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Masters Degrees (Learning Sciences)

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Research degrees embrace the notion of preparing "Stewards of the Discipline", scholars capable of generating new knowledge, conducting research with a high degree of competence and integrity, transforming knowledge, and communicating the results to advance the field. Read more
Research degrees embrace the notion of preparing "Stewards of the Discipline", scholars capable of generating new knowledge, conducting research with a high degree of competence and integrity, transforming knowledge, and communicating the results to advance the field.

The Master of Arts (MA) is a research-intensive (thesis-based) degree intended to prepare students for further research. This program is available in the on-campus format only.

Master of Arts (MA) in Learning Sciences

As theories about knowledge change in concert with advancements in media and technology, masters' students in the Learning Sciences need to consider the cultural, social, cognitive, political, technological, and economic contexts of learning across diverse settings. The primary mission of this masters' program is to ground theory in practice in preparation of future scholars and expert practitioners in this field of study. Learning Sciences seeks to integrate the practice of education and research in education as a hands-on, minds-on discipline that emphasizes knowing and doing. This masters' program provides active learning, research and mentoring opportunities to engage students with the cognitive, socio-cultural, and technological tools in this area of study.

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We never learn alone. We always learn by interacting with someone or something. Explore the complexity of cognitive and social learning processes. Read more

We never learn alone. We always learn by interacting with someone or something.

Explore the complexity of cognitive and social learning processes.

Do you want to disentangle and understand the complex interaction of development, education, and learning? Are you curious about how processes in educational contexts relate to the cognitive and social development of children, youth, and adults? The Master’s programme in Educational Sciences: Learning in Interaction invites you to tackle these topics and more.

Education can sometimes be dull and ineffective. We can change that through recognising and developing the concept that we never learn alone. We always learn by interacting with someone or something, such as:

  • People who are more knowledgeable than us (teachers or more advanced fellow students)
  • People who are equally knowledgeable as us (peers or in teams)
  • Artefacts (the environment around us, books, computers, etc.)

If you’re interested in learning about and carrying out high-quality research into these interactions, you can make a real difference in learning, teaching, and instruction.

High Quality Rating

The programme Educational Sciences: Learning in Interaction is recognised as a high quality programme and has been awarded several high ratings by different organisations in the Netherlands. 

Research-focused

This programme is offered by the Department of Child, Family, and Education Studies, which is part of Utrecht University’s Faculty of Social and Behavioural Sciences. The programme is based in the research priority area of Education and Learning, which is embedded in local, national, and international research networks.

International

The presence of students from multiple countries provides you with opportunities to explore issues in education and learning within a broader international perspective. In addition, researchers and scholars from abroad are invited for guest lectures and research seminars. We encourage all students to participate in international research seminars or to complete an internship abroad.

Multidisciplinary

This multidisciplinary two-year programme allows you to synthesize insights from education, psychology, neuroscience, and linguistics. Our lecturers represent different disciplinary backgrounds, such as developmental psychology, educational sciences, experimental psychology, human movement science, linguistics, pedagogy, natural sciences, and sociology. This broad range of perspectives will help you develop a comprehensive outlook on issues in educational sciences.

PROGRAMME OBJECTIVE

As a graduate of this Master's programme, you’ll be a well-qualified practitioner in educational and learning sciences. You’ll have thorough knowledge of current developmental, learning, and teaching theories as well as the neurobiological basis of education and learning. In addition, you’ll have the tools and expertise to conduct high-quality research in education. The programme prepares you equally well for a career as a PhD candidate or as an applied researcher outside academia.



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Our blended learning PGCert Teaching and Learning in Biology, Medicine and Health course will give you the skills and knowledge to become a world-class educator in biology, medicine and healthcare. Read more

Our blended learning PGCert Teaching and Learning in Biology, Medicine and Health course will give you the skills and knowledge to become a world-class educator in biology, medicine and healthcare.

You will develop the skills you need to educate future professionals who will go on to meet the health and social care needs of the most vulnerable people in our society.

Inter-professional learning is central to the ethos of the course and provides the added value of learning alongside colleagues from other disciplines. You will benefit from the wisdom and experience of your peers, as well as the expertise offered by healthcare teaching professionals.

You can take this PGCert on its own or as part of our 4 Year International PhD .

Teaching and learning

Each unit will use a blended learning approach, with a number of face-to-face teaching sessions, pre-sessional tasks and flip teaching.

Online learning will take place via the Blackboard platform.

Coursework and assessment

There will be formative and summative assessments for each unit. Throughout the course, you will be asked to complete a reflective learning log.

Course unit details

Introduction to Reflective Teaching and Learning Practice

The course unit aims to:

  • introduce you to current theoretical concepts in teaching and learning, encouraging you to apply the theory to your own teaching practice;
  • encourage you to engage in reflective practice as an educator;
  • prepare you for observed teaching practice;
  • introduce you to higher education principles that apply to developments in your discipline area.

Evidence-based Teaching and Learning

The course unit aims to:

  • critically explore the relationship between teaching and learning theories and your own teaching practice;plan for effective teaching and learning;
  • critically assess the utility of a variety of teaching methods;
  • explore the issues around incorporating diversity and equality into teaching;
  • develop your awareness of learning technologies and their potential for appropriate teaching and learning.

