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Masters Degrees (Learning Technology)

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At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. Read more
At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. The online course focuses on e-Learning design and development, enabling you to develop applications that are learner-centred.

The MSc eLearning Technology draws on the University’s extensive experience in distance-learning, this online Master’s focuses on designing and developing e-Learning, equipping you to develop effective, learner-centred applications.

Why choose this course?

-Gain a master's degree in one year full-time or at a pace that suits you through online study
-Chose from two different routes depending on your qualifications: an advanced programme for Computer Science graduates - or a route for other graduates that combines foundation modules with options from the advanced modules
-Flexible online learning allows you to fit study around your other commitments, without travel and accommodation costs
-Gain an internationally-recognised master's degree from the UK's University of Hertfordshire
-Benefit from the same academic standards and quality control procedures as our equivalent on campus course
-We have an excellent track record in research, with over half of our outputs rated at world-leading or internationally excellent in REF 2014, the most recent national assessment.

Careers

Our online masters programme is designed to give graduates the up-to-date skills and knowledge sought after by employers, whether in business, industry, government or research.

There are many opportunities within the rapidly growing e-Learning industry for technical staff who are highly skilled in the application of advanced IT techniques to e-Learning design.

Typical roles could be those found in traditional IT development projects such as Business Analyst, Programmer, User-interface Designer, Quality Controller or Project Manager. Alternatively there are more specialist roles such as Instructional Designer or Learning Technologist.

Teaching methods

Our online degree programmes are taught 100% online when studied independently, or supplemented by tutorial support when studied at a local study centre run by one of our online partners. Find out more about Tutored eLearning. Assessment is by coursework and online tests.

You will participate in the learning experience through the University's on-line learning environment, StudyNet. You will receive learning materials, take part in discussions and submit your assignments online. Additionally, you will receive study resources such as e-books and any specialist software. You will have access to the University's extensive online library facilities, or be able to visit in person if you so choose.

The amount of study time required is no different from that needed for an on campus programme. You should expect to spend at least 30 hours per week if studying full-time, and in proportion if part-time.

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The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments. Read more
The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments.

Being founded on principles of networked learning; open pedagogy and digital mindset means that students create and build on their digital presence in order to collaborate and contribute meaningfully to digital learning networks and communities in the field throughout their program. The virtual symposium at the beginning and end of the program is one of the many opportunities for students to engage in, cultivate and contribute back to these digital learning networks and communities as they learn more about facilitating in contemporary learning environments.

The program has three exit pathways; a thesis; secondary research paper or digital learning-consulting project. Graduates of the program work in the creation and evaluation of contemporary digital learning environments. They use their theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. The cross-sectoral skill set cultivated in the program enables graduates to lead and support their organizations to continually improve the learning experiences they offer.

A Graduate Diploma in Learning and Technology is also offered which ladders into the MA in Learning and Technology degree. If you are considering a master’s degree but are not sure where to start, the Graduate Diploma in Learning and Technology may be a fit for you.

Who It’s For

This program is designed for individuals involved in the creation of contemporary learning environments that incorporate the best of what is known about learning and technologies. People who could benefit from the program include decision-makers responsible for learning, training or education; training managers and co-ordinators; training and development positions; facilitators, trainers, or instructors. The program attracts learners from multiple sectors including post-secondary institutions, government departments, K-12 education systems, the corporate sector, healthcare, not-for-profit agencies and small businesses.

Professional Certification

The MA in Learning and Technology program is recognized by the Institute of Performance and Learning. Graduates of the program receive credit towards the work experience requirements of the Certified Training and Development Professional (CTDP) certification. Students in the MA in Learning and Technology program are also eligible for an International Baccalaureate Organization (IBO) certificate.

Outcomes

The School of Education and Technology works with a program learning outcomes framework that informs the course learning outcomes. Program learning outcomes identify what the learner will know and be able to do by the end of the program. They are the essential and enduring knowledge, capabilities (attributes) and attitudes (values, dispositions) that constitute the integrated learning by a graduate of the MA in Learning and Technology program.

Graduates will be able to apply the principles of networked learning; open pedagogy and digital mindset as they work in the creation and evaluation of digital learning environments. They will apply theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. Graduates of the MA in Learning and Technology will have the knowledge, skills and ability to:
-Communicate and synthesize information and arguments at the graduate level.
-Critically evaluate how learning occurs in a variety of contexts.
-Design and create research-informed digital learning environments.
-Demonstrate effective collaboration skills.
-Develop and analyze support strategies to meet the needs of stakeholders in digital learning environments.
-Select appropriate assessment and evaluation strategies for digital learning environments.
-Contribute meaningfully to digital learning network(s) and communities.
-Explain the interrelationship between innovation, change and digital learning environments and their impact on organizations and society.
-Apply reflective processes to improve professional practice.
-Critically evaluate and/or produce research.

Delivery Model

Proximity to the RRU campus doesn’t have to be an issue. You can choose to do your program completely online or you can include a 2-week on-campus residency in your program. The majority of this program is experienced through online learning as both the fully online and blended programs come together in the third online course and continue online for the duration of the program. Using a combination of Web 2.0/3.0 technologies for learning, you will engage, collaborate, share, create and contribute to the learning experience from anywhere in the world. The courses are designed for flexibility of access while at the same time achieving a balance between individual work and teamwork. Regular contribution in the form of blog posts, discussions or other course activities is required.

Completion Options
The first six foundational courses are common to all students in the program. Then there are the following options for program completion.

Thesis Track
Students apply to the thesis track in their first year of the program. If the application is not successful they have the option of completing the program following the Research Paper or Digital Learning Consulting Project tracks. Students who are admitted to the 12-credit thesis track will identify a research area of focus and work 1:1 with a thesis supervisor on primary research. View recent student research titles.

Research Paper Track
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit secondary research paper. Students who choose this track will engage in a deep investigation on a specific research question using secondary data. Previous secondary research papers have included meta-synthesis; critical literature reviews; policy analysis, etc.

Digital Learning Consulting Project
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit digital learning consulting project. Students who choose this track will gain hands-on practical experience that will help them apply their theoretical knowledge in a real-world setting on tightly scoped project and provide the research informed justification and rationale for the design decisions made. Projects are sourced from a variety of program-industry stakeholder groups. Student proposed projects may also be considered.

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The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. Read more
The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. It meets the growing need for management-level individuals who have the knowledge and skills to assume leadership roles in program design, development, and evaluation, as well as the need for online facilitators who can effectively integrate educational technologies into their teaching and learning environments.

This program was designed to be taken on its own, but students who successfully complete the program may have their credits applied to the Master of Arts in Learning and Technology degree.

