Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education
What is the PGCert in Technology-Enhanced Teaching and Learning in Higher Education?
The PGCert in Technology-Enhanced Teaching and Learning in Higher Education offers a comprehensive foundation of Advanced Learning, Teaching, and Assessment theories using up-to-date instructional design methods and technologies in Higher Education to advance your teaching practice.
Who will benefit of it?
The PGCert in Technology-Enhanced Teaching and Learning in Higher Education is an accredited Higher Education Programme, which is designed for those teaching in Higher Education who want to take their career to a new level by enhancing their professional and academic knowledge, skills and competences.
What are my career perspectives?
After successful completion of the PGCert in Technology-Enhanced Teaching and Learning in Higher Education and the PGCert in Academic Research and Publication, we will recognize you as an Lecturer in Higher Education. This will allow you to teach and to do research at Higher Education Institutions.
Fact sheet Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education
| Item | Description |
|---|---|
| European Credits: | 30 |
| Program structure: | 3 Modules of 10 ECTS |
| European Qualification Framework level: | All modules are EQF level 7 |
| Malta Qualification Framework level: | All modules are MQF level 7 |
| Language of instruction: | English |
| Where can I apply? | admission@eim.education |
| How can I apply? | Online via admission@eim.education |
| When can I start? | Each year in October |
| Requirement/Headline | Content |
|---|---|
| Name of the Educational Programme | Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education |
| Exit Qualifications |
|
| Accredited Status of the Programme |  Approved Higher Education Programme by MFHEA |
| MQF / EQF level | 7 |
| Type of Programme | Qualification |
| Mode of Delivery | Online Learning |
| Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education | |
|---|---|
| Hours of Total Learning for the whole PGCert in Technology-Enhanced Teaching and Learning in Higher Education programme | • Total Contact Hours: 198 • Supervised Placement and Practice Hours: 0 • Self-Study Hours: 486 • Assessment Hours: 66 • Total Learning Hours of this Module: 750 |
| Hours of total learning for Module 1-3 | • Total Contact Hours: 66 • Supervised Placement and Practice Hours: 0 • Self-Study Hours: 162 • Assessment Hours: 22 • Total Learning Hours of this Module: 250 |
| Qualification | ECTS |
|---|---|
| Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education | 30 |
| Award in Fundamentals of Learning, Teaching and Assessment in Higher Education | 10 |
| Award in Advanced Learning, Teaching and Assessment in Higher Education | 10 |
| Award in Instructional Design and Technology in Higher Education | 10 |
Full-Time and Part-Time
9 months (Full-Time) and 36 months (Part-Time)
- Award in Fundamentals of Learning, Teaching and Assessment in Higher Education
- Award in Advanced Learning, Teaching and Assessment in Higher Education
- Award in Instructional Design and Technology in Higher Education
The EIM online Postgraduate Certificate in Technology-Enhanced Teaching and Learning in Higher Education is designed for those teaching, tutoring and supporting learners studying in Higher Education who want to take their career in teaching and learning in Higher Education to a new level by enhancing their professional and academic knowledge, skills and competences.
- An MQF/EQF 6 Level 6 degree, or a relevant MQF/EQF Level 5 award of at least 30 ECTS plus a portfolio evidencing at least two years of relevant work experience
- Work experience: Teaching or supporting learning on a higher education qualification on a part-time or full-time basis
- English language skills: IELTS score of 7 with no element below 6.5 or a demonstrably equivalent qualification
Full-Time:
| Term 1 | Fundamentals of Learning, Teaching and Assessment in Higher Education |
| Term 2 | Advanced Learning, Teaching and Assessment in Higher Education |
| Term 3 | Instructional Design and Technology in Higher Education |
Part-Time:
| Term 1-3 | Fundamentals of Learning, Teaching and Assessment in Higher Education |
| Term 4-6 | Advanced Learning, Teaching and Assessment in Higher Education |
| Term 7-9 | Instructional Design and Technology in Higher Education |
| PGCert Technology-Enhanced Teaching and Learning in Higher Education | |
|---|---|
| The overall course objectives are: | |
| Knowledge | 1. Has comprehensive knowledge and understanding about technology-enhanced teaching and learning in higher education that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level; 2. Critical awareness of knowledge issues in technology-enhanced teaching and learning in higher education and at the interface between different fields and technology-enhanced teaching and learning in higher education; 3. Apply effective, efficient teaching and learning support strategies, informed by learning and research from a range of sources, including student feedback and outcomes; 4. Uses specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of technology-enhanced teaching and learning in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas. |
| Skills | 1. Demonstrates specialised or multi-disciplinary knowledge that include reflecting on social and ethical responsibilities linked to the application of one’s knowledge and judgements; 2. Performs critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar environments related to technology-enhanced teaching and learning in higher education and produces original research; 3. Critical reflection on own learning experience and then development of own teaching, learning support and assessment practice, using theory, feedback and other evidence; 4. Develops new skills in response to emerging knowledge and techniques and demonstrates leadership skills and innovation in complex and unpredictable work and study contexts. |