Curriculum Development and Teaching Methodology

The course unit aims to:

  • critically analyse a range of teaching and learning methods;
  • improve your understanding of the appropriate teaching methods to enhance learning within healthcare settings;
  • assess the issues in inter-professional, education, mentoring and professionalism;
  • provide you with an understanding of the principles of curriculum design and course development.

Assessment and Feedback

The course unit aims to:

  • introduce assessment within the context of teaching within higher education;
  • evaluate a range of relevant literature on assessment in biology, medicine and health;
  • critically evaluate current practices of assessment;
  • improve your understanding of how assessment fits into the broader remit of evaluation and quality assurance;
  • provide you with an understanding of the impact and value of giving feedback.

Delivering Teaching and Facilitating Learning in Practice

This course unit aims to:

  • enable you to develop the skills necessary to support the teaching learning and assessment of healthcare students as part of an effective, supportive and dynamic learning process;
  • empower you to critically analyse your role as a teacher and assessor of healthcare students in theory and clinical practice;
  • develop creative, innovative approaches to supporting, assessing and managing the learning process;
  • ensure you become a critically reflective educator able to deliver effective, robust, innovative and dynamic educational events, units of learning and educational curricula as part of a period of educational teaching practice.

Facilities

Manchester has a range of facilities for students on our postgraduate taught courses.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

CPD opportunities

Individual units can be made available for CPD. Please contact us for further information.

Accrediting organisations



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Application period/deadline. March 14 - 28, 2018. State-of-the-art knowledge of how people learn. Relevant skills of applying technology for individual and group learning. Read more

Application period/deadline: March 14 - 28, 2018

• State-of-the-art knowledge of how people learn

• Relevant skills of applying technology for individual and group learning

• Capability to design and implement technology-enhanced learning in school and working life contexts

Learning, Education and Technology (LET) is a full-time two-year international master’s programme. After completing the programme, students are awarded a Master of Arts (Education) degree. The core of the education consists of three theoretical viewpoints: self-regulated learning, collaborative learning, and technology-enhanced learning. Each of these aspects is discussed both in theory and in practice. The programme aims to develop knowledge and competencies needed in modern education, namely skills for designing, conducting, assessing and analysing versatile learning situations both in face-to-face and technology-enhanced learning contexts. Working-life connections are highlighted throughout the programme. The studies are implemented in collaboration with national and international research and teaching partners.

LET programme is built on over 20 years of groundbreaking research in the Learning and Educational Technology Research Unit. The unit performs top research on learning sciences in collaboration with international networks by investigating how people learn. LET students are in close connection with the latest research in their everyday studies.

Knowledge about how people learn, especially through collaboration and teamwork, is an essential factor in today’s working life. Also, flexible and versatile use of information and communication technology is one key competence in today’s education. The master’s programme equips the students with a combination of strong theoretical knowledge of learning and collaboration, and diverse use of technology and social media that promotes learning. Further, while studying in an international master’s programme, students are able to develop their language skills and skills for multicultural collaboration.

Graduates from the programme are competent in duties where knowledge of learning processes and use of technology are needed. This degree does not constitute a formal teaching qualification as such but students’ educational background, working experience and own interests affect the career paths of the graduates.

Examples of career paths:

• Educator

• Researcher

• Educational consultant

• Human resources developer

• Project leader

• Coordinator

• Administrator in both the private and public sectors

• Expert in virtual learning

• Designers of technology-enhanced learning

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Learning disability nurses enable individuals to live their lives to their full potential within the social context they choose, through collaborative interventions across a variety of health and social care settings and by using specialist input, through person centred practice, underpinned by the concept of partnership working. Read more
Learning disability nurses enable individuals to live their lives to their full potential within the social context they choose, through collaborative interventions across a variety of health and social care settings and by using specialist input, through person centred practice, underpinned by the concept of partnership working.

This course teaches you to promote social inclusion, good mental and physical health and self-determination through developing your skills, knowledge and attributes. All learning is grounded in a strong evidence base of integrative health and social care modelling. Our placements are varied, offering you the chance to create a future career that will be rewarding both for your personal and professional advancement.

Modules

You will be taught separately from the three-year undergraduate students and will study the following:

Year 1

Improving quality, change management and leadership
Building practice skills for learning disability nursing
Applied physiology, growth and development
Contemporary issues in learning disability nursing

Year 2

Research in health and social care
Enhancing practice skills in learning disability nursing
Complexity in learning disabilities
Advanced communication

MSc pathway

You'll follow the same modules as outlined above for the PgDip, with the addition of a dissertation:

Dissertation
Assessment methods vary within each module, mapped against the professional standards as outlined by the NMC (2010) and assessed either through course work, and/or clinical placement assessments. Written assessments include essays, case study's, and critical reviews of evidence for example. Clinical practice assessments include achievements of identified competencies, a learning assessment portfolio, and problem based scenarios.

Teaching and learning

You'll be expected to work as an independent adult learner, working alongside academic staff to expand and extend your knowledge, skills and attitudes as a critical scholar in the field of Intellectual Disabilities.

You'll be allocated a personal tutor, a cohort leader, and a course director, plus clinical mentors, and link lecturers whilst on placement.