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Who It’s For

Instructors who work in or aspire to work in technology-mediated learning environments including K-12 education systems, post-secondary institutions, government departments, the corporate sector, and not-for-profit agencies. This program is for those interested in integrating technology more effectively into the classroom; individuals responsible for professional development within corporations, government and the public sector; and senior decision-makers responsible for online learning activities.

Applications are assessed, based on an integrated and consolidated examination of academic credentials, work experience and personal experience. Experience in a technology-mediated learning environment is an asset.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy.

Outcomes

Graduates will have the skills to assume leadership roles in program design, development, implementation, and evaluation of technology-mediated learning initiatives.

Graduates will be able to:
-Develop proposals for instructional strategies
-Analyze, design, develop, implement, and evaluate instructional design
-Recommend appropriate learning strategies
-Plan and coordinate projects to a successful conclusion
-Evaluate current educational technology research
-Advance their careers as leaders in technology-mediated learning environments

Graduates will have:
-Expanded knowledge of educational theory
-Developed practical skills in graphic design, project management and instructional design
-Increased understanding of student characteristics and needs
-Enhanced critical thinking and creative problem-solving skills

Delivery Model

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Pre-Residency
Students begin the Graduate Diploma in Learning and Technology program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.

Residency
The 10-day residency is a carefully designed period of intense academic study in which students complete approximately 75 per cent of two courses – Learning Theory and Introduction to Research. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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This programme has been designed to provide postgraduate education for current or future practitioners engaged in education, training or business practice relevant to Technology Enhanced Learning. Read more
This programme has been designed to provide postgraduate education for current or future practitioners engaged in education, training or business practice relevant to Technology Enhanced Learning.

Course Overview

The programme will be delivered online and will be available to anyone who meets the entry requirements and is professionally engaged in learning support, teaching or training practice. It is highly relevant for professional practitioners who work in learning in a university or college, in business training, public sector services or for people considering moving into one of these areas.

The programme provides theory and practice through experience of a range of learning technologies. It enables learners to explore the processes of designing and implementing technology-enhanced learning and issues concerning the practicalities of professional practice in their own context.

Learners will also develop their academic research skills as postgraduate learners. Learners will participate with other EU and non-EU professionals and with their tutors through a range of innovative online communication technologies. The programme aims to capitalise on a collaborative community of practitioners sharing the diversity of their experiences.

The first year of this three year programme is funded for successful applicants in working in vocational education and training in UK, Cyprus, Greece, Bulgaria and Sweden through the EU Lifelong Learning Programme.

Modules

PART 1
-Designing for Technology Enhanced Learning (30 credits)
-Implementing Technology Enhanced Learning (30 credits)
-Identity, Communities and Networks (30 credits)
-The Practitioner as Researcher (30 credits)

Within part 1 of the programme students undertaking the Postgraduate Diploma or MA must take all part 1 modules. Students who are undertaking a Postgraduate Certificate must take Designing for Technology Enhanced Learning and Implementing Technology Enhanced Learning.

PART 2
-Students undertaking the MA Technology Enhanced Learning take the 60 credit Dissertation module.

Key Features

63% of survey respondents from both the public and private sectors say that technological innovation will have a major influence on teaching methodologies over the next five years and that it will become a core differentiator in attracting students and corporate partners (Economist, 2008).

Technology led learning is continuing to grow at a phenomenal rate and the market for eLearning has exceed $52.6 billion in 2010 (Cegos, 2009). Cegos (2009) indicate the development of professional qualifications to meet the personnel demands of this “star” industry are lagging demand.

As an increasingly preferred approach for delivering training and education (Cedefop, 2010) the HE sector is now responding to the need for qualifications and learning demands of this fast changing sector. This MA Technology Enhanced Learning course is an online programme that is intended to attract a global student body.

Knowledge and understanding is achieved through learning activities that emphasise students’ engagement with research-led resources and dialogue and with each other and their tutor. Resources are made available electronically from a range of different sources including: e-books, electronic journal articles, videos, images, numerical data, voice recordings, transcripts, web applications and web documents, available through the University’s Virtual Learning Environment.

Assessment

The assessment scheme is designed to enable students to demonstrate individually that they have met the aims of the programmes and achieved the learning outcomes at the standard required for the MA. Assessment will also be used to provide feedback to students so as to assist in subsequent learning.

The assessment will enable theory to inform practice, with students demonstrating intellectual rigor and reflecting critically on their own experiences of using technology for learning. The overall assessment package is developed out of an inter-dependent learning culture. The assessment strategy aims to make use of the benefits to be gained from sharing practice in multiple contexts.

Career Opportunities

The MA Technology Enhanced Learning programme combines a theoretical approach with practical skills relevant for the teaching and training sectors and promotes an understanding of key concepts from an applied perspective. Graduates from the programme will have developed transferable employability skills such as research, problem solving, data interpretation and critical thinking as well as gaining the knowledge and practical skills applicable to the sector.

Graduates of the programme are likely to find employment within universities, vocational colleges, HRM departments, training companies and be employed as course managers, lecturers, teachers, instructional designers, authors, TEL Directors, information specialists or media design.

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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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 international masters in Law and Technology offers students the chance to develop cutting-edge and interdisciplinary expertise within the burgeoning field of technology regulation. Read more
The international masters in Law and Technology offers students the chance to develop cutting-edge and interdisciplinary expertise within the burgeoning field of technology regulation.

Strongly multidisciplinary and incorporating both European and international law, the masters in Law & Technology offers you the chance to develop both multidisciplinary knowledge and an area of specialised expertise within the field of Law and Technology - giving you more options to pursue the career of your choice.

The program is closely affiliated with the Tilburg Institute for Law, Technology and Society (TILT), an institute consistently ranked amongst the top in Europe for both research and education by the Legal Research and Education Assessment Committees. The masters in Law and Technology is consistently rated one of the best international masters program within Tilburg Law School.

Learning is informal, highly interactive and closely connected to professional practice, with lawyers from international offices systematically involved in the lectures. Students also have the opportunity to take part in internships during their studies.

Program Law and Technology

The masters in Law and Technology offers education in close relation to innovative research in the field of Law & Technology. It gives students the opportunity to develop their own specialized area of expertise within the field of Law & Technology.

Legal+

The masters in Law & Technology equips you with the multidisciplinary knowledge essential for responding to the possibilities and risks presented by new technologies. Content covers regulatory issues in the public and private spheres, as well as subjects such as comparative law, jurisprudence, ethics and public administration, in addition to traditional legal doctrine. Students develop a broad, contextual awareness of additional modalities of regulation such as social morality and economic self-arrangement.

Specialization

The Law and Technology program offers you the opportunity to develop a specialization in a particular subject area thanks to a curriculum that covers everything from intellectual property law to biotechnology or ICT. You can focus on traditional legal areas such as private law or European law, or develop a broader overview that combines, for example, private law, criminal law and human rights law.

