This course provides an overview of the historical evolution of language learning through technology, and more specifically about Computer-Assisted Language Learning (CALL).  At the end of the course, students will have reflected on the characteristics of technology-enhanced language learning and will be familiar with virtual learning environments, including mobile apps, MOOCs and Open Educational Resources. Students will relate and apply the different elements to a given teaching-learning context in a practical way and critically analyze the results.

• The subject within the syllabus as a whole

This is a compulsory course in the Master's program in Technology-Mediated Language Teaching and Learning. Specifically, this is a course in the compulsory block of courses:  "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, 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.

• Prior knowledge

In order to register for this course, no previous courses from the MA in program in Technology-Mediated Language Teaching and Learning are required. 

• 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 Framework 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. 

• Learning objectives and results

This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S) 

• (B8) Students should be able to integrate knowledge and skills and be able to face the complexity of making judgments based on information that, despite being limited or incomplete, will include reflections on social and ethical aspects related to the application of their knowledge and judgment.
• (B9) Students should be able to convey their conclusions, as well as the knowledge and rationale behind to expert and non-expert types of audiences in a clear and unambiguous way.
• (G3) Working in teams collaboratively in a virtual environment.
• (T2) 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.
• (S3) Mastering the various tools to learn a second language at a proficient user level and being able to adjust to the changing landscape of educational technology. 
• (S4) Mastering the theoretical principles in technology-mediated second language teaching and learning and applying them to be able to make decisions about authentic pedagogical interventions in online or hybrid contexts.

These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:

• Analyse the main concepts in CALL in a clear and substantiated way and evaluate to what extent the use of technology in language learning has been normalized.
• Explain in a well-argued manner your own experiences and apply the concepts learned by examining the sources of reference. 
• Communicate your ideas clearly and provide constructive feedback on the work of others.  
• Make significant and well-argued contributions when exchanging  impressions and knowledge to contribute to collaborative learning. 
• Create and share a digital object using digital tools according to the objectives specified by the proposal.
• Apply technological tools used in language learning and teaching and reflect on their suitability to achieve specific learning outcomes. 
• Taking into account the sources of information and references, evaluate and select existing language learning technologies in terms of the affordances they offer to meet the learning objectives in online and blended contexts. 
• Communicate and justify decisions on the suitability of digital tools for language learning in the given context. 
• Explain and evaluate the affordances of a particular digital application.
• Understand and evaluate in a well-argued manner the affordances for language learning of a particular digital application.
• Apply in a well-argued manner of the basic principles of open education (MOOCs and OER) to create learning proposals that make use of this kind of material.
• Assess the advantages and disadvantages of open resources and spell out the support that learners and teachers require to make the most of them in the language classroom.  
• Create and adapt online language learning and teaching materials using open digital resources (MOOCs and OER) for a given context
• Justify changes required to ensure a teaching material is suitable for different educational purposes in specific contexts. 

• Content

• Historical evolution of technology-enhanced language learning and teaching.
• Analysing different aspects related to virtual learning environments.
• Learning through mobile applications, open resources and MOOCs.
• Planning and designing activities that lead to the application of different tools, mobile applications or open resources in a learning context.

• View the UOC learning resources used in the subject

• Additional information on support tools and learning resources

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.

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model