The course makes use of the virtual learning environment MOODLE, an interactive based system for accurate and rapid information sharing, so course materials are available whenever you need them. A range of learning styles are employed, including visits from service users and their carers, to ensure the course remains contemporary and applied to real life situations.

Placements

Every student will spend 50% of the course on placement. You'll have the opportunity to work in partnership with individuals with learning disabilities and their families using a health mentoring model. Alternatively you can work in partnership with community based organisations on projects where all parties increase their awareness, understanding and valuing of their roles, using strength based approaches.

The placement aim is to provide a broad range of experiences working with children and adults with learning disabilities in a variety of settings. This will enhance your knowledge and experience of the range of challenges people with a learning disability may face on a daily basis and what can be done to assist not only the individual but also their families.

You'll also gain insight into what is available to support workers and organisations providing services in the areas of physical and mental health, complex care needs, communication, behaviours of concern, sexuality, personal care and a range of other areas.

Professional links

The learning disability nursing programmes at LSBU have a long history of partnership working with agencies in the NHS and independent and voluntary sector. The Professional Lead for Mental Health and Learning Disabilities at the Department of Health England is a frequent guest speaker who inspires Learning Disability nurses to influence and innovate.

Learning disability nursing as a career

The course will enable you to develop a wide range of employability skills through the emphasis on a vocational approach to teaching which leads to a professional qualification leading to registration with the Nursing and Midwifery Council (NMC).

There is an increasing body of research that shows the need for learning disability nurses as a specialist resource to address health inequalities experienced by people with learning disabilities. The course will give you the specialist knowledge and skills to work in a wide range of services, and the confidence to work collaboratively with people with learning disabilities, their families and carers, and other professionals and agencies.

Role and responsibilities

As a learning disabilities nurse you would work with people of all ages to give them the skills and confidence they need to live as independently as possible. You'd be working as part of a multi-disciplinary team and be responsible for co-ordinating care plans with other healthcare professionals, as well as monitoring progress. A learning disabilities nurse would be responsible for making an initial assessment of a patient's health and social care needs.

Day-to-day duties would be likely to include help and encouragement with tasks such as personal hygiene, dressing, using public transport, shopping, leisure interests, making and attending appointments, and finding a job. Learning disabilities nursing also involves campaigning on behalf of those with learning disabilities, supporting the agenda for equality and trying to improve healthcare services for those with learning difficulties.

Career progression

Successful graduates of the PgDip can top-up to MSc in one year and will be qualified to study a range of further specialist postgraduate pathways. With additional experience, advanced practice is available at Masters level with the potential to progress to doctorate studies. Once you are a registered nurse browse our online CPPD prospectus to find out what courses are on offer to help with your professional development.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education. Read more

Overview

Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education.

The programme is consistently commended for its systems, procedures and processes by external examiners, by the Higher Education Academy (HEA). The programme offers flexible provision with personal support, including the possibility of taking more than one year to complete.

MA in Learning and Teaching in Higher Education:
Keele University’s award of MA Learning and Teaching in Higher Education involves the completion of three 60-credit modules, each of which is also a stand-alone programme carrying its own award:

1) Teaching and Learning in Higher Education (TLHEP),
2) Teaching and Learning with Technology (TLwT),
3) Action Research (AR)

Together, these provide a part-time programme that meets the continuing professional development needs of teachers in higher education across disciplines. Drawing on the principles of reflective practice, each module focuses on a different aspect of the business of teaching in higher education:

- the nature of learning and teaching (TLHEP)
- the use of information and communication technology in teaching (TLwT)
- conducting research into ones own and institutional practice (AR)

See the website https://www.keele.ac.uk/pgtcourses/teachingandlearninginhighereducation/

Programme rationale and learning outcomes

The programme assumes that there is value in a range of kinds of learning and teaching. Teaching is viewed as an aspect of academic work that, just like research, demands both practical competencies and a theoretically informed and critical approach. Such an approach should comprise:
- Knowledge about how students learn

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

- Theoretical rationales grounded in awareness of the scholarship of learning and teaching

Candidates are encouraged to develop critical rationales for practice. That is, while teaching techniques are introduced and explored through the course, the main emphasis is on how we make professional judgments.

Thus the intended learning outcomes are:
1. Design and plan student learning activities and/or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes

2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject and the level of the academic programme, based on a critical evaluation of current understandings of how students learn, both generally and in the subject

3. Assess student work, and give feedback on it, to promote learning, consistent with institutional requirements and guidelines

4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity

5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts

6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers

(60 Credits towards MA in Learning and Teaching in Higher Education)

Content

The course aims and learning outcomes are achieved through scholarly discussion about teaching, identifying issues and problems, drawing on a range of knowledge, skills and tools with which these can be addressed. Regular meetings and input sessions provide a forum for exchanging experiences and receiving support, and access to theoretically grounded ideas that come to underpin individuals’ critical rationales for teaching.

Session themes include lecturing, making discussions work, using technology, session planning, understanding student learning, assessment, marking and giving feedback, preventing plagiarism, evaluating your teaching, catering for diversity, internationalisation, designing modules and programmes, problem-based learning, and teaching in the natural sciences and in laboratories.

There is also a programme of practical teaching observation and support.

Teaching & Assesment

Exit points and awards:
Candidates who complete the whole programme successfully will be awarded a Keele University PG Certificate in TLHE, which gains 60 credits towards the MA LTHE and entitles you to apply for HEA Fellowship.

