Internship Code:  M5.971    :  6
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   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 entails the development of a practical training experience where learners will apply the knowledge acquired throughout the academic program in a specific language learning context. The learners’ individual work will involve the development of a tangible pedagogical product, which will be designed, implemented (if possible) and evaluated. The use of technology in this pedagogical product or intervention will have to be justified taking into account the needs of the specific teaching and learning context. At the end of the course, the learners will need to submit a portfolio containing the documented evidence of the work done at each stage of the course. The document must highlight the feasibility of the possible implementation of the pedagogical product.
The practical training will have two modalities (one virtual and one face-to-face) developed in collaboration with different educational institutions, both national and international.

How does the practical training work?

There are two practicum options: 

  • The external practical training will take place in an educational institution outside the UOC. The external practical training will require continuous and coordinated work with the tutor in the external educational institution throughout the duration of the course. This option can be carried out face-to-face or online. The student can provide the center to carry out the practical training which needs the approval of the practical training commission.

  • The internal practical training. In this option the UOC acts as the educational institution, and the practical training will be carried out in the UOC’s Center for Modern* and / or through case studies in the classroom.The internal practical training will always be carried out online.
*In the 2020/21 academic year, due to the exceptional situation of the current pandemic the practical training will be conducted fully online through using case studies.

In any of these two modalities (external or internal), the student is placed in an "authentic"  learning context, which confronts him with the reality of his professional field. Learners will be required to address a specific need drawn from the observation of a real learning context and build a proposal for a pedagogical intervention. The pedagogical intervention proposal will be validated before learners have to start developing it.

Students will be able to propose to carry out the practical training in an institution they are acquainted with and by means of an application process which will determine whether the institution meets the requirements to work as a practical training institution. If this is not the case and the learners do not have a specific institution in mind, they will be recommended to carry out the practical training at the UOC's ¿¿Center for Modern Languages.

In the event that the learners have a specific institution in mind, the UOC will establish a collaboration agreement which will allow the learner to carry out their practical training there. Both in the case of face-to-face and online  practical training (external or internal), and although learners will have to carry out individual work, they will have constant and personalized support from the academic instructor at the UOC and the tutor in the educational institution. The tutor will be in charge of facilitating access to the institution, welcoming and helping learners to adapt and develop their pedagogical proposal. The learners’ individual work will involve the development of a product or pedagogical intervention that uses technology for language learning, after analyzing the needs of the specific teaching / learning context. In the case of face-to-face practical training, the learner will have to agree with the tutor in the educational institution about the topic of the pedagogical proposal before presenting the idea to the academic instructor at the UOC for validation.


 This is a compulsory course in the Master’s program in Technology-Mediated Language Teaching and 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 materials writers for online language learning, editors, 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 Practicum should be one of the last courses 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 Spanish (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 reading comprehension level in English of B1, or higher, according to the Common European Frame of Reference, is recommended in order to access some of the sources and bibliographical resources that are only available in that language.
Information and communication technology (ICT) skills at user level are also recommended. 


Before enrollment you need to complete the following process:

Go to UOC’s Virtual Campus / Procedures / Internships in companies / Curricular internships / Apply for a practical training / Apply for the practical training of the  Master’s program in Technology-Mediated Language Teaching.

This process will need to be completed within certain dates that will be specified in the campus:

-November/December in order to start the practical training in March

These procedure involves:

  • Applying* for the practical training (Applying for the practical training or suggest your own educational institution) (The institution will need to sign up in the platform in order to be able to carry out this step) 
  • Assignment of the educational institution/Practical training institution validation
  • Pre-registration
  • Signing the agreement between the two institutions and enrollment
  • *Applying for the practical training does not mean that you have already a practical training center assigned to you. The educational institution needs to also follow the procedure of selection and acceptance of the practical training.

Depending on the modality the learners choose (external or internal) the procedures might change slightly. This video (in Spanish) explains some of the steps detailed above: 
If you have any doubts, please contact your tutor or contact the help service/Practicum.

You have some more information about the practical training in the description of the MA program


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) 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.

  • (G4) Applying ethical principles and professional values to teaching practice.

  • (G5) Handling the necessary methodological knowledge and skills to face professional or research challenges rigorously.

  • (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.

  • (S1) 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.

  • (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.

  • (S5) Designing, implementing, and assessing interventions that focus on technology-mediated second language teaching, using different teaching methodologies and developing procedures to evaluate the various linguistic skills. 

  • (S6) 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.

  • (S8) Designing digital educational and training materials in multiple media and formats.

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

  • Explore a learning environment and detect educational needs

  • Analyze teaching / learning needs and make pedagogical proposals

  • Search, evaluate and process information

  • Identify and solve a problem in a real context that involves the use of technology

  • Design, plan and apply a pedagogical proposal

  • Evaluate results


The course is organized around four challenges or learning activities that will guide the work of the learners during the different stages. Each stage will be reviewed and assessed following a continuous evaluation approach.

  1. Analyzing various teaching and learning contexts 

  2. Making an assessment of the educational needs in terms of using technology to improve the language learning process

  3. Design (and implementation, if possible) of a pedagogical intervention

  4. Peer evaluation and reporting of results 

  5. Preparation of the final document

The learners’ will take into account the needs of a specific teaching and learning context in order to design a pedagogical product which will have a technological component and  which will be implemented (if possible) and evaluated. The use of technology in this proposed pedagogical intervention will have to be justified.

The learners will need to submit a portfolio containing the documented evidence of the work done at each stage of the course. The document must highlight the feasibility of the possible implementation of the pedagogical product.


Introducción a la enseñanza y al aprendizaje de idiomas en línea Web
Estudios de casos Web


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:

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.


You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.