International perspective

Technological developments generally cross borders, with the Internet perhaps the most obvious example. While internationalization offers opportunities and possibilities, it also gives rise to a host of issues from a regulatory perspective. The Law and Technology masters ensures you are well-prepared to operate in an international context by continuously applying an international perspective to the issues at hand.

No background in science or technology required

Prospective students do not require background knowledge in technology or science. Of more importance is your affinity with the social aspects of technology. Students with backgrounds in areas other than law can apply if at least 90 ECTS of the courses in their bachelors were similar to those of the bachelors at Tilburg Law School. A premaster program (currently only in Dutch) is available for students who do not meet this criteria.

Interactive and close-knit learning environment

Learning in the Law and Technology masters is interactive, informal and cross-cultural. You join an international student body, within which students regularly work in international teams, participate in discussions and present their ideas on legal concepts and issues. Students are strongly encouraged to interact with their TILT lecturers, made possible by numerous extracurricular events such as seminars and workshops.

Good practical training opportunities

TILT has excellent contacts with government and semi-government agencies, companies, and law firms. TILT is frequently approached by these professional bodies about practical training opportunities and internships and, together with students, actively endeavors to find appropriate trainee projects for students. You will be taught how to write web policies, position papers, and policy documents as preparation for your future career.

Education coupled with pioneering research

Students learn from scholars from the Tilburg Institute for Law, Technology and Society (TILT) - scientists engaged in innovative research recognized at a national as well as international level. These scholars come together from diverse disciplines including private law, public law, criminal law, international law and human rights, ICT law, social and political studies amongst others. Education is interlaced with academic insights from these new research lines. When possible, TILT actively involves students in its research projects.

Challenging and creative

We encourage Law and Technology students to develop and substantiate their own opinions and ideas on the content presented. Within the program, teaching methods encourage critical debate and active participation.

Career Perspective Law and Technology

Legal experts in the field of law and technology are in high demand within many industries and sectors. Your area of specialization can also prepare you for more specific roles within the field.

A wide variety of future career paths are available to graduates of the masters in Law & Technology. You will be qualified to pursue a leading position as a consultant, researcher, policy-maker, or lawyer specialized in law and technology in various types of centers, including large international law firms, in-house legal departments of large firms, the civil service (including the EC civil service), and transnational organizations (both for-profit and non-profit).

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This distance learning LLM is designed to provide you with specialist knowledge of key areas of law relevant to international business. Read more
This distance learning LLM is designed to provide you with specialist knowledge of key areas of law relevant to international business.

Who is it for?

This course is suitable for those looking to develop a career in international business or law. Applicants to the course are likely to be recent graduates seeking to improve career prospects in international business and law or professionals working in international business, finance or international business law seeking to develop their expertise. As the emphasis of the programme is on the practical and problem solving aspects of the law, it will also help those who may not possess a legal background.

Students who complete the LLM may wish to continue their advanced legal studies by enrolling on the PhD or MPhil programmes offered by The City Law School.

The nature of the LLM as a distance learning programme means there is no requirement to enter the UK, so you do not require a visa if you are an overseas student.

Objectives

The programme is designed with one aim in mind: flexibility. As the programme is delivered online, students have the freedom to study in their own working environment and at their individual pace. Technology-enhanced learning environments support the student experience and students also have access to City's extensive range of legal databases, including e-journals and e-books.

This flexible, part-time LLM is designed to provide you with specialist knowledge and help to broaden your existing knowledge of the legal rules which impact on international business. You will acquire legal and research skills to help enhance your career prospects as an international business professional or legal practitioner.

On successful completion of the LLM International Business Law by distance learning, you will have gained specialist knowledge in the key areas of law from an international business perspective and will have acquired transferable skills essential to understanding and succeeding in international business.

Academic facilities

The LLM International Business Law is delivered entirely online via distance learning via City's virtual learning environment Moodle. All resources used on the programme are available online via Moodle and the Library. You are welcome to connect with your module leaders via email or arrange appointments to speak on Skype or meet in person if you are in London.

As a distance learning student you have access to the facilities, including the libraries, dedicated law libraries and Student Centre at City. You are also welcome to attend public events/lectures and use the on-campus facilities if you are in London.

Scholarships

New students will be invited to apply for a scholarship which will be awarded at the start of the programme and applied to the cost of the first module. Decisions will be made on the basis of applicants' academic merit, financial need and 250-words statement.

Prizes

Progressing students (on progression from the first module, Foundations of Law in International Business, to the elective stage) will be eligible for excellence awards. Excellence awards will be applied to the cost of the second module. Decisions will be made on the basis of the students' top performance on the Foundations module.

Teaching and learning

The programme provides you with interactive learning opportunities, combining a range of learning technologies. Whilst it is in essence a self-directed study course, there is also an emphasis on interactive engagement, using learning activities such as discussion forums and chat rooms to help you extend your learning and work collaboratively with your colleagues.

Learning will be facilitated by:
-Virtual learning environment (VLE) as e-learning platform
-High quality module learning packs written by our experts and available online
-Online academic support and personal tutoring (e.g. via email or webchats)
-Interactive multimedia content
-Virtual classroom environment (e.g. via discussion boards or Adobe Connect)
-24-hour IT support
-Online access to our extensive library resource database.

Each module is facilitated by an e-tutor who will offer academic and technical support as required. To enrol on the programme, you are required to have easy access to a computer or laptop that has a minimum technical specification and good internet access. We will provide you with an email account and secure access to your virtual learning environment. You are expected to regularly submit work online and engage in online activities.

Assessment

On a weekly basis, you will receive feedback via the discussion board per each discussion thread. The Learning Packs will contain self-assessment questions, and tutors will provide formative feedback on your responses to these questions. Participation on taught modules is a pre-requisite for sitting the final assessment. Participation is mandatory and is therefore assessed as a pass/fail summative assessment. The activity requiring participation may vary from module to module, however, a standard will be maintained across all modules. For instance, if a module requires participation vis-à-vis posting messages/responses on a module discussion board and there are eight weekly opportunities to do so, you will be required to submit four posts (50%) for assessment. Each post must be sufficient in length (i.e. approximately 500 words). You are expected to participate in all online activities.

Summative assessment of the taught modules that comprise the degree will be by coursework only (3,500 words). It is considered that you will obtain the greatest academic benefit and satisfaction from researching a topic, reflecting on it and providing considered arguments in relation to it, as well as affording the opportunity to explore particular topics in greater depth. All coursework must be submitted via the Virtual Learning Environment (VLE). Email submissions will not be accepted.