There is also an Associate exit point, which carries 30 level M credits and entitles you to apply for HEA Associate Fellowship. Candidates who successfully complete the Associate module can on certain conditions proceed subsequently to complete the Postgraduate Certificate.

You are assessed by the submission of a portfolio at the end of the course in July. This portfolio includes a critical commentary, evidence, observation records, action plans, and a mentor’s report.

Postgraduate Certificate candidates need to achieve all 6 intended learning outcomes and to demonstrate these in their portfolio, for which the commentary should be 8-10,000 words long.

For the Associate module you will need to achieve 3 of the 6 intended learning outcomes, demonstrated in your portfolio for which the commentary should be 4-5,000 words long.

Additional Costs

Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
No other additional costs for this postgraduate programme are anticipated.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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The MA Learning, Technology and Education is an internationally recognised qualification and designed for those who have an interest in the design and implementation… Read more
The MA Learning, Technology and Education is an internationally recognised qualification and designed for those who have an interest in the design and implementation of technology-supported learning and the societal, social and psychological underpinnings of learning with new technology and have an interest in educational practice as mediated by new information and communication technologies (ICTs).

The design and implementation of technology-supported learning will be addressed at a variety of levels: societal and social levels of organisation (e.g., governments, institutions, and learning communities). However, the course will give special attention to the more psychological level concerned with your experience of learning or teaching. If you wish to develop design skills in relation to ICT, you are able to take elective modules in Computer Science.

The course will provide a degree of direct practical experience in using new educational technology. It does not aim to give extensive hands-on guidance in how to use such resources, the focus is more on the societal, social and psychological underpinnings of learning with new technology. Although this will certainly involve encounters with state-of-the-art applications and practices, the present curriculum should provide you with a very sound basis for informed and reflective practice in all areas of ICT and education.

An innovative feature of the course is its development under the auspices of the University’s Learning Sciences Research Institute (LSRI), which is a collaboration between the Schools of Psychology, Education and Computer Science.

Course Content

The Learning, Technology and Education course is composed four 30-credit modules and a dissertation. There are three core modules and an elective option:-

- Social Contexts of Educational Technology
- Theorising Learning
- Educational Technology Research Methods
Elective:
- New Directions in Computer Assisted Learning
or it may be possible to take other modules totalling 30 credits at the discretion of the course leader.

Please note all the module details are subject to change

Assessment
Each 30-credit module is assessed by a written assignment of 6,000 words, or equivalent portfolio of assessment tasks.

The dissertation module entails a substantial piece of self-directed research work of 12,000-15,000 words (or equivalent) that is agreed with and supervised by a member of the course team. It may be empirical in nature or library-based.

We also offer a Postgraduate Diploma and Postgraduate Certificate in Learning, Technology and Education.

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The combined specialisation in Speech and Hearing Sciences provides a thorough multidisciplinary introduction to modern knowledge and current research in the inter-related aspects of human spoken communication. Read more

The combined specialisation in Speech and Hearing Sciences provides a thorough multidisciplinary introduction to modern knowledge and current research in the inter-related aspects of human spoken communication. It prepares students from different backgrounds for work in the rapidly developing fields of speech and hearing research, and their technological applications.

About this degree

Students take a core set of modules and then have the opportunity to specialise in speech and hearing sciences. In selecting the modules for their specialisation, students will be able to take full advantage of the breadth of expertise in language research in the UCL Division of Psychology & Language Sciences.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (45 credits), three specialisation modules (45 credits), two optional modules (30 credits) and a research project (60 credits).

Core modules

  • Introduction to the Brain and Imaging the Brain
  • Research Methods: Principles, Skills and Applications
  • Students select three specialisation modules from those below:
  • Development of Speech Perception and Production
  • Intermediate Phonetics
  • Experimental Phonetics
  • Phonetic Theory

Optional modules

Students select two modules from all those offered within UCL Psychology & Language Sciences, subject to availability and agreement with the Programme Director. Options include:

  • Deafness, Cognition and Language
  • Second Language Speech Learning
  • Web Programming for Psychology and Language Sciences
  • Stuttering
  • Advanced topics in Speech Perception
  • Current Issues in Production, Perception and Neural Processing of Speech

Not all modules will run every year, some modules may require a minimum number of registered students.

Dissertation/report

All students undertake an independent research project in an area of language science which culminates in a dissertation of 10,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, small-group teaching and a virtual learning environment. Some modules also involve workshops or practical classes. Student performance is assessed through coursework, examinations and the research dissertation.

Further information on modules and degree structure is available on the department website: Language Sciences (with specialisation in Speech and Hearing Sciences) MSc

Careers

The majority of students who graduate from the Language Sciences MSc programmes go on to further study or research. Recent graduates have gone on to PhD study in UCL, other UK institutions and overseas institutions. Others have gone to work in related industries (for example in speech technology industries, cochlear implants manufacturers) or in education. The skills that the MSc develops – independent research, presentation skills, statistics – are transferable skills that are very highly sought after outside academia.

Recent career destinations for this degree

  • Early Stage Researcher, UCL and studying PhD in Linguistics, Karl-Franzens-Universitハt Graz (University of Graz)

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The UCL Division of Psychology & Language Sciences undertakes world-leading research and teaching in mind, behaviour, and language. Staff and students benefit from cutting-edge resources including extensive laboratories for research in speech and language, perception, and cognition.

