MA Digital Technologies, Communication and Education is an award-winning course that uses digital technologies, the broadcast media and/or interpersonal, group or organisational communications techniques to enhance practice, research and the professional and academic development of educators in technology- and information-rich environments.
The course is offered in three modes, each starting in September.
Formalised lectures are rare. Instead, classes tend to mix lecturer input with group work, computer and video activities, simulations, problem-based learning and class discussions. We make considerable use of enquiry-based learning (EBL), encouraging students' critical reflection on their own practice and beliefs: formed both by their professional experiences and intuitions, and theory and research. We encourage both individual and co-operative learning and research and hope to foster an ethos of life-long-learning. As most of our participants are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage all participants to use all sources of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.
The form of the assessment varies from unit to unit, including:
For dissertations, you can choose between a Mode A (traditional type) or a Mode B (portfolio type) dissertation. Mode A dissertations report on a research project of your own design or, possibly, discuss or develop theoretical understanding relevant to the field and/or your professional development. Mode B dissertations are more practical, and involve you designing, testing and implementing a technological solution to an educational problem, for example, a website or piece of interactive multimedia, and then reporting on this process. Mode A dissertations are 15,000 - 20,000 words long - the length of Mode B work can be negotiated, but the overall workload is expected to be equivalent to that of a Mode A.
The MA is a modular course carrying 180 points. It is divided into a taught component of 120 credits (subdivided into eight course units of 15 credits) and a dissertation of 60 credits. The taught component must be successfully completed before the dissertation can be submitted.
The course is semesterised. For on-site participants, this involves Semester 1 (late September - late January), Semester 2 (February-mid-June), and, for full-time participants, a summer semester (mid June - early September) for the dissertation. Part-time participants, whether studying in Manchester or at a distance by e-learning, follow the same teaching semesters as full-time participants but with a lighter study load in each. Their dissertations can then be completed over a longer period and submitted in either April or September.
Each 15-credit course unit is normally taught in one semester either through face-to-face classes or through various types of distance/e-learning. Except where noted, all courses exist in both a face-to-face and distance version. It is possible for students to complete the degree by a mixture of face-to-face and distance methods, if this is desired. Each 15-credit course unit is designed to fill 150 hours of study time. This time includes both set activities/classes, independent study, and work on assessment projects.
Applicants may choose to specialise in a recognised area of Digital Technologies, and currently there is a TESOL pathway available. For further information, please contact [email protected] .
The degree that you would be awarded if you took this specialism would be called: MA DTCE (TESOL )
A pathway student must successfully complete a 15 credit core course specialising in language learning and technology; focus on their specialism and relevant research methods in the 30 credit unit Researching DTCE; and complete a 60 credit dissertation with a focus on TESOL and technology.
We have planned the part-time distance/e-learning course so that completion within three calendar years is possible and we expect that most students will follow this schedule. However, we recognise that distance learning studies have to be accommodated within participants' busy personal and professional lives and sometimes unpredictable circumstances arise. In such cases, interruption of studies for up to a year is possible without any fee implications. In other cases a slower study pace can be arranged involving additional fee calculations please contact the [email protected] for details. Thus, there is a financial incentive to complete within three years.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]
The Master of Music Therapy provides a course of study for those wishing to practice as music therapists in settings such as hospitals, special schools, aged care facilities, community health programs and private practice. The course is open to music graduates and graduates from courses related to health and wellbeing.
The two-year program provides advanced knowledge of the theory, practice and research of music therapy. You learn traditional and ground-breaking theoretical approaches to practice with people across the life span, from preschool aged children through to older adults, with Music Therapy Skills classes covering voice and guitar skills, improvisation, songs and performances with dyads and groups, as well as receptive music therapy. A major component of the course consists of four clinical training placements supervised by qualified music therapists in settings such as hospitals, schools, residential care and the community. You also undertake a minor thesis in which you conceive, plan and execute a small research study.