You will be offered a range of assessment titles in each subject. Additional titles may be added to reflect any developments in the subject occurring during the teaching of the module, enabling you to demonstrate knowledge and understanding of contemporary issues and to respond to the most up-to-date information available.

Modules

The distance learning LLM in International Business Law programme consists of taught modules of 150 credits (five modules at 30 credits each) and a compulsory Dissertation module of 30 credits.

In the first academic term, all students are required to take the Core module, Foundations of Law in International Business (30 credits). Upon successful completion of the Core module, you will select any further four taught modules from the range of available subjects. Students are free to take one or two modules each academic term.

All modules run over a period of 10 weeks (10 units). Each module requires approximately 300 hours of study and students will normally spend between 25 and 30 hours a week on each module, comprised mainly of self-directed and on-line hours. Typically, once all taught modules have been successfully completed, students proceed to the Dissertation (30 credits).

Elective modules - the elective modules will draw from a variety of sources of law, including laws from different systems of law (European Union Law, international law and the English common law) to make your learning experience more rewarding. The programme will take an internationalist and comparative legal approach wherever appropriate, an approach that is more enriching for professionals who work in a global environment. This distinguishes The City Law School distance learning LLM from most other LLMs offered by UK universities. The elective modules (30 credits each) currently offered on the LLM International Business Law include:
-Dispute resolution in international commerce
-E-commerce law
-International corporation law
-International investment law
-Law of international trade
-Legal aspects of international finance
-Privacy and data protection laws
-Regulation of information technology and intellectual property

Dissertation - the requirement to complete a 10,000-word Dissertation reflects the assumption, and the concerns of employers, that an LLM graduate should display a high standard of competence in research and a capacity for original thought. Dissertation supervision will be undertaken by internal members of staff and visiting lecturers ensuring that expert guidance is available to all. Where it is appropriate for a student to be supervised by a visiting lecturer, because of the subject area of the dissertation, the student should ensure that they have agreed in advance methods of communication including the mode and frequency of contact.

Career prospects

By the end of the programme, you will not only have gained specialist knowledge in key areas of law from an international business perspective but will have also acquired transferable skills essential to understanding, and succeeding in, the world of International Business Law. With this sound basis, you will be well placed for developing a career in international business or law.

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The Postgraduate Certificate of Special Study in Supporting Learning is a one-semester 20-credit module at level 7 (Masters level). Read more
The Postgraduate Certificate of Special Study in Supporting Learning is a one-semester 20-credit module at level 7 (Masters level). It is designed for colleagues in the University of Westminster (or teaching on University of Westminster programmes in partner colleges) who have a role in teaching/supporting the learning of students at the University of Westminster, but who do not have the full role of an academic member of staff. You might be interested in the module if you are for example:
-A research student or research fellow who tutors or demonstrates to students or who runs a seminar group
-A visiting lecturer with only a small teaching load
-A librarian or careers advisor who does face-to-face sessions with groups of students
-A member of the technical staff who supports students in the studio, laboratory or computer suite

It is normally necessary for you to have at least 15 hours of supporting student learning during the semester in which you would take the course.

The course is delivered by educational development specialists in the Department of Leadership and Professional Development (Westminster Business School), and led by Jennifer Bright. The educational development team supports the University in a range of teaching and learning developments, including the Postgraduate Certificate in Higher Education (PGCHE), which is a course for new and established academic staff.

The module aims to help you enhance your students’ learning by helping you to gain an understanding of effective learning design, planning and student engagement, and further aims to encourage a culture of quality enhancement in teaching and supporting learning.

Course content

You will be encouraged to consider current thinking in pedagogic practices in relation to designing, delivering and supporting student learning in HE through a reflective process using multiple feedback sources. The module activities will include evaluating the nature of the student learning experience in your own context, an observation of your own teaching/supporting learning activities (and that of others) and an investigation of relevant literature/theory.

Modules

The following modules are indicative of what you will study on this course.

Module topics and themes supporting this process include:
-The scholarship of learning and teaching and linking teaching and research
-Reflective practices and using student feedback for evaluation and development
-Threshold concepts, graduate attributes and signature pedagogies
-Session design and peer observation of teaching
-Learning design, sustainability and ethics
-Managing the learning environment
-Using technology to enhance student learning
-Student-centred and activity-based learning
-Facilitating student learning in different subject contexts and in face to face and online environments
-Facilitating one to one, small group and whole group learning
-Inclusive practices and using student diversity as a resource
-Personal and professional development planning

Teaching and learning methods used

-Work-based learning including teaching/supporting learning practice (15 hours minimum)
-Observation of your practice as well as your observation of the practice of an experienced peer
-On-line learning of approximately four hours per week
-Self-directed study and recording of on-going reflections on practice for reflective narrative-building and assessment, together with teaching observations and professional practice conversations with your subject mentor or educational development tutor, will comprise the remaining hours of this 20-credit module

The sessions will all take place on-line; however, when your teaching/supporting learning session is observed, your tutor will go to the location in which you work. (If you are teaching outside the University of Westminster, you will need to arrange for a tutor from your own institution to observe you.) There will also be a face-to-face Induction session which you will be invited to attend.

Assessment

Assessment is wholly coursework based; there are no examinations.
-The assessment will include formative piece of work that is compulsory but ungraded and which is submitted for feedback
-The final assessment is a reflexive narrative that integrates theory and practice supported by practice-based feedback from different sources. These will include two teaching practice observations by an experienced peer in your workplace (one of which may be a WEx tutor) plus your observation of an experienced peer.

The narrative will provide a place for you to evidence your continuing professional development in teaching and supporting learning.

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With children and young people developing sophisticated IT skills even earlier, they expect teachers to use this technology to help them learn. Read more
With children and young people developing sophisticated IT skills even earlier, they expect teachers to use this technology to help them learn. Our online course is designed to match that expectation. Technology is now being used in all education sectors to enhance learning, meaning the onus is on practitioners to develop their skills and use them to support learners and learning within their professional practice.

You'll explore a range of technologies and learning methods across a range of environments ad consider how they can most effectively be used to enhance teaching.

By experiencing the use of these technologies within their own area of study, learners will develop an understanding and appreciation of how they can be used within their own practice.Upon completion you'll have the skills and knowledge to be leading exponents of technology enhanced learning.

Key Course Features

-The programme is delivered entirely online and is accessible to students from countries all over the world.
-The course has been designed to suit practitioners working across a range of teaching and training contexts.
-Participants will develop professional and personal networks encouraging collaboration, peer-peer learning and support.
-Upon successful completion participants will have the skills and knowledge to be leading exponents of TEL and will be at the forefront of the field.
-The course holds Staff and Educational Development Association (SEDA) recognition.

What Will You Study?