Opportunities for students to work with world-renowned researchers exist in all areas of investigation. The division offers a supportive environment including numerous specialist seminars, workshops, and guest lectures.

The Language Sciences MSc provides the opportunity for in-depth study of one or more areas of the language sciences. The programme is an 'umbrella degree', with a number of specialisation strands that follow a common structure.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Division of Psychology & Language Sciences

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This MSc teaches advanced analytical and computational skills for success in a data rich world. Read more

This MSc teaches advanced analytical and computational skills for success in a data rich world. Designed to be both mathematically rigorous and relevant, the programme covers fundamental aspects of machine learning and statistics, with potential options in information retrieval, bioinformatics, quantitative finance, artificial intelligence and machine vision.

About this degree

The programme aims to provide graduates with the foundational principles and the practical experience needed by employers in the area of machine learning and statistics. Graduates of this programme will have had the opportunity to develop their skills by tackling problems related to industrial needs or to leading-edge research.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (30 credits), four to six optional modules (60 to 90 credits), up to two elective modules (up to 30 credits) and a research project (60 credits). Please note that not all combinations of optional modules will be available due to timetabling restrictions.

Core modules

  • Supervised Learning (15 credits)
  • Statistical Modelling and Data Analysis (15 credits)

Optional modules

Students must choose 15 credits from Group One Options. Of the remaining credits, students must choose a minimum of 30 and a maximum of 60 from Group Two, 15 credits from Group Three and a maximum of 30 credits from Electives.

Group One Options (15 credits)

  • Graphical Models (15 credits)
  • Probabilistic and Unsupervised Learning (15 credits)

Group Two Options (30 to 60 credits)

  • Advanced Deep Learning and Reinforcement Learning (15 credits)
  • Advanced Topics in Machine Learning (15 credits)
  • Applied Machine Learning (15 credits)
  • Approximate Inference and Learning in Probabilistic Models (15 credits)
  • Information Retrieval and Data Mining (15 credits)
  • Introduction to Deep Learning (15 credits)
  • Machine Vision (15 credits)
  • Statistical Natural Language Processing (15 credits)

Group Three Options (15 credits)

  • Applied Bayesian Methods (15 credits)
  • Statistical Design of Investigations (15 credits)
  • Statistical Inference (15 credits)

Please note: the availability and delivery of optional modules may vary, depending on your selection.

A list of acceptable elective modules is available on the Departmental page.

Dissertation/report

All MSc students undertake an independent research project, which culminates in a dissertation of 10,000-12,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, discussions, practical sessions and project work. Student performance is assessed through unseen written examinations, coursework, practical application and the project assessment process.

Further information on modules and degree structure is available on the department website: Computational Statistics and Machine Learning MSc

Careers

There is a strong national and international demand for graduates with skills at the interface of traditional statistics and machine learning. Substantial sectors of UK industry, including leading, large companies already make extensive use of computational statistics and machine learning techniques in the course of their business activities. Globally there are a large number of very successful users of this technology, many located in the UK. Areas in which expertise in statistics and machine learning is in particular demand include: finance, banking, insurance, retail, e-commerce, pharmaceuticals, and computer security. Graduates have gone on to further study at, for example, the Universities of Cambridge, Helsinki, Chicago, as well as at UCL. The MSc is also ideal preparation for a PhD, in statistics, machine learning or a related area.

Recent career destinations for this degree

  • Data Scientist, Interpretive
  • Software Engineer, Google
  • Data Scientist, YouGov
  • Research Engineer, DeepMind
  • PhD in Computer Science, UCL

Employability

Scientific experiments and companies now routinely generate vast databases and machine learning and statistical methodologies are core to their analysis. There is a considerable shortfall in the number of qualified graduates in this area internationally. CSML graduates have been in high demand for PhD positions across the sciences. In London there are many companies looking to understand their customers better who have hired our CSML graduates. Similarly graduates now work in companies in, amongst others, Germany, Iceland, France and the US in large-scale data analysis. The finance sector has also hired several graduates recently.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Centre for Computational Statistics and Machine Learning (CSML) is a major European Centre for machine learning having coordinated the PASCAL European Network of Excellence.

Coupled with the internationally renowned Gatsby Computational Neuroscience and the Machine Learning Unit, and UCL Statistical Science, this MSc programme draws on world-class research and teaching talents. The centre has excellent links with world-leading companies in internet technology, finance and related information areas.

The programme is designed to train students in both the practical and theoretical sides of machine learning. A significant grounding in computational statistics is also provided.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Computer Science

96% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The MSc Clinical Medicine (Teaching and Learning) has been developed by practicing NHS Consultants and Health Academics in consultation with National Health Service (NHS) Trust Partners. Read more

The MSc Clinical Medicine (Teaching and Learning) has been developed by practicing NHS Consultants and Health Academics in consultation with National Health Service (NHS) Trust Partners. The course is designed for Medical Doctors and other Healthcare Professionals

who are looking to develop and refine their teaching and learning, research skills and develop understanding of effective teamwork and best practice. The MSc Clinical Medicine (Teaching and Learning) aims to enhance teaching, learning and research skills, thereby, facilitating personal and professional development and strengthening participants’ ability to bring about positive change, solve problems effectively, and ensure patient safety.

