Coding & Computational Thinking - Thurles
Coding & Computational Thinking (L9, 10 ECTS)
The aim of this programme is to develop the knowledge, skill sets and competencies of participants who do not have a formal background in Computer Science to be able to deliver computing programmes in schools and computer clubs in an educational, fun and engaging way.
This course provides participants with the skills to teach coding and computational thinking using project based learning. More specifically, participants will be able to formulate computational problems logically, and to bring ideas through to successful completion by design and development of coding projects.
It provides exposure to a wide range of innovative open source technologies and resource packs; thus providing a cost effective and accessible deployment model for your school or club.
This core strands of this programme will include Web based games and applications, Mobile Design and Development concepts and an introduction to Electronic components.
This course addresses the learning outcomes of the new Junior Certificate Short Course in Computing as introduced by the National Council for Curriculum and Assessment (NCCA). It enables teachers to deliver that programme within their schools, or to implement code clubs.
What modules will I study?
Coding and Computational Thinking 10 credits
This module will provide learners with the knowledge and skills to teach coding and computational thinking using project based learning techniques. The core strands of this module include problem solving, coding concepts and application development.
An active approach to teaching and learning is employed.
Academic Entry Requirements: This programme is primarily aimed at teachers and those running computer clubs for children and teenagers. Candidates should hold an honours degree in a non-cognate discipline or approved equivalent qualification. Prospective participants who do not meet the entry requirements for the programme detailed above, but who may qualify for admission by meeting certain other equivalent criteria, should apply to the Flexible Learning Office for consideration.
English Language: Applicants who do not have English as their first language must ensure they satisfy English Language requirements. For entry to undergraduate courses, a minimum score of 5.5 in an IELTS exam is required. For postgraduate courses, a minimum of 6.0 is required. It is the responsibility of the applicant to ensure their English proficiency meets these requirements.
Application Deadline: TBC for September 2023
All applicants must complete the online application form and upload the supporting documentation as outlined below.
1. Current CV
2. Proof of existing educational qualifications.
Blended and online learning provides a flexible route of study for students, which enable various degrees of autonomy and self-regulation in the learning process. This programme will be delivered in a blended learning approach with a number of workshops supplemented by weekly online content and will run subject to a sufficient number of eligible applications received by the closing date.
Post Course Info
Are there opportunities for further study?
Special Purpose Award ? Certificate in Coding for Embedded Systems (Level 9 – 10 credit)
Certificate of Science in Computing - (Computer Science for Teachers) (Level 9 – 30 credit)
Postgraduate Diploma of Science in Computing - (Computer Science for Teachers) (Level 9 – 60 credit)
Master of Science in Computing - (Computer Science for Teachers) (Level 9 – 90 credit)
What are the career prospects?
This programme has been designed to facilitate teachers to upskill in a new cognate area in parallel with their teaching workload. The individual modules have been designed specifically with the teacher and their students in mind to ensure that the content, learning outcomes and assessment are appropriate and relevant to the educational context. The concept of the teacher as a researcher underpins every aspect of the programme, as teachers will be required to engage with emerging trends and best practice, from a subject content perspective as well as the incorporation of that content in the classroom.