Each module makes use of a study calendar and content provided through on-line documents, podcasts, video, synchronous and asynchronous conferencing (using text, audio and video), blogs, wiki pages, web links, file sharing and social networking facilities. Participants also take part in activities which involve them using these technologies to collaborate, share reflections and to construct elements of e-learning material that they can evaluate for use within their own professional context.

By experiencing the use of these technologies within their own study, learners gain an understanding and appreciation of how these could be deployed in their own teaching and gain an insight into the nature of on-line study from the perspective of the student.

Tutors (or ‘coaches’) aim to provide a secure and supportive environment within which participants can explore areas of TEL appropriate to their own professional context. Participants are encouraged to participate in forum debates and to develop communities of practice.

Participants learn with and from each other and are supported as they develop independent skills in finding and evaluating information. In all modules participants are encouraged to relate their studies to their own professional context. Assignments are also rooted in professional practice.

MODULES
YEAR 1
The first year’s study comprises three 20 credit modules. Successful completing of these three modules constitutes the Postgraduate Certificate Learning and Technology:
-Pedagogy and Practice
-Technology and Design
-Implementation and Management

YEAR 2
The second year’s study comprises three 20 credit modules. Successful completing of these three modules constitutes the Postgraduate Diploma Learning and Technology:
-Innovation and Practice
-Accessibility and Assessment in the Digital Age
-E-research and digital scholarship

YEAR 3
The final year consists of the 60 credit research dissertation. Students will be allocated a supervisor, with appropriate research or subject expertise, to support them throughout the process of carrying out the research and writing the dissertation.
Students have the opportunity to submit for assessment either a ‘traditional’ dissertation or a journal-format article. The dissertation / journal-format article is an independent study, involving the collection and analysis of data from primary sources, carried out by individual students on a topic of their choice.

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment and Teaching

All modules, with the exception of the dissertation are assessed through coursework. Each module normally has two assignments and these are designed to reflect the professional practice of the student.

Career Prospects

Successful completion of this course will equip individuals with the skills and expertise to exploit new technologies effectively in their teaching or training context. Recent research has shown that, even very young, students now have sophisticated IT skills and expect their tutors to use technology to facilitate their learning; this course will help you match these expectations.

There is a growing demand across the educational environment for individuals who have the knowledge and skills to use technology effectively; successful completion of this course will demonstrate such attributes. Some of our previous students include people working in higher and further education, schools, the NHS and the private sector.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

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Learning Technology is a vibrant and maturing field of learning innovation and anyone with a stake in education should develop an awareness and understanding of these new technologies. Read more

Course Aims

Learning Technology is a vibrant and maturing field of learning innovation and anyone with a stake in education should develop an awareness and understanding of these new technologies. They can provide innovative approaches that enhance learner experience, and benefit teachers and institutions. Learning Technology offers a state-of-the-art survey of the field, providing you with both theoretical underpinnings and practical hands-on experience of the technologies in different learning contexts.

The programme focuses on topical aspects of e-learning such as:

New approaches to learning design
Technology-enhanced learning spaces
The use of Open Educational Resources (OER) and application for Open Learning
The implications of social and participatory media for learning, teaching and research

Learning Technology is suitable for a range of professionals at all levels of education or training, including primary and secondary schools, further education colleges, universities, community and adult education, corporate, public and not-for-profit organisations.

Course Structure

Technology Enhanced Learning

The first part of the course will give you a broad overview of technologies, their associated characteristics and the ways in which they can be used to foster different pedagogical approaches across different learning contexts.

You will gain experience of a range of technologies, experiment with them and critique their relevance to practice, as well as consider the implications for learning, teaching and research. You will be provided with opportunities to communicate and collaborate with peers through various technologies. Where appropriate, you will benefit from the expertise of the international community via podcasts/videocasts and audio or video conferencing sessions. You will have the opportunity to create your own learning artefacts using different tools and you will be encouraged to become part of the broader TEL community (e.g., ALT, EDEN).

Learning Design for the 21st Century

The second part of the course introduces you to new learning design methodology which guides practitioners in making informed, explicit choices about which technologies can support different forms of learning. You will study through a series of synchronous and asynchronous activities and you will work both independently and, where relevant, in collaborative groups. You will be exposed to the latest research in (and materials on) learning design, drawing in particular on research from Europe and Australia.

You will have the opportunity to explore a range of learning design visualisation and pedagogical planner tools to create your own learning design materials. A range of social networking sites will be used for you to share and discuss your learning materials.

(Please note: due to regular enhancement of the University’s courses, please refer to Leicester’s own website (http://www.le.ac.uk) or/and Terms and Conditions (http://www2.le.ac.uk/legal) for the most accurate and up-to-date course information. We recommend that you familiarise yourself with this information prior to submitting an application.)

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This is the distance learning version of the full time MSc in Renewable Energy Systems Technology. By using the same course materials distance learning students are able to achieve the same outcomes as the full-time MSc in Renewable Energy Systems Technology. Read more
This is the distance learning version of the full time MSc in Renewable Energy Systems Technology.

By using the same course materials distance learning students are able to achieve the same outcomes as the full-time MSc in Renewable Energy Systems Technology. We have developed new ways of learning, which offer students flexibility in place, pace and mode to meet the demand for this highly sought after qualification but who cannot attend traditional university classes.

By the end of the course, our renewable energy MSc graduates, will have gained a comprehensive understanding of renewable energy technologies and developed a range of important transferable
skills.

Core study areas include solar power, wind power, water power, biomass, sustainability and energy systems, integration of renewables and a research project.

Optional study areas include advanced solar thermal, advanced photovoltaics, energy storage, energy system investment and risk management.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/eese/renewable-energy-system-tech-dl/

Programme modules

Compulsory Modules:
- Sustainability and Energy Systems
- Integration of Renewables
- Solar 1
- Wind 1
- Water Power
- Biomass
- Research Project

Optional Modules (choose three):
- Energy Storage
- Advanced Solar Thermal
- Advanced Photovoltaics
- Wind 2
- Energy System Investment and Risk Management

Normally students are required to obtain 180 Master's level credits in these modules to become a Master of Science in Renewable Energy Systems Technology graduate. However optional leave awards of Postgraduate Diploma (120 credits) or Postgraduate Certificate (60 credits) are possible.

How you will learn

All of our renewable energy MSc Modules consist of a series of Study Units, each covering a specific subject area (see programme modules). Instead of face-to-face lectures and tutorials, the main learning routes for distance learning students are via the University’s virtual learning environment (LEARN). The learning resources for each Study Unit include:
- On line study materials
- Live streamed and recorded lectures
- Virtual and remote laboratories
- Tutorials, assignments and computer aided assessments
- Access to past exam papers

In addition there are several important communication features built into LEARN which include:
- Discussion forums (for communicating with tutors and fellow learners)
- Specialist tutor groups
- Assignment and tutorial upload facility (to allow tutors to check your progress and provide you with feedback)
- Online tutorial sessions with module lectures

Distance learning students also have the option to attend on campus modules.