The Teaching and Learning Masters will be differentiated from the other Masters routes by its structure, by the demonstration of a deepening understanding of self-development as a reflective learner and as a clinical teacher utilising modules 7ED001 (Critical Reflection & Reflexivity in Professional Learning) and 7HR013 (Design and Deliver Medical Education) and within the Masters dissertation in module 7HW015.

This course has a strong emphasis on the evaluation and development of both clinical practice, research, and encourages participants to reflect critically on workplace experiences and learning. For participants, the course aims to provide a clear framework which supports CPD, recognition of prior learning and work based learning.

The course aims to provide a route for Doctors who wish to take a different speciality, to change medical career routes and for Doctors seeking further accreditation of subspecialty expertise.

What skills will you gain?

Postgraduate Certificate

At the end of 60 credits at level 7 you, the student, will be able to:

1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study or area of professional practice with a conceptual understanding that enables the student:

  • to critically evaluate current research and advanced scholarship in Teaching and Learning.
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses in Teaching and Learning.

2. Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level.

3. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

4. Ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and non-specialist audiences.

5. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

6. Demonstrate the qualities and transferable skills necessary for employment requiring:

  • the exercise of initiative and personal responsibility
  • decision-making in complex and unpredictable situations
  • the independent learning ability required for continuing professional development including reflection and self-awareness.

Postgraduate Diploma

At the end of 120 credits at level 7 you, the student, will be able to

1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study or area of professional practice with a conceptual understanding that enables the student:

  • to critically evaluate current research and advanced scholarship in Teaching and Learning
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

2. Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level.

3. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in Teaching and Learning.

4. Ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and non-specialist audiences.

5. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

6. Demonstrate the qualities and transferable skills necessary for employment requiring:

  • the exercise of initiative and personal responsibility
  • decision-making in complex and unpredictable situations
  • the independent learning ability required for continuing professional development.

Master’s Degree

At the end of 180 credits at level 7 you, the student, will be able to:

1. Critically apply knowledge, understanding, and skills appropriate to a professional clinical role within the healthcare context.

  • Critically debate the key concepts and theoretical positions that have been developed or are developing with a focus relevant to Teaching and Learning.
  • Critically reflect on the academic and practical application of theories and practices in the healthcare context with a focus relevant to Teaching and Learning.
  • Analyse theory and context, delivering findings through effective presentation media, to become a confident, digitally literate and innovative clinical professional utilising the skills derived from the learning within Teaching and Learning.
  • Critically appraise professional standards within the health sector and recognise obligations to stakeholders, the profession and society professional utilising the skills derived from the learning within Teaching and Learning.
  • Synthesise relevant critical thinking through academic research completing an independent research project/dissertation at master’s level within Teaching and Learning.


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Students can choose to start in September, May or January. About the course. This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. Read more

Students can choose to start in September, May or January

About the course

This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. The programme provides flexible, accessible, postgraduate level training for people employed in the agri-food sector. Training comprises distance learning modules and work-based research projects. These are accessible as CPD or as credit-bearing units, which can be built towards a range of postgraduate qualifications.

Taught by experts at both Aberystwyth University (AU) and Bangor University (BU), the Sustainable and Efficient Food Production course offers you a highly vocational option. In the most recent joint submission to the Research Excellence Framework assessment (2014), the department was placed in the top 10 universities in the UK for research intensity and 78% of our research was world-leading or internationally excellent.

To achieve an MSc students must complete five optional modules (including up to three from BU) plus Research Methods and a Dissertation.

Course structure and content

Two to five years to complete a full MSc. 14 weeks for one module by distance learning Three intakes per year (January, May, September). Students will be eligible for a UK Student Loan if the course is completed in 3 years.

Core modules:

Dissertation

Research Methods

Optional modules - Choose any 5 from:

Contact Time

We have designed our training to be as accessible as possible, particularly for those in full time employment. Each topic comprises a 12-14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the full five years.

Assessment

There are no exams within this programme. Taught modules are assessed via course work and forum discussion.



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Students can choose to start in September, May or January. About the course. This scheme aims to facilitate knowledge exchange between academia and industry. Read more

Students can choose to start in September, May or January

About the course

This scheme aims to facilitate knowledge exchange between academia and industry. Students must complete three taught modules including research methods and a 120 credit work-based dissertation / research thesis (approximately 20,000 words in length).

While the primary academic focus is on the completion of an advanced piece of research, the collaborative route provided by a work-based research project provides an ideal opportunity to embed new knowledge in the work place and ensure that research is relevant to industry. As such, it is crucial that a student’s employer is supportive of both their research aims and the time commitment that the proposed research will involve. Self-employed students should aim to undertake research which will be closely aligned to their business.

Students may build on the MRes to work towards a Professional Doctorate.

Course structure and content

An MRes can be completed in 2-5 years but we would expect most students to spend 1 year on their taught modules and 2 years on their work based dissertation. 12 or 14 weeks for one module by distance learning. Three intakes per year (January, May, September).

Students will be eligible for a UK Student loan if their course is completed within 3 years.

Core modules:

MRes Research Project

Research Methods

Optional modules:

Contact time

The MRes comprises three taught modules (including Research Methodologies and Advances in Bioscience) followed by a 120 credit work-based dissertation (20,000 words).