| Competences | 1. Creates a research-based diagnosis to problems by integrating knowledge from new or interdisciplinary fields and makes judgements with incomplete or limited information; 2. Manages people and projects and demonstrates the ability to respond to the fast changing environment in teaching and learning in higher education; 3. Manage and transform work or study contexts about teaching and learning in higher education that are complex, unpredictable and require new strategic approaches; 4. Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams; 5. Undertake appropriate professional development, work collaboratively, support collaborative learning, and respect and value individual learners and members of diverse learning communities; 6. Use and review a range of technologies to support learning; 7. Demonstrates autonomy in the direction of learning and a high level of understanding of learning processes. |
| Fundamentals Learning, Teaching and Assessment in Higher Education | |
|---|---|
| Competences: – at the end of the module/unit the learner will have acquired the responsibility and autonomy to: | a) Create a research-based diagnosis to problems by integrating knowledge from new or interdisciplinary fields in learning, teaching and assessment in higher education and make judgements with incomplete or limited information; b) Manage people and projects and demonstrate the ability to respond to the fast changing environment in higher education; c) Demonstrate autonomy in the direction of learning and a high level of understanding of learning processes; |
| Knowledge – at the end of the module/unit the learner will have been exposed to the following: | a) comprehensive, specialised or multi-disciplinary theoretical and practical knowledge in learning, teaching and assessment in higher education which forms the basis of original research, which may contribute to social and ethical issues; a) comprehensive knowledge and understanding that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level; c) specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of learning, teaching and assessment in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas. |
| Skills – at the end of the module/unit the learner will have acquired the following skills: | a) Demonstrate mastery of the practical application of knowledge and skills in learning, teaching and assessment in higher education; b) Understand and inform their practice with a critical understanding of learning theories to support learning and assessment; c) Develop summative and formative learning assessment and learn how to give feedback. |
| Judgment Skills and Critical Abilities – the learner will be able to: | a) Perform critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar contexts, and to produce original research; b) Compare and contrast different teaching methods based on online and face to face delivery, in light of associated quality assurance standards, and make and justify a choice of methods; c) Develop and critically review marking and feedback that effectively supports student learning, accounting for diverse learning needs; d) Reflect on and critically analyse their individual learning experience, teaching practice and professional values in relation to their own effectiveness in teaching and learning practice within their own discipline. |
| Advanced Learning, Teaching and Assessment in Higher Education |
|
|---|---|
| Competences: – at the end of the module/unit the learner will have acquired the responsibility and autonomy to: | a) Create a research-based diagnosis to problems by integrating knowledge from new or interdisciplinary fields in advanced learning, teaching and assessment in higher education and make judgements with incomplete or limited information; b) Manage people and projects and demonstrate the ability to respond to the fast changing environment in higher education; c) Demonstrate autonomy in the direction of learning and a high level of understanding of learning processes to develop as teachers in higher education; d) Have the learning skills to allow continuation to study in a manner that may be largely self-directed or autonomous. |
| Knowledge – at the end of the module/unit the learner will have been exposed to the following: | a) comprehensive, specialised or multi-disciplinary theoretical and practical knowledge in advanced learning, teaching and assessment in higher education which forms the basis of original research, which may contribute to social and ethical issues; b) comprehensive knowledge and understanding about higher education contexts and values and implications for practice that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level; c) specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of advanced learning, teaching and assessment in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas. |
| Skills – at the end of the module/unit the learner will have acquired the following skills: | a) Demonstrate mastery of knowledge and practical skills in advanced learning, teaching and assessment in higher education through curriculum design, assessment and planning, b) Apply advanced theoretical knowledge to improve teaching, learning and assessment practice in higher education; c) Develop and write a plan for future enhanced work in teaching, learning and assessment that takes account of higher education contexts and trends; d) Enable student engagement and completion. |
