• Description

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.

• The subject within the syllabus as a whole

This is an elective course in the Master's program in 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 Master's program in Technology-Mediated Language Teaching and Learning are required.

• Information prior to enrolment

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.

• Learning objectives and results

By the end of the course, students will be able to:

• Propose concrete pedagogical actions taking into account the effectiveness of different types of feedback in exclusively online or hybrid contexts
• Recognize the functions and role of the teacher who teaches language through technology
• Evaluate your own teaching and learning process through technology

The main competencies this course will contribute to develop are the following:

Basic competencies

• Being able to integrate skills and to face the complexity of making judgments based on information that is limited or incomplete and reflecting on social and ethical responsibilities related to the application of those skills and judgments.
• 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.

General competencies

• Working in teams collaboratively in a virtual environment.

Transversal competencies

• Analyzing and interpreting academic texts that are specific to the area of study in order to be able to apply them to pedagogical or research projects, or conveying their content in interactive and position documents.

Specific competencies

• 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.
• Identifying the role and functions of instructors who teach a second language through technology assessing and reflecting on one's own teaching and learning experience.

These competencies are linked to learning outcomes that students will achieve through a series of assessed
tasks.

• Content

1. Types of feedback, effects on learning and tools or ways that facilitate it
2. Strategies and importance of corrective feedback in instructor-learner interaction
3. Group feedback strategies in virtual environments and effects on motivation
4. The role of peer feedback in interactive tasks

• 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