Online Professional Development award in Digital Pedagogies(PDA)
"It takes a special person to be a teacher, and it is not a job that just anyone can perform well. Seek ways to be exceptional in an environment where 'standard' is the norm"
TCIS's Professional Development Awards (PDAs) in Education are designed to develop and deliver high level skills in a sharp, flexible and focused way.
The PDAs in Education at TCIS are known for preparing reflective, caring, and skilled educators who make a difference in the lives of their students . The focused programs help education professionals gain skills in very specific areas in digital education in a cost effective manner without losing focus.
Whether you are just starting out or you are an experienced educator interested in enhancing your knowledge and skills in a specialty area, the TCIS PDAs will get you where you want to go.
The programs are designed in cooperation with erudite professionals, academicians and educational gurus to provide requisite knowledge and skills or professional growth and development specific in the area of Digital Padagogies.
TCIS currently offers two PDA's in Education:
- Social Media for Education
- Games & Augmented learning in Education
The programs are designed, developed and delivered with high-tech and high touch philosophy and are delivered through the online Collaborative Learning Space (CLS) by an international faculty comprising the best names in academia and research.
Upon completion of the PCEDP programme, graduates will be armed with an in-depth knowledge and understanding of digital pedagogies, informed by current practice, scholarship and research. They will become adept in the application of ICTs in educational contexts:
- Subject Matter Expertise: Able to apply different ICTs in various competency areas, from teaching to creating engaging and collaborative learning environments to designing effective technology-assisted assessment methods.
- Critical Analytical Skills: Able to identify and critically evaluate different schools of thought on important issues in digital pedagogies and draw coherent conclusions from the application of critical analysis of educational problems regarding digital technologies.
- General Communication Skills: Able to use a range of ICTs and social media for communication and educational purposes. Acquire an independent learning ability essential for continual professional development upon completion of the programme, a graduate will be able to demonstrate: (i) subject knowledge and understanding; (ii) cognitive skills; (iii) subject-specific practical and professional skills; and (iv) other general skills and capabilities specified in the learning outcomes for modules within the programme.
Evidence of English proficiency for applicants whose first language is not English and who have not undertaken tertiary education in English. The minimum language requirements are:
- An International English Language Testing Service (IELTS) score of 6.5 (with an individual writing score of at least 6.0), or
- A Test of English as a Foreign Language (TOEFL) score of at least 550 with a Test of Written English (TWE) score of at least 5.0 (or TOEFL Internet-based Test with a minimum score of 79).
Modules are delivered via Face-to-Face and an online Collaborative Learning Space (CLS). The programme adopts both formative and summative assessment methods in measuring students' learning performance. Formative assessment accounts for 60% of students' final score of a module and summative assessment takes up 40%. The formative assessment methods consist of online discussion forum postings, online presentations, and group projects. The summative assessment normally takes the format of an Open-Book Open-Web (OBOW) online examination.
The programme adopts both formative and summative assessment methods in measuring students' learning performance. Formative assessment accounts for 60% of students' final score of a module and summative assessment takes up 40%. The formative assessment methods consist of online discussion forum postings, online presentations, and group projects. The summative assessment normally takes the format of an Open-Book Open-Web (OBOW) online examination.
The normal time required to complete the programme is 32 weeks (or eight months), with students completing the equivalent of two modules in each of two trimesters.
Games & Augmented Reality in Education
This module focuses on so-called 'serious games', immersive environments and augmented reality as contexts for learning. The module requires substantive research into the notion of visual and experience-oriented engagement with complex ideas, and the role of play in collaborative learning. Various game-based learning and augmented reality technologies are examined as instruments for accessing traditional curriculum as well as expanding understanding of social interaction in an age of ubiquitous technologies. The role of the pedagogue as a facilitator of learning in a visual environment is considered in light of game play, and student-led game design is considered as creative learning outcome.
Social Media for Education
In this module, students examine various social media technologies and explore how they can support learning outcomes. This module involves examination of various models of learning, and investigates the opportunities provided by social media in supporting peer review for Socratic analysis. In addition to 'traditional' social media tools of blogs, microblogs and social bookmarking, students will also consider how social networks can be mobilised for collaborative learning. They will consider the future of social media as a communications channel for both pedagogues and students.
Digital Discipline Learning
Digital Discipline Learning is the exploration of the use of available ICTs in subject specific disciplines from art and design, to science and philosophy. The module draws on the theories of technology-assisted learning in highly specialised subject areas, and permits exploration of available devices and resources for learning experiences. Case study analysis is undertaken with the objective of thinking creatively about the use of technology for learning, even in apparently incongruous scenarios.
Technology Mediated Assessment
This module explores the issues and opportunities of using readily available technologies such as computers, mobile telephony and gaming consoles in assessment scenarios. The module involves substantial research into theories of learning assessment and international assessment standards, and it queries dominant pedagogical thinking in an age of ubiquitous technologies. Students will examine various available and emerging designs for assessment tasks and they will undertake a crash course in management of technology infrastructure.