| Judgment Skills and Critical Abilities – the learner will be able to: | a) Perform critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar contexts, and to produce original research; b) Analyse options and develop plans for advanced teaching, learning and assessment drawing on their own present and future contexts; c) Critically reflect on their own practice and professional values, within professional learning groups. |
| Instructional Design and Technology in Higher Education |
|
|---|---|
| Competences: – at the end of the module/unit the learner will have acquired the responsibility and autonomy to: | a) Create a research-based diagnosis to instructional design problems by integrating knowledge from new or interdisciplinary fields in the instructional design and technology field and make judgements with incomplete or limited information; b) Manage people and instructional design projects and demonstrate the ability to respond to the fast changing environment in higher education; c) Demonstrate autonomy in the direction of learning about instructional design technologies and a high level of understanding of learning processes; d) Have the learning skills to allow continuation to study in a manner that may be largely self-directed or autonomous. |
| Knowledge – at the end of the module/unit the learner will have been exposed to the following: | a) comprehensive, specialised or multi-disciplinary theoretical and practical knowledge in instructional design and technology in higher education which forms the basis of original research, which may contribute to social and ethical issues; b) comprehensive knowledge and understanding about instructional design models and technologies that is founded upon and/or enhances that knowledge typically associated with Bachelor’s level; c) specialised or multi-disciplinary theoretical and practical knowledge some of which is at the forefront of instructional design and technology in higher education. This knowledge forms the basis of originality in developing and/ or applying ideas; d) Select, evaluate or design digital media to support learning; e) Design and implement processes to improve online learning experiences; f) Apply data mining techniques to the design and evaluation of learning experiences. |
| Skills – at the end of the module/unit the learner will have acquired the following skills: | a) Demonstrate mastery of knowledge and skills about instructional design technologies in higher education; b) Apply advanced theoretical knowledge to the use of instructional design technologies in higher education; c) Learn how to create enhanced learning opportunities in higher education using the latest tools and techniques to connect with today’s digital-first students; d) Understand contemporary learning theories to develop online learning experiences; e) Apply instructional design models to the development of online learning experiences. |
| Judgment Skills and Critical Abilities – the learner will be able to: | a) Perform critical evaluations and analysis with incomplete or limited information to solve problems in new or unfamiliar contexts, and to produce original research; b) Analyse options and develop plans for instructional design drawing on their own present and future contexts; c) Critically reflect on their own practice and professional values, within professional learning groups; d) Identify, evaluate, and integrate emerging instructional design technologies. |
The teaching, learning, and assessment procedures are the same for all modules. A core feature of this course will be a varied mix of teaching and learning methods that allow learners with different learning styles, backgrounds, and abilities to successfully complete this course. Teaching and learning methods used in this course are among others: Andragogy, Understanding by Design, Oxbridge-Style Tutorials, Kolb’s Experiential Learning Cycle. All activities embedded within the content for each module are designed to provide feedback to learners on their progress towards the module and course learning outcomes. Summative assessment methods will be designed to facilitate critical engagement with participant’s own professional development. Summative assessment methods offer an appropriate mix of assessment procedures that are fit for purpose and allow learners with different learning styles, backgrounds, and abilities to successful completion of the course.
Grading System for all modules and the full course.
| Percentage | Final Grade |
|---|---|
| 80 – 100% | Distinction |
| 65 – 79% | Merit |
| 50 – 64% | Pass |
| 0 – 49% | Fail |
Not available yet.
The program fees below refer to the 2022/23 academic year unless otherwise stated. Program fees are calculated per credit taught. Program fees are subject to annual inflation so the total cost are shown here as a guide. EIM will apply the program fees at the time of the payment.
Number of Credits (ECTS): 30
Program Fees per Credit (ECTS): EUR 99
Total Program Fees: EUR 2’970
Pay your program fees:
You can choose to pay your program fees in full at the start of your first term or in instalments at the start of each term. Additional fees may apply for different payment terms, currencies, and methods.
Other fees:
The program fees cover the course delivery and the learning material. Other fees may apply for additional services (e.g., fees for RPL applications, resitting an assessment, repeating a module, or additional tutoring etc.).
Get funding for your program:
EIM offers support to get access to different funding options like for example scholarships.
Please note:
Program fees shown on our website are net of any local VAT, Goods and Services Tax (GST) or any other sales tax payable by the student in their country of residence. Where EIM is required to add VAT, GST or any other sales tax at the local statutory rate, this will be added to the fees shown during the payment process. For students resident in Malta, our program fees are exempt from VAT.
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