| CODE | TEM5013 | ||||||||
| TITLE | An Introduction to the Practice of Compting Education - Part 1 | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||
| DESCRIPTION | This study-unit will focus on Bloom鈥檚 Taxanomy as a tool for planning instruction and to achieve a form of constructive alignment in teaching and learning throughout. This includes alignment between the outcomes proposed, the learning content being presented, the manner in which it is presented and ultimately also the assessment that is given throughout. Special focus is given to the planning stages of instruction, and on exploring different aspects of the syllabus. The main focus here is on pedagogical aspects that explore how the specific subjects are taught. In particular in this Part I unit, the focus is on the VET IT and ICT syllabi. Computing is then tackled more specifically in the Part II unit. Study-Unit Aims: The aims of this study-unit are very broadly to equip students with the skills required to be able to plan teaching and learning experiences. This includes the ability to set realistic and achievable learning outcomes, while equipping the students with a good awareness of the subject syllabus (in this Part I unit the focus is on VET IT and ICT syllabi). In addition to this, the sutyd-unit aims to encourage students to look beyond the more traditional methods of teaching towards more inclusive, more engaging and more student-oriented approaches to instruction. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Compile and formulate short- and long-term planning documents using Bloom鈥檚 Taxonomy; - Evaluate learning plans and conform to a constructive alignment between all levels of a learning plan, from the setting of objectives all the way to the assessment of learning; - Identify and describe the main characteristics of vocational and applied education; - Compare and contrast different VET learning contexts. 2. Skills: By the end of the study-unit the student will be able to: - Create suitable and achievable learning outcomes; - Draw and develop plans for instruction, including yearly schemes, module schemes and lesson plans; - Critically look at syllabus content and devise ways of developing learning experiences which are as engaging and as student-centered as possible. Main Text/s and any supplementary readings: - Designing middle and high school instruction and assessment: Using the cognitive domain. Badgett, John L. ; Christmann, Edwin P., 2009. - A Pragmatic Master List of Action Verbs for Bloom's Taxonomy. Newton, Philip M ; Da Silva, Ana ; Peters, Lee George. Frontiers in education (Lausanne), 2020-07-10, Vol.5. - Bloom's taxonomy of cognitive learning objectives. Adams, Nancy E. Journal of the Medical Library Association, 2015-07, Vol.103 (3), p.152-153. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Diane Vassallo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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