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M103
Award in Emerging Technologies

MQF Level: 7

ECTS Value: 6 ECTS

Duration: 5 weeks (Including one weeekend)

Contact Hours: 30

Self Study Hours: 72

Assessment Hours: 48

 

Overall Objectives and Outcomes

This module will encourage the discovery and learning of how to use emerging technologies through a number of hands-on activities and seminars organised in an Emerging Technologies setting. Through this module, participants will have the possibility to utilise innovative digital devices and software and get acquainted with how such equipment can be used. Equipment such as Virtual and mixed reality headsets, Augmented reality headsets, 3D printers and similar emergent technologies will be discussed during this module. 

By the end of this module, the learner will be able to:

Entry Requirements

Applicants interested in following this programme are to be in possession of:

A Bachelor degree (MQF 6 with a minimum 180 ECTS), or higher in the areas of Science or Technology or Engineering or Mathematics, or a cognate area deemed relevant by the Institute for Education.

Competences

a. Critically assess innovative technologies and effectively determine their potential for STEM education;
b. Develop a coherent vision or strategy for using emergent digital technologies effectively and responsibly;
c. Incorporate, develop and implement instructions, units of study, and curricula with emerging technologies in STEM practices
d. Reflect on how online educator communities may enhance STEM engagement;
e. Identify, and implement emerging technologies in teaching and learning environments;
f. Plan, design and create physical artefacts through the use of computer-aided design and computer-aided manufacturing;
g. Direct digital tools to facilitate learning with emerging technology.

Knowledge 

a. Describe the various types of emergent technologies and their value in STEM;
b. Identify and recommend emerging technologies that best support specific STEM learning outcomes;
c. outline how emergent technology enables STEM practices;
d. Comprehensively identify the educational affordances of emergent technology including robotics, digital fabrication, serious games, simulation, immersive technology and artificial intelligence;
e. demonstrate detailed knowledge and understanding of the core concepts of computational thinking;
f. demonstrate a good understanding of emergent technology including robotics, digital fabrication, serious games, simulation, immersive technology and artificial intelligence and their application;
g. confidently engage in and successfully control emergent technology;
h. outline the social, ethical, and legal issues surrounding innovative technology.

Skills

a. Identify specific types of technologies that have recently “emerged” in STEM education;
b. Identify and recommend emerging technologies that best support specific STEM learning outcomes;
c. Effectively engage with STEM digital tools and devices;
d. Determine how digital games and simulations engage learners;
e. Design, program and control a robotics system;
f. Combine design and coding skills, to create innovative solutions to real-world problems with the use of robotics;
g. Assess innovative technologies and effectively determine their potential for STEM education;
h. Determine the strengths and weaknesses of each emergent technology’s application in STEM education.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

This module will be assessed through: Project, Reflective Discussions and Workshops  

Suggested Readings

Core Reading List
1. Alandeom Oliveira et al. (2019), Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Available online:
https://onlinelibrary.wiley.com/doi/full/10.1002/hbe2.141
2. Kuppusamy, Palanivel. (2020). Emerging Technologies to Smart Education. International Journal of Emerging Trends & Technology in Computer Science. 68. 5-16.. 10.14445/22312803/IJCTT-V68I2P102. Available online: https://www.researchgate.net/publication/340261450_Emerging_Technologies_to_Smart_Education
3. Kärkkäinen K. and Vincent-Lancrin S. (2013), Sparking Innovation in STEM Education with Technology and Collaboration A Case study on the HP Catalyst initiative, Centre for Educational Research and Innovation, OECD. Available online: https://www.oecd.org/education/ceri/OECD_EDUWKP(2013)_%20Sparking%20Innovation%20in%20STEM%20education.pdf
4. D Day & M Lloyd (2007), Affordances of online technologies: More than the properties of the technology, Australian Educational Computing. Available online: https://www.researchgate.net/publication/27476254_Affordances_of_online_technologies_More_than_the_properties_of_the_technology

Supplementary Reading List

1. An Online Game-based Learning System for STEM Knowledge and Role Models-The Masters of STEM Project https://core.ac.uk/download/pdf/82894205.pdf
2. https://www.researchgate.net/publication/334242780_Teaching_with_emerging_technologies_in_a_STEM_university_math_class
4. Yu, Shengquan & Ally, Mohamed & Tsinakos, Avgoustos. (2020). Emerging Technologies and Pedagogies in the Curriculum. 10.1007/978-981-15-0618-5.
5. https://www.gartner.com/smarterwithgartner/5-trends-appear-on-the-gartner-hype-cycle-foremerging-technologies-2019/
6. Teaching in a Digital Age – Second Edition Subtitle: Guidelines for designing teaching and learning, Author: A.W. (Tony) Bates
7. Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
8. Briggs S. (2017) 6 Emerging Educational Technologies and How They Are Being Used Across the Globe, available online: https://www.opencolleges.edu.au/informed/features/6-emergingeducational-technologies-used-across-globe/
9. Smit R. C. (2018), Methodological principles of educational digital fabrication Retrieved from: https://fablabproject.eu/wp-content/uploads/fablab-methodological-principles-EN.pdf
10. Nakamoto, S. (2008) Bitcoin: A Peer-to-Peer Electronic Cash System, in Whitepaper online available https://bitcoin.org/bitcoin.pdf (Satashi Nokamoto is a pseudonym, it is not known to the general public who is behind this name.); Accessed: January, 2020
11. Anna Sánchez-Caballé, Francesc M. Esteve-Mon and Juan González-Martínez, What to Expect When You Are Simulating?, International Journal of Online Pedagogy and Course Design, 10.4018/IJOPCD.2020010103, 10, 1, (34-47), (2020).
12. Katrin Hochberg, Sebastian Becker, Malte Louis, Pascal Klein and Jochen Kuhn, Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations, Journal of Science Education and Technology, 10.1007/s10956- 020-09816-w, (2020).
13. Bower, M. & Sturman, D. (2015), What are the educational affordances of wearable technologies?available online: https://doi.org/10.1016/j.compedu.2015.07.013

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