| CODE | TEM5015 | ||||||||||||
| TITLE | An Introduction to the Practice of Computing - Part 2 | ||||||||||||
| 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 partly focus on introducing the philosophy of vocational education. Furthermore, it extends the focus on Bloom’s Taxanomy of the Part I unit as a tool for planning instruction and to achieve a form of constructive alignment in teaching and learning of ICT and VET IT. Special focus is given to the planning stages of instruction, and on exploring different aspects of the ICT and VET IT syllabi. ICT starts being tackled briefly in the Part I unit and resumes to completion in this Part II unit. There is also a focus here on becoming a reflective practitioner and engaging in a process of reflection on action as a means to becoming a better educator Study-Unit Aims: The aims of this study-unit are to introduce students to the philosophy behind a vocational subject. It also aims to equip students with the skills required to be able to plan teaching and learning experiences in ICT and VET IT. This includes the ability to set realistic and achievable learning outcomes, and relies on equipping the students with a good awareness of the subject syllabus (in this Part II unit the focus is on VET IT and ICT syllabi). In addition to this, the 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: - identify and describe the main characteristics of vocational and applied education - compare and contrast different VET learning contexts and pedagogies - compile and formulate short- and long-term planning documents for VET IT and ICT using Bloom’s Taxonomy - evaluate VET IT and ICT 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 2. Skills: By the end of the study-unit the student will be able to: - critically look at the ICT and VET IT syllabi content and devise ways of developing learning experiences which are as engaging and as student-centered as possible; - reflect on important aspects of instruction and be able to critically act upon them to improve them. Main Text/s and any supplementary readings: Main Texts: - 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 | Ann Marie Zammit 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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