- Assessment
By examination, coursework, group work and research project. Examinations are held in January and May/June with coursework and group work throughout the programme. The individual MSc research project is assessed by written report and viva voce. Students receive regular feedback on their progress from on-line support officers, tutors and academic staff.

It is also possible for distance learning students to take exams at a suitable local venue either a local British council or a recognised university. For further information about this process please contact the course administrator.

- Technical Requirements
To make full use of distance learning resources, the following are minimum requirements:
- Good specification PC or laptop running the latest operating system
- A printer if you wish to print out materials
- Good computer skills (see below)
- Fast and reliable access to the Internet via Broadband

You will require the skills that allow one to:
- Open, copy, and move files and directories on your hard drive
- Move around the desktop with several applications (programmes) opened at the same time
- Create documents using a software package such as MS Word or similar.
- Be able to zip files and make pdf files
- Manipulate and analyse data using spread sheet software such as MS Excel

Careers and further study

The flexibility offered by this MSc allows graduates already working in or seeking to enter the sector, the opportunity to gain strong technical knowledge whilst continuing to work.This combination of knowledge and practical experience makes them highly attractive to existing and future employers worldwide.

Fees: Structure and scholarships

Unlike the full time course distance learning students pay as they study and will pay for modules prior to registration at the beginning of each semester. There are no additional registration fees.
However please note that distance learning fees are reviewed annually and may increase during your period of study.

Why choose electronic, electrical and systems engineering at Loughborough?

We develop and nurture the world’s top engineering talent to meet the challenges of an increasingly complex world. All of our Masters programmes are accredited by one or more of the following professional bodies: the IET, IMechE, InstMC, Royal Aeronautical Society and the Energy Institute.

We carefully integrate our research and education programmes in order to support the technical and commercial needs of society and to extend the boundaries of current knowledge.

Consequently, our graduates are highly sought after by industry and commerce worldwide, and our programmes are consistently ranked as excellent in student surveys, including the National Student Survey, and independent assessments.

- Facilities
Our facilities are flexible and serve to enable our research and teaching as well as modest preproduction testing for industry.
Our extensive laboratories allow you the opportunity to gain crucial practical skills and experience in some of the latest electrical and electronic experimental facilities and using industry standard software.

- Research
We are passionate about our research and continually strive to strengthen and stimulate our portfolio. We have traditionally built our expertise around the themes of communications, energy and systems, critical areas where technology and engineering impact on modern life.

- Career prospects
90% of our graduates were in employment and/or further study six months after graduating. They go on to work with companies such as Accenture, BAE Systems, E.ON, ESB International, Hewlett Packard, Mitsubishi, Renewable Energy Systems Ltd, Rolls Royce and Siemens AG.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/eese/renewable-energy-system-tech-dl/

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Technology is increasingly a key element in effective education and training. The web, mobile devices, interactive white boards, Virtual Learning Environments, blogging, wikis and email are tools that you may be able to use in your teaching. Read more
Technology is increasingly a key element in effective education and training. The web, mobile devices, interactive white boards, Virtual Learning Environments, blogging, wikis and email are tools that you may be able to use in your teaching. But how effective are they at supporting learning? New pedagogical models such as massively open online courses (MOOCs), learning analytics where data is used to analyse and improve learning, and rhizomatic learning are all explained and critically examined.

If you're a teacher, trainer or learning technologist looking to enhance your skills around the integration, research and management of technology to enhance learning, then this course could be for you.You'll explore the use of technology in your particular field, develop technical skills, including blogs, wikis and other social media, deepen your understanding of frameworks and look at how technology can enhance and support learning.A strong interest in developing teaching using information and communication technology is key - being an IT expert is not. The course is tailored around you.Choose from a range of options to match your role, experience or organisation to help you progress as an informed, reflective and inspirational practitioner.

This course combines making a difference in your particular teaching/training context with learning about how to undertake research in a systematic and rigours manner.

Much of your work is project based with outcomes of direct relevance and benefit to your particular teaching or training setting.

A typical participant may be a lecturer in Higher or Further Education, a teacher (primary, secondary, or specialist), a trainer in the public or private sector or a learning technologist.

Titles of work undertaken by students on this course have included:

• Smart Phone and Student in Secondary Schools in Oman

• Using social media for acculturation and psychological adjustment among international students: a case study in northern England

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If you are intrigued by the acquisition, processing, analysis and understanding of computer vision, this Masters is for you. The programme is offered by Surrey's Department of Electrical and Electronic Engineering, recognised for world-leading research in multimedia signal processing and machine learning. Read more
If you are intrigued by the acquisition, processing, analysis and understanding of computer vision, this Masters is for you.

The programme is offered by Surrey's Department of Electrical and Electronic Engineering, recognised for world-leading research in multimedia signal processing and machine learning.

PROGRAMME OVERVIEW

This degree provides in-depth training for students interested in a career in industry or in research-oriented institutions focused on image and video analysis, and deep learning.

State-of-the-art computer-vision and machine-learning approaches for image and video analysis are covered in the course, as well as low-level image processing methods.

Students also have the chance to substantially expand their programming skills through projects they undertake.

PROGRAMME STRUCTURE

This programme is studied full-time over 12 months and part-time over 48 months. It consists of eight taught modules and a standard project.

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Digital Signal Processing A
-Object Oriented Design and C++
-Image Processing and Vision
-Space Robotics and Autonomy
-Satellite Remote Sensing
-Computer Vision and Pattern Recognition
-AI and AI Programming
-Advanced Signal Processing
-Image and Video Compression
-Standard Project

EDUCATIONAL AIMS OF THE PROGRAMME

The taught postgraduate degree programmes of the Department of Electronic Engineering are intended both to assist with professional career development within the relevant industry and, for a small number of students, to serve as a precursor to academic research.

