| Internship | Code: M5.971 : 6 |
- 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.
- 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.
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.
Analyzing various teaching and learning contexts
Making an assessment of the educational needs in terms of using technology to improve the language learning process
Design (and implementation, if possible) of a pedagogical intervention
Peer evaluation and reporting of results
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 |
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.
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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. |