IXN|PROOF OF CONCEPT|TEAM PROJECT|INDUSTRY|R AND D|SOFTWARE ENGINEERING|TEAM DEVELOPER TOOLS|

Aims:

Go through the experience of Research and Development (R and D) processes by developing a reference Proof of Concept design and prototype implementation...

By comparing genes and genomes across the tree of life, we can interpret Nature’s grand experiment over millions of years of evolution. By comparing...

Computer Programming is a course for students with little or no prior experience in computer programming. The course consists of 10 three-hour lecture sessions...

Computer Programming is a course for students with little or no prior experience in computer programming. The course consists of 10 three-hour lecture sessions in which programming concepts are introduced and hands-on experience is provided. Programming assignments are set on a weekly basis to solidify concepts and provide further familiarity. This course provides an introduction to computer programming with a particular focus towards tasks that are essential for psychological research, such as developing computer-based experiments and parsing/formatting experimental data. The overall aim is to equip students with the fundamental knowledge and the confidence required to tackle a variety of programming tasks, as well as the ability to adapt to future needs and changes in technology. Topics covered include: Basic programming concepts, file handling, user interface development, organising code for readability and maintainability, advanced troubleshooting techniques.

Positioning literacy as a cognitive, cultural, social and emotional practice, this module provides a systematic introduction to the social factors and...

Positioning literacy as a cognitive, cultural, social and emotional practice, this module provides a systematic introduction to the social factors and cognitive processes which shape language development, reading and writing.  The module offers a programme to critically evaluate research in this field in order to understand the theoretical roots of current classroom practice and also recognise that literacy and literacy learning includes a need for teaching the knowledge and skills needed to decode and comprehend various texts, but also acknowledges that ‘literacy is inseparable from the social context of families, homes and communities and that this requires professional thought about literacy learning and teaching to extend beyond the classroom and classroom pedagogies’ (Ellis and Smith, 2017: 85 – 86). Therefore, this module offers the opportunity for students to reflect on how the cognitive models and social cultural lenses discussed relate to their own educational and cultural experiences.

This module would be particularly valuable for those who wish to learn about the cognitive processes involved in oracy and literacy development, practitioners who wish to consider the theoretical underpinnings of literacy practices and school leaders who wish to deepen their understanding of the empirical research supporting cognitive models of literacy learning, literacy development and literacy difficulties.