Our philosophy is to integrate the acquisition of core engineering and scientific knowledge with the development of key practical skills (where relevant). To fulfil these objectives, the programme aims to:
-Attract well-qualified entrants, with a background in Electronic Engineering, Physical Sciences, Mathematics, Computing and Communications, from the UK, Europe and overseas.
-Provide participants with advanced knowledge, practical skills and understanding applicable to the MSc degree
-Develop participants' understanding of the underlying science, engineering, and technology, and enhance their ability to relate this to industrial practice
-Develop participants' critical and analytical powers so that they can effectively plan and execute individual research/design/development projects
-Provide a high level of flexibility in programme pattern and exit point
-Provide students with an extensive choice of taught modules, in subjects for which the Department has an international and UK research reputation

Intended capabilities for MSc graduates
-Know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin computer vision, machine learning as well as how they can be related to robotics
-Be able to analyse problems within the field computer vision and more broadly in electronic engineering and find solutions
-Be able to use relevant workshop and laboratory tools and equipment, and have experience of using relevant task-specific software packages to perform engineering tasks
-Know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within computer vision, machine learning
-Be aware of the societal and environmental context of his/her engineering activities
-Be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities
-Be able to carry out research-and-development investigations
-Be able to design electronic circuits and electronic/software products and systems

Technical characteristics of the pathway
This programme in Computer Vision, Robotics and Machine Learning aims to provide a high-quality advanced training in aspects of computer vision for extracting information from image and video content or enhancing its visual quality using machine learning codes.

Computer vision technology uses sophisticated signal processing and data analysis methods to support access to visual information, whether it is for business, security, personal use or entertainment. The core modules cover the fundamentals of how to represent image and video information digitally, including processing, filtering and feature extraction techniques.

An important aspect of the programme is the software implementation of such processes. Students will be able to tailor their learning experience through selection of elective modules to suit their career aspirations.

Key to the programme is cross-linking between core methods and systems for image and video analysis applications. The programme has strong links to current research in the Department of Electronic Engineering’s Centre for Vision, Speech and Signal Processing.

PROGRAMME LEARNING OUTCOMES

The Department's taught postgraduate programmes are designed to enhance the student's technical knowledge in the topics within the field that he/she has chosen to study, and to contribute to the Specific Learning Outcomes set down by the Institution of Engineering and Technology (IET) (which is the Professional Engineering body for electronic and electrical engineering) and to the General Learning Outcomes applicable to all university graduates.

General transferable skills
-Be able to use computers and basic IT tools effectively
-Be able to retrieve information from written and electronic sources
-Be able to apply critical but constructive thinking to received information
-Be able to study and learn effectively
-Be able to communicate effectively in writing and by oral presentations
-Be able to present quantitative data effectively, using appropriate methods

Time and resource management
-Be able to manage own time and resources
-Be able to develop, monitor and update a plan, in the light of changing circumstances
-Be able to reflect on own learning and performance, and plan its development/improvement, as a foundation for life-long learning

Underpinning learning
-Know and understand scientific principles necessary to underpin their education in electronic and electrical engineering, to enable appreciation of its scientific and engineering content, and to support their understanding of historical, current and future developments
-Know and understand the mathematical principles necessary to underpin their education in electronic and electrical engineering and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems
-Be able to apply and integrate knowledge and understanding of other engineering disciplines to support study of electronic and electrical engineering

Engineering problem-solving
-Understand electronic and electrical engineering principles and be able to apply them to analyse key engineering processes
-Be able to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques
-Be able to apply mathematical and computer-based models to solve problems in electronic and electrical engineering, and be able to assess the limitations of particular cases
-Be able to apply quantitative methods relevant to electronic and electrical engineering, in order to solve engineering problems
-Understand and be able to apply a systems approach to electronic and electrical engineering problems

Engineering tools
-Have relevant workshop and laboratory skills
-Be able to write simple computer programs, be aware of the nature of microprocessor programming, and be aware of the nature of software design
-Be able to apply computer software packages relevant to electronic and electrical engineering, in order to solve engineering problems

Technical expertise
-Know and understand the facts, concepts, conventions, principles, mathematics and applications of the range of electronic and electrical engineering topics he/she has chosen to study
-Know the characteristics of particular materials, equipment, processes or products
-Have thorough understanding of current practice and limitations, and some appreciation of likely future developments
-Be aware of developing technologies related to electronic and electrical engineering
-Have comprehensive understanding of the scientific principles of electronic engineering and related disciplines
-Have comprehensive knowledge and understanding of mathematical and computer models relevant to electronic and electrical engineering, and an appreciation of their limitations
-Know and understand, at Master's level, the facts, concepts, conventions, principles, mathematics and applications of a range of engineering topics that he/she has chosen to study
-Have extensive knowledge of a wide range of engineering materials and components
-Understand concepts from a range of areas including some from outside engineering, and be able to apply them effectively in engineering projects

Societal and environmental context
-Understand the requirement for engineering activities to promote sustainable development
-Relevant part of: Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk issues
-Understand the need for a high level of professional and ethical conduct in engineering

Employment context
-Know and understand the commercial and economic context of electronic and electrical engineering processes
-Understand the contexts in which engineering knowledge can be applied (e.g. operations and management, technology development, etc.)
-Be aware of the nature of intellectual property
-Understand appropriate codes of practice and industry standards
-Be aware of quality issues
-Be able to apply engineering techniques taking account of a range of commercial and industrial constraints
-Understand the basics of financial accounting procedures relevant to engineering project work
-Be able to make general evaluations of commercial risks through some understanding of the basis of such risks
-Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk) issues

Research and development
-Understand the use of technical literature and other information sources
-Be aware of the need, in appropriate cases, for experimentation during scientific investigations and during engineering development
-Be able to use fundamental knowledge to investigate new and emerging technologies
-Be able to extract data pertinent to an unfamiliar problem, and employ this data in solving the problem, using computer-based engineering tools when appropriate
-Be able to work with technical uncertainty

Design
-Understand the nature of the engineering design process
-Investigate and define a problem and identify constraints, including environmental and sustainability limitations, and health and safety and risk assessment issues
-Understand customer and user needs and the importance of considerations such as aesthetics
-Identify and manage cost drivers
-Use creativity to establish innovative solutions
-Ensure fitness for purpose and all aspects of the problem including production, operation, maintenance and disposal
-Manage the design process and evaluate outcomes
-Have wide knowledge and comprehensive understanding of design processes and methodologies and be able to apply and adapt them in unfamiliar situations
-Be able to generate an innovative design for products, systems, components or processes, to fulfil new needs

Project management
-Be able to work as a member of a team
-Be able to exercise leadership in a team
-Be able to work in a multidisciplinary environment
-Know about management techniques that may be used to achieve engineering objectives within the commercial and economic context of engineering processes
-Have extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately

FACILITIES, EQUIPMENT AND SUPPORT

To support your learning, we hold regular MSc group meetings where any aspect of the programme, technical or non-technical, can be discussed in an informal atmosphere. This allows you to raise any problems that you would like to have addressed and encourages peer-based learning and general group discussion.

We provide computing support with any specialised software required during the programme, for example, Matlab. The Faculty’s student common room is also covered by the University’s open-access wireless network, which makes it a very popular location for individual and group work using laptops and mobile devices.