We have designed our training to be as accessible as possible, particularly for those in full time employment. Each taught module comprises a 12 or 14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the duration of your registration.

Assessment

There are no exams within this programme. Taught modules are assessed via course work and forum discussion. Research is monitored and assessed.



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The Bradford Distance Learning MBA allows you to study at a time, place and pace to suit you. This programme is ideal if you need to combine work and family commitments with your business management studies, giving you the flexibility to complete your MBA over two to six years. Read more

The Bradford Distance Learning MBA allows you to study at a time, place and pace to suit you.

This programme is ideal if you need to combine work and family commitments with your business management studies, giving you the flexibility to complete your MBA over two to six years.

You’ll join an international network of over 500 distance-learning students, which means you’ll never be studying alone. You’ll get all the benefits of being part of a leading business school, including access to our unique online learning, careers and support services – wherever you are in the world.

On average, three years after graduation, MBA graduates at Bradford have increased their salary by 42%.

About our students

Find out about our MBA student cohort, broken down by nationality, age, and the level of award achieved.

Professional accreditation

We are proud to be in an elite group of business schools to hold the triple accreditations of Equis, AMBA and AACSB, often referred to as the "Triple Crown".

Our School of Management MBA courses have been endorsed by the NHS Leadership Academy to deliver the NHS Master's in Business Administration (MBA) programme, as announced in a speech by the Secretary of State in 2016.

Rankings

Our Distance Learning MBA ranked in the top 15 in the world, and 3rd in the UK in the Financial Time Online MBA Ranking 2018.

The programme is also ranked 1st in the world for value for money, and 1st in the UK for salary increase.

What you will study

The programme provides you with the skills of responsible value generation. The aim, therefore, is to create strategic leaders capable of sustainable and transformative change in a global business environment.

Core Modules

Option Modules

Learning and assessment

Students are expected to take two subjects (modules) every three months.

Each module contains nine study units. Students typically progress by studying one unit from each module per week. This equates to approximately 14-16 hours of study per week. If you don't think that you have enough time to study two modules over the three month period you can always chose to study just one module, lightening your workload considerably.

If work or family life is particularly busy then you can even suspend your studies and restart at a later date. This flexibility means that students can complete a distance learning MBA in 2 to 6 years. We do however strongly advise that students study two modules every three months.

The Bradford Learning Experience

Each module has been designed so that your understanding and knowledge is developed through using a variety of materials from textbooks and academic journal papers through to video clips, podcasts, on line discussions and live on line tutorials.

Assessment

Your knowledge and understanding of each subject area studied will be assessed by the most appropriate means.

This will typically involve the completion of a written assignment, an exam or in some cases an assignment and an exam. If you need to sit an exam we have examination centres worldwide, making it highly likely that there is an exam centre near you. If there is not a suitable exam centre nearby then you can nominate a new exam centre.

Please note, if you do not sit the exam at the School of Management or RDI Coventry you will have to pay an extra fee to your chosen examination centre.

Career prospects

An MBA is an opportunity to either change career direction or consolidate experience then return and progress in a previous industry or job. The Financial Times Global MBA rankings show that, on average, 20% of alumni achieve board-level positions within three years of graduation.

On completion of the programme participants go into a wide variety of functions and sectors, including IT/Telecoms, Finance & Banking and Industry being amongst the most popular.

Research

The material is research-led, embedding contemporary theory on managerial and business issues (for example Business Ethics and Sustainability and Circular Economy).



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Programme description. This postgraduate certificate and diploma is a unique opportunity for students who want to explore aspects of human anatomy through the flexibility of an online distance learning programme. Read more

Programme description

This postgraduate certificate and diploma is a unique opportunity for students who want to explore aspects of human anatomy through the flexibility of an online distance learning programme.

All courses making up the programme use innovative teaching methods to provide students with key transferable skills in addition to a solid foundation of anatomical knowledge.

Our programme in anatomical sciences is delivered entirely online and consequently relies on the use of IT, for example through the use of email, audio visual material, discussion forums and various other interactive resources.

This is a postgraduate qualification for medical, biomedical, allied health professionals and those in holistic practice with an interest in human anatomy. The programme draws upon the highly regarded teaching and research staff within the University.

Our aim is to provide quality course materials to be delivered from our virtual learning environment. Interactive software is being specifically developed for use in this programme alongside the licensed software currently in use for the on campus masters programme in Human Anatomy and our medical degree course.

The programme is designed to introduce and develop student knowledge in the anatomical sciences; in addition it is aimed at renewing and strengthening communication and IT knowledge and skills.

Our online learning system lets you work entirely from your own home location. This will enhance your learning experience and working knowledge while rewarding you with a highly regarded qualification.

Online learning

Our online learning technology is fully interactive, award-winning and enables you to communicate with our highly qualified teaching staff from your own home or working environment.

Our online students not only have access to the University’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.

Programme structure

The programme normally takes two years.

