| CODE | TEM5020 | ||||||||||||
| TITLE | Capstone Group Applied Task | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 10 | ||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||
| DESCRIPTION | The Capstone Group Applied Task is the culminating study-unit of the Postgraduate Certificate in Computational Thinking and Coding for Primary Educators, providing participants with the opportunity to synthesise, apply, and critically evaluate the knowledge and skills gained throughout the programme. As computational thinking (CT) becomes increasingly integral to modern education, it is essential for educators to develop, implement, and assess effective learning experiences that integrate CT into primary education. This study-unit adopts a project-based, collaborative approach, enabling participants to design real-world educational interventions that foster problem-solving, creativity, and computational thinking in young learners. Through authentic, classroom-based research, participants will move beyond theoretical understanding, applying their learning in practical contexts that deepen their pedagogical expertise. Working in teams, they will critically reflect on their teaching strategies, refine their approaches, and generate evidence-based insights to inform the broader discourse on CT and AI integration in education. This study-unit is aligned with international digital literacy frameworks and pedagogical best practices, equipping educators with the skills to support young learners in developing computational thinking competencies in a structured, engaging, and effective manner. Study-Unit Aims: - Enable participants to synthesise and apply knowledge acquired throughout the programme in a real-world educational setting; - Develop participants' ability to design, implement, and evaluate innovative computational thinking and AI-based learning activities for primary students; - Foster collaborative learning, encouraging educators to work in teams to co-create and refine pedagogical strategies; - Strengthen educators鈥� ability to critically reflect on their teaching practices, using structured evaluation methods to improve student engagement and learning outcomes; - Enhance participants鈥� capacity for evidence-based decision-making, equipping them with the skills to assess the impact of computational thinking interventions through data collection and analysis. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Critically evaluate how computational thinking can be effectively integrated into primary education; - Analyse and synthesise research-based pedagogical strategies for the design of computational thinking interventions; - Assess the impact of CT and AI-based learning activities on student engagement and learning outcomes; - Reflect on and refine their teaching practices, drawing on evidence gathered from classroom implementation. 2. Skills: By the end of the study-unit the student will be able to: - Design and implement a structured, research-informed learning activity that incorporates computational thinking; - Collaborate effectively in a team, demonstrating leadership, communication, and problem-solving skills; - Apply assessment methodologies to measure the impact of their intervention on student learning; - Engage in structured reflective practice, identifying strengths and areas for development in their teaching strategies; - Document and communicate findings through reports, presentations, and professional discussions; - Adapt and refine computational thinking interventions based on student feedback, peer review, and classroom observations. Main Text/s and any supplementary readings: Main Texts: - Bers, M. U. (2017). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge. - Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT press. |
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| RULES/CONDITIONS | Before TAKING THIS UNIT YOU MUST TAKE TEM5016 AND TAKE TEM5017 AND TAKE TEM5018 | ||||||||||||
| ADDITIONAL NOTES | Co-requisite Study-unit: TEM5019 | ||||||||||||
| STUDY-UNIT TYPE | Lecture, Seminar and Tutorial | ||||||||||||
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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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