Specialist experimental and research facilities, for computationally demanding projects or those requiring specialist equipment, are provided by the Centre for Vision, Speech and Signal Processing (CVSSP).

CAREER PROSPECTS

Computer vision specialists are be valuable in all industries that require intelligent processing and interpretation of image and video. This includes industries in directly related fields such as:
-Multimedia indexing and retrieval (Google, Microsoft, Apple)
-Motion capture (Foundry)
-Media production (BBC, Foundry)
-Medical Imaging (Siemens)
-Security and Defence (BAE, EADS, Qinetiq)
-Robotics (SSTL)

Studying for Msc degree in Computer Vision offers variety, challenge and stimulation. It is not just the introduction to a rewarding career, but also offers an intellectually demanding and exciting opportunity to break through boundaries in research.

Many of the most remarkable advancements in the past 60 years have only been possible through the curiosity and ingenuity of engineers. Our graduates have a consistently strong record of gaining employment with leading companies.

Employers value the skills and experience that enable our graduates to make a positive contribution in their jobs from day one.

Our graduates are employed by companies across the electronics, information technology and communications industries. Recent employers include:
-BAE Systems
-BT
-Philips
-Hewlett Packard
-Logica
-Lucent Technologies
-BBC
-Motorola
-NEC Technologies
-Nokia
-Nortel Networks
-Red Hat

INDUSTRIAL COLLABORATIONS

We draw on our industry experience to inform and enrich our teaching, bringing theoretical subjects to life. Our industrial collaborations include:
-Research and technology transfer projects with industrial partners such as the BBC, Foundry, LionHead and BAE
-A number of our academics offer MSc projects in collaboration with our industrial partners

RESEARCH PERSPECTIVES

This course gives an excellent preparation for continuing onto PhD studies in computer vision related domains.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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This part-time modular programme is mainly for industry-based students from the UK and overseas whose focus is on process technology, management, business and IT. Read more

Why this course?

This part-time modular programme is mainly for industry-based students from the UK and overseas whose focus is on process technology, management, business and IT.

The course is accredited by the Institution of Chemical Engineers (IChemE), an international body of Chemical Engineers operating in countries such as the UK, Australia, New Zealand, Singapore, and more. Graduates can fulfil the Master’s degree requirement for gaining chartership and becoming a Chartered Engineer (CEng).

This course uses a project and work-based approach. It operates mainly by distance learning to allow you to spend the minimum time off-the-job. The programme meets the development needs of graduates from a range of engineering, technology and science disciplines, for example:
- Chemical Engineers
- Mechanical Engineers
- Control Engineers
- Chemists

It’s relevant to a broad range of type and size of company throughout the chemical and process sectors.

For graduates in disciplines other than chemical engineering, a wide range of chemical engineering bridging modules are available and can be studied as part of an agreed programme prior to starting the MSc.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/processtechnologymanagement/

You'll study

The MSc Chemical Technology & Management and the MSc Process Technology & Management are delivered in parallel. Both courses have some of the same core classes. Some of the classes relate to business/management and IT and some are technical classes of mutual interest.

The course format is a three year, modular course with a major final year project completed in your place of work. A two year postgraduate diploma option and one year postgraduate certificate are also available.

You can tailor the degree to your own requirements by selecting classes from the areas of:
- Process Technology
- Chemical Technology
- Business/IT

The Process Technology modules address two major priority areas for the process industries:
- The design, optimisation, control and operation of safe, clean, economically viable processes
- A deeper understanding of principles in complex areas, such as reactors, multi-phase mixtures and advanced separation processes

- How many classes do you need to complete?
The MSc requires 12 taught classes and a work-based project (equivalent to six modules). The diploma requires 12 classes and the certificate six classes.
For graduates in disciplines other than chemical engineering, foundation or bridging modules in chemical engineering are available.

- Final project
You’ll normally take on this project in your own workplace allowing you to make practical use of the concepts learned throughout the course. The project is the main focus of year 3 of the course. An academic supervisor with experience in your chosen project field will help you with the academic requirements of the project. The management and eventual conclusion of the project will be driven by you.

Facilities

In the department of Chemical & Process Engineering we've state-of-the-art research laboratories that opened in 2008. They include a comprehensive suite of experimental facilities including:
- light scattering
- spectroscopy
- adsorption measurements
- high pressure viscometry

Distance learning students are able to access to the University library online services, borrow online books and download academic papers and journals. You'll be able to access the University of Strathclyde library which holds 1,200,700 electronic books, 239 databases and over 105,000 e-journals that can be used 24 hours a day from any suitably enabled computer. The library also offers a postal service for distance learning students.

Course awards

Teaching staff in the department regularly receive nominations in the annual University-wide Teaching Excellence Awards, voted for by Strathclyde’s students. Staff have also been in receipt of external awards from organisations such as the IChemE and the Royal Academy of Engineering.

Additional information

This programme is only available on a part-time basis. If you want to cover the same scope of subjects on a full-time basis you should apply for the MSc Advanced Chemical & Process Engineering or MSc Sustainable Engineering: Chemical Processing.

Learning & teaching

The course is based on printed lecture notes and material delivered from the University’s Virtual Learning Environment (VLE), ‘myplace’. GoToWebinar is used for live tutorial sessions.

Lecturers provide support through:
- online tutorials
- forums
- email
- telephone
- face to face on campus tutorials

Engineering modules are run by staff in the Chemical and Process Engineering department and specialists from industry.

Distance learning students are also welcome to attend full time lectures and tutorials and access on campus facilities if they are in the Glasgow area either temporarily or as a local resident.

- Guest lectures
There are a number guest lectures from experts across several industries.

Careers

Whether you're planning to progress your career into management, redevelop yourself as an engineer or move into a new industry – a Masters degree will expand your career opportunities. As you choose your own modules, the MSc Process Technology and Management allows flexible and adaptable learning, so that you can plan your degree to you own career aspirations. Relevant industries that graduates work in include oil and gas, food and drink, pharmaceutical, water treatment and many more.

In addition, this MSc will provide you with a means to validate your skills and competency to employers – but also to the engineering council (specifically IChemE) opening up new prospects with charterships and further development.

- Where are they now?
100% of our graduates are in work or further study.*

Job titles include:
Manufacturing Co-ordinator
Operations Director
Process Chemist
Process Engineer
Production Chemist
Senior Research Engineer

Employers include:
Bristol-Myers Squibb
Commonwealth Scientific and Industrial Research Organisation (CSIRO)
DSM Nutritional Products Ltd
H2Oil & Gas Ltd
Infineum UK Ltd
Simon Carves Engineering

*Based on the results of the national Destinations of Leavers from Higher Education Survey (2010/11 and 2011/12).

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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