Year 1: Certificate

Courses include:

  • Fundamental Human Anatomy 1 - including the upper and lower limbs, back and pelvis.
  • Fundamental Human Anatomy 2 - including thorax, abdomen, head and neck.
  • Embryology - human development.
  • Neuroanatomy - nervous system

Year 2: Diploma

You will extend your anatomical knowledge with courses in:

  • Advanced Human Anatomy 1 - more detailed study of anatomy previously examined incorporating anatomical principles.
  • Advanced Human Anatomy 2
  • Histology - microscopic anatomy.
  • Imaging - modalities that are relevant to anatomical sciences.

Each of the four taught courses has a set of modules that are released to students on a weekly basis from our virtual learning environment.

The modules consist of the following structure.

  • A recorded lecture to introduce the topic
  • Interactive content (video/animated/narrative)
  • A set of resource links to course reading – library and research.
  • A discussion board facilitated by a tutor.
  • A set of questions (MCQs) which students can take at the end of each section - these are formative and do not contribute to the final mark.

At the end of each module there is a further set of multiple choice questions which students take; this set of MCQs do contribute to the final mark.

More information on anatomy at the University can be found on our website:

Postgraduate Professional Development

Postgraduate Professional Development (PPD) is aimed at working professionals who want to advance their knowledge through a postgraduate-level course(s), without the time or financial commitment of a full Masters, Postgraduate Diploma or Postgraduate Certificate.

You may take a maximum of 50 credits worth of courses over two years through our PPD scheme. These lead to a University of Edinburgh postgraduate award of academic credit. Alternatively, after one year of taking courses you can choose to transfer your credits and continue on to studying towards a higher award on a Masters, Postgraduate Diploma or Postgraduate Certificate programme. Although PPD courses have various start dates throughout a year you may only start a Masters, Postgraduate Diploma or Postgraduate Certificate programme in the month of September. Any time spent studying PPD will be deducted from the amount of time you will have left to complete a Masters, Postgraduate Diploma or Postgraduate Certificate programme.

Flexible study

The programme also offers the opportunity to take a Postgraduate Certificate (60 credits), either part-time over 9 months or on an intermittent basis over 2 years; or a Postgraduate Diploma (120 credits), either part-time over 21 months or on an intermittent basis over 4 years.

Career opportunities

This programme has been designed not only to help you gain a highly regarded qualification but also to provide you with a set of major transferable skills, which will be relevant to your current career, further study or simply increase your long-term career prospects.



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There is a high demand from industry worldwide, including from substantial sectors in the UK, for graduates with skills at the interface of traditional statistics and machine learning. Read more

There is a high demand from industry worldwide, including from substantial sectors in the UK, for graduates with skills at the interface of traditional statistics and machine learning. MRes graduates benefit from the department's excellent links in finding employment; this programme is also ideal preparation for a research career.

About this degree

The programme aims to provide graduates with the foundational principles and the practical experience needed by employers in the areas of computational statistics and machine learning (CSML). Students will have the opportunity to develop their skills by tackling problems related to industrial needs or to leading-edge research. They also undertake a nine-month research project which enables the department to more fully assess their research potential.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (30 credits), three optional modules (45 credits) and a dissertation (105 credits).

Core modules

  • Investigating Research
  • Researcher Professional Development

Optional modules

Student select three modules from the following:

  • Advanced Deep Learning and Reinforcement Learning
  • Advanced Topics in Machine Learning
  • Applied Bayesian Methods
  • Approximate Inference and Learning in Probabilistic Models
  • Graphical Models
  • Information Retrieval and Data Mining
  • Introduction to Deep Learning
  • Introduction to Machine Learning
  • Inverse Problems in Imaging
  • Machine Vision
  • Probabilistic and Unsupervised Learning
  • Selected Topics in Statistics
  • Statistical Computing
  • Statistical Inference
  • Statistical Models and Data Analysis
  • Supervised Learning

Dissertation/report

All students undertake an independent research project which culminates in a substantial dissertation.

Teaching and learning

The programme is delivered through a combination of lectures, tutorials and seminars. Lectures are often supported by laboratory work with assistance from demonstrators. Students liaise with their academic or industrial supervisor to choose a study area of mutual interest for the research project. Performance is assessed by unseen written examinations, coursework and the research dissertation.

Further information on modules and degree structure is available on the department website: Computational Statistics and Machine Learning MRes

Careers

Graduates have gone on to further study at, for example, the Universities of Cambridge, Helsinki, and Chicago, as well as at UCL. Similarly, CSML graduates now work in companies in Germany, Iceland, France and the US in large-scale data analysis. The finance sector is also particularly interested in CSML graduates.

Employability

Scientific experiments and companies now routinely generate vast databases, and machine learning and statistical methodologies are core to their analysis. There is a considerable shortfall in the number of qualified graduates in this area internationally, while in London there are many companies looking to understand their customers better who have hired CSML graduates. Computational statistics and machine learning skills are in particular demand in areas including finance, banking, insurance, retail, e-commerce, pharmaceuticals, and computer security. CSML graduates have obtained PhD positions both in machine learning and related large-scale data analysis, and across the sciences.

Why study this degree at UCL?

The Centre for Computational Statistics and Machine Learning (CSML) is a major European Centre for machine learning, having co-ordinated the PASCAL European Network of Excellence which represents the largest network of machine learning researchers in Europe.

UCL Computer Science graduates are particularly valued by the world’s leading organisations in internet technology, finance, and related information areas, as a result of the department’s strong international reputation and ideal location close to the City of London.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Computer Science

96% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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