In any given year the MA: DTCE attracts a very wide range of students, whether on campus or online.
The course is suitable for:
• educators and/or educational managers using, or desiring to use, digital
technologies and communication in any aspect of their teaching;
• computing specialists (programmers, designers and other practitioners) with an interest in becoming involved with the development of educational materials or software;
• ex-teachers who are returning to the profession and who wish to update their
skills, knowledge and understanding of digital technologies and communication in education;
• anyone else with an interest in the use of digital technologies, communication
Graduates from the programme can follow a number of career paths. Some continue to work in their existing posts, but often with enhanced status; some move into teacher education, materials development, publishing, the media, managing self-access facilities, testing and assessment, research; some set up their own businesses. Alternatively, graduates may use the programme as a springboard into further study, eventually leading to a PhD.
Our MA DTCE graduate, Steve Roberts has developed a 15hr online course: Academic English: achieve your potential.
It’s particularly useful for remedial work, autonomous learning and possibly ‘flipping the classroom’.
The 15hr online course is aimed at learners about to enter university (under- or post-grad) explores the core skills required for each stage of the writing process, including developing a research question, reading efficiently, planning effectively, writing cohesively, referencing correctly and editing effectively. We look specifically at writing a research paper (such as an end-of-term essay). The skills you learn through this process will be incredibly useful later on in a dissertation or thesis.
There are 15 content modules. Each module covers a component of the writing process and includes the following elements:
Key points on the topic
A short video lecture discussing the topic in more dept
An interactive quiz to reinforce important concepts
A task to complete in a personalised portfolio
A set of thought-provoking questions to reflect on
The course is based on a face-to-face course Steve taught for Open Society Foundations to scholarship awardees from about 20 different countries. Common issues throughout the writing process for L1 and L2/3/etc. speakers are dealt with so they can hit higher education running.
You can access the course at: http://bit.do/academicenglish.
If any of our students would like to try a few free sample modules, see this URL: http://movementtolearn.teachable.com/p/freeacademicenglish
You can also check out the course’s home page for a short promo video, more about the curriculum and platform.
Alejandro Castillo Rozo, an MA DTCE Distance Learner graduate , shares his experience studying on the degree.
Alejandro is now living in Medellìn Colombia and is a social studies teacher in the Montessori School.
‘Aside from being a great learning experience on itself (admirable teachers, very well designed curricula, great classmates, etc), the MA-DTCE offered me the tools to completely redesign the way ITC usage was measured at my school, going from an empty software checklist to a more descriptive tool to assess how ICT’s are embedded on particular educational practices, without increasing the workload of the staff. Both school managers and teachers welcomed and applied this initiative.
Also, my dissertation on reading comprehension greatly enriched my understanding of reading processes on themselves and my pedagogical strategy toolbox to foster such processes. It also strengthened my knowledge of research methods in education which has allowed me to serve as an advisor of my school’s research program, while conducting better research myself. Overall, I feel really grateful toward the MADTCE and all of its teaching staff for opening new and amazing professional perspectives in my life! ‘
Another MA DTCE graduate, Abigail Truebig, was appointed as E-Learning Developer at Glasgow Clyde College.
“I started the MA DTCE as a part time on-campus student in 2013, and then switched to distance learning when I moved from Manchester to Glasgow for a new job in year two of the course. Throughout the two years, Drew (Whitworth) and his colleagues were knowledgeable and always approachable for guidance and for me to ensure I was on the right track. I can only highlight how crucial this is as a distance learner!
I had my first taste in eLearning in 2011 – 2012 as Podcasting Project Assistant at Staffordshire University, but I found it difficult to remain in this area without a postgraduate qualification when the contract ran out.
Out of everything I learned during my two years (including undertaking the course as an on campus, blended and distance learning student), and teaching myself to use technologies requested through employment adverts, I applied for and was appointed E-Learning Developer at Glasgow Clyde College in October 2015. I work with various learning technologies to produce and develop Further Education content, advise staff and external partners on student-centred teaching, innovative pedagogies, accessibility, and emergent technologies.”
“When I joined the MA:DTCE in 2014-2015 as a full-time student, after working for 5 years as a journalist in Brazil, I was unsure about the next steps in my career. I chose the course thinking that it would allow me to draw from my background in communication and also help me learn more about education and technology, two fields which had always interested me.
I had very high expectations for the course, and it did not disappoint. It was a fantastic experience. I particularly liked the balance between theory and practice: we were taught how to make videos, podcasts and create multimedia educational content, but also looked deeply into the pedagogical theories that explained and justified our practical decisions, and learned how to do our own research. During the course, I became more and more interested in education and ended up deciding to pursue an academic career.
In early January, I started working as a full-time lecturer for the School of Communications and Marketing at Southampton Solent University. One of the course units I am teaching this semester is Multiplatform Journalism, which allows me to bring together my newsroom experience and a lot of what I have learned during the course.
When I found myself standing in front of students for the first time, I found out that I had learned a lot about teaching in MA:DTCE – through the lectures and readings on pedagogy, and also by observing the great work done by teaching staff in the course. Changing careers is not easy, but I feel that the course helped me feel confident and prepared to take on this new role.”