The course is approved and validated by the Australian Music Therapy Association (AMTA), leading to registration as Music Therapists upon completion.
The Master of Music Therapy is available in two modes:
Taught in the traditional mode of lectures and tutorials for students who live in the Melbourne area. Theoretical and music therapy skills subjects are taught via weekly lectures and intensive teaching periods. You will also participate regularly in clinical placements, amounting to a minimum of 80 days across the two years.
Blended Learning Mode
The Blended Learning option is delivered online and through intensive learning periods for students living interstate and in rural areas, where approved clinical training arrangements are available. It covers all subjects offered in the traditional on-campus mode. Theoretical subjects are taught online weekly, music therapy skills subjects are via intensive mode twice each semester, your clinical training will be carried out in your home state where suitable supervision from a qualified Music Therapist is available, and tutorials are incorporated into the intensive learning periods. Music therapy skills subjects and tutorials are workshop based, and so attendance at the intensive learning days is essential.
This flexible, three-year Master's programme blends online, distance learning with hands-on simulated clinical training and aims to support students' ongoing clinical work at the same time as developing their abilities.
Year one provides students with the basic knowledge required in paediatric dentistry and teaches some of the clinical techniques needed in a laboratory setting. Year two encourages more advanced and complex treatment planning and looks at other aspects of good patient care such as clinical governance. Year three consolidates the learning to date and provides the theoretical experience required for graduates to understand, critically appraise and potentially carry out research.
Students undertake modules to the value of 180 credits.
The programme consists of seven core modules (120 credits), and a research project/dissertation (60 credits).
The PG Diploma consists of seven core modules (120 credits); two years part-time.
The PG Certificate consists of four core modules (60 credits); one year part-time.
There are no optional modules for this programme.
All students undertake an independent research project which culminates in a dissertation of approximately 10,000–12,000 words.
Teaching and learning
The programme is delivered through a combination of seminars, online learning and hands-on sessions in our skills laboratory. Assessment will be through written and practical tests, logbook of patients treated in practice, case presentations, essay, and vivas throughout the programme. Contact days are as follows: Year 1 – one week in November, one week in March and an exam day in June; Year 2 – one week in November and an exam day in June; Year 3 – one week in December or January and an exam day in June.
Further information on modules and degree structure is available on the department website: Paediatric Dentistry MSc
Note on mode of study: Selecting the part-time mode allows you access to study loans, but students must complete their studies in consecutive years and may not take any time away from study without authorised Extenuating Circumstances. Those selecting the flexible mode of study cannot access loans. They are able to take a break from the end of a year of study but must complete the programme within five years.
It is not possible to transfer between modes of study so students need to select the option that suits their personal circumstances. Students will be taught together irrespective of their mode of study.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
The first cohort of students on the Paediatric Dentistry MSc graduated in 2017, therefore no information on graduate destinations is currently available.
However, destinations of recent graduates of the institute’s Paediatric Dentistry Postgraduate Certificate (which this new programme supersedes) include: specialist registrar; senior dental officer, community dentistry; and clinical lead for dental salaried services.
As well as enhancing your clinical skills, this programme also supports the development of transferable skills such as the use of electronic resources, giving presentations and academic writing.
This is the only blended learning MSc programme to provide further training in paediatric dentistry, designed to support working dentists. The programme allows students to learn from expert teaching staff including: the BSPD editor for the International Journal of Paediatric Dentistry; a committee member for Paediatric Dental Care Pathways and Level II Practitioners in Paediatric Dentistry; MPaedDent examiners; BSPD representative for Intercollegiate Advisory Committee for Sedation in Dentistry (IACSD); a member of The Society for the Advancement of Anaesthesia in Dentistry (SAAD).
The programme offers excellent skills laboratory facilities including practical experience of inhalation sedation. The unit’s staff have expertise in caring for young patients with behavioural problems, dental trauma, craniofacial anomalies and severe medical conditions. Students will be offered help in the management of their own patients.