This degree was launched in 1999 with the aim of producing a cohort of people who would be able to play a leadership role in the development and use of information and communication technologies (ICTs) in all aspects of learning. To date graduates have been equally divided between those working in the formal educational system, teachers or lecturers, and those involved in a variety of roles in the workplace ranging from instructional designers to training.
On the educational side, graduates of the course gain a deep understanding of the theories of learning that are relevant to the use of ICT and will have a realistic view of the real enhancements to learning that ICT can facilitate. On the technical side, graduates of the course gain a good knowledge of the principles of web design, multimedia authoring, digital video and computer operation. Although aspects of computer programming are by necessity touched upon it is not an aim of the degree to produce people who can program.
In the second year of the course students carry out a substantial piece of research which typically involves the design, implementation and evaluation of a learning experience in which ICT plays a key role.
Thus graduates of the programme are in a position to play a leadership role in the area of ICT In learning. They are technically proficient, appreciate the role of ICT in learning, are able to develop ICT based course material, or tools, and above all are capable of undertaking researching into the use of ICT at the "chalk face" and in the wider educational and learning communities.
This M.Sc. programme is funded by the IT Investment Fund and the Postgraduate Skills Conversion Fund.
This course is delivered on a part-time basis over two years. Lectures are held on campus on Friday afternoons (5-9pm) and Saturday mornings (9-1pm).
All assessment is via project work, which can be written or involve the development of some piece of multi-media or other software based learning material. Group work is used in some cases and students present their work to their peers. Year 1 finishes off not with an exam but an end of year capstone project the specification for which is “ Do something interesting which shows you learned something ”. The project mirrors that of a full research dissertation – although without the same depth. Most crucially all the project assignments are related to aspects of the end of year assignment.
Applicants who have achieved an upper second-class honors degree (or better) in a primary degree. Equivalent qualifications or experience are taken into account. Preference will be given to applicants who have at least three years in teaching, training or instructional technology development. A qualification in Computer Science is not required but applicants are expected to be computer literate. Applicants meeting the necessary requirements will normally be interviewed.
No work experience is required.
Fortunately enough I was able to find StudyPortals. Right from the start of the application to getting the confirmation of admission I was using StudyPortals.
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Trinity College Dublin builds on its four-hundred-year-old tradition of scholarship to confirm its position as one of the great universities of the world, providing a liberal environment where independence of thought is highly valued and where students are nurtured as individuals and are encouraged to achieve their full potential.