Foundation Degree - Information Technology and Study Skills

This module is designed to provide students with a range of academic literacy skills required for studies at MQF/EQF levels 4, 5 and 6. This module will focus on equipping students with academic language and academic writing, academic literacy and skills needed to be successful in the other modules in the Award in Information Technology and Study Skills, and support their progression to studies in higher education (MQF/EQF Level 5 and 6).

The module will provide students with a thorough grounding in the following key academic skills: reading and comprehension, notetaking, paraphrasing, referencing, English language skills, basic research skills, listening skills, presentation skills, referencing, academic integrity and good academic practice and appraisal of published sources.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be responsible for autonomous learning and reflective practice

b) Be able to demonstrate academic writing and good academic practice

c) Be able to paraphrase in own words and take effective notes

d) Be responsible for referencing published sources to a recognised referencing convention

e) Be able to write confidently in accepted academic ways and show academic integrity

f) Carry out tasks showing good linguistic and literacy skills that will enable competent communication in business and management at MQF/EQF Level 4

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to read, comprehend, paraphrase and take notes from published sources in information technology

b) Effective listening skills and presentation skills

c) How to reference published sources within written text and in the reference section of a written piece of work

d) Good academic writing, academic integrity and good academic practice, and how to avoid different types of academic malpractice

f) How to conduct a literature search and select appropriate published material.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) How to apply academic literacy skills to their chosen subject of study

b) How to reference published sources using a recognised referencing system

c) The ability to read and comprehend published sources in their subject of study, taking notes and paraphrasing in own words

d) The ability to conduct basic literature searches and select appropriate publications in their subject of study

e) The ability to demonstrate academic integrity and good academic practice in written work

f) The ability to demonstrate autonomous learning and reflective practice

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Apply academic writing, academic integrity and good academic practice to their subject of study

b) Paraphrase and take notes from selected published articles resulting from a literature search

c) Practice correct referencing in academic written work

d) Use understanding of academic integrity and good academic practice to avoid academic malpractice, for example, plagiarism

e) Reflect on own learning and be able to demonstrate awareness of resources and study techniquies to enhance their academic development.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Make effective use of communication and information technologies to write essays, paraphrase and write a reflective account

b) Use information technology to demonstrate academic writing

c) Use website searches to access published literature in information technology.

Formative assessment

Formative activities will be set with the purpose of deepening and assessing students’ understanding of the module content. These will be closely aligned to the summative assessment task to be mutually reinforcing. That is, the teaching effort will be purposefully designed to support students to achieve module learning outcomes. Tutor feedback on the formative activities will identify strengths and areas for enhancement, ensuring students are afforded opportunities to develop and improve their skills as they write their summative assessment.

Examples of formative assessment activities include:

• Paraphrasing task

• Essay writing task

• Multiple choice questions on skills acquired during the module.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted on time. This type of assessment is a graded piece of work. Participants will receive an assessment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing an assessment for submission participants should read the brief and the assessment criteria carefully to make sure that it is fully understood. Any points that are unclear should be raised with their tutor. The assessment criteria rubric will illustrate how the final mark has been determined.

Students will be required to submit a Portfolio of 1500 words, comprising a Written Instruction Task (500 words), a Paraphrasing Task (250 words), an Essay Writing task (500 words) and a Reflective Writing Task (250 words). The portfolio produced by the student should be contextualised to business and management. The portfolio will be graded as one piece of work.

This module will introduce students to the digital revolution and its impact on all aspects of our lives including society, public citizens, public and private organisations, governments, etc. This module will provide illustrations in the form of case studies on different applications of ‘digital’ in different sectors and areas. This module will also introduce students to some underpinning digital themes and concepts, covering aspects including everyday life and digital, the Digital Literacy, the Digital Economy, the Digital Government and where and when Digital is misused.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be able to describe what is meant be the term ‘digital society’ and its impact on society as a whole

b) Be able to describe applications of digital in different sectors

c) Appreciate the role of digital in our everyday life

d) Be able to describe the job market and opportunities for digital careers

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Different types of applications of digital technologies and impact on society

b) An understanding of concepts and themes related to digital

c) How to identify the digital job market and career opportunities

d) Identify a range of applications of digital

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstrate an understanding of the role of digital in everyday life

b) Demonstrate applications of digital to different sectors

c) Demonstrate an understanding of the digital job market and career in digital

d) Demonstrate an understanding of key concepts of the Digital Society

Module-Specific Learner Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstrate an understanding of the role of digital in everyday life

b) Demonstrate applications of digital to different sectors

c) Demonstrate an understanding of the digital job market and career in digital

d) Demonstrate an understanding of key concepts of the Digital Society

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Make effective use of communication and information technologies to research and write an essay on digital applications plan

b) Use information technology to demonstrate good academic writing skills and academic integrity

c) Understand how to use website searches to access published literature on the digital society.

Formative assessment

Formative activities will be set with the purpose of deepening and assessing students’ understanding of the module content. These will be closely aligned to the summative assessment task to be mutually reinforcing. That is, the teaching effort will be purposefully designed to support students to achieve module learning outcomes. Tutor feedback on the formative activities will identify strengths and areas for enhancement, ensuring students are afforded opportunities to develop and improve their skills as they write their summative assessment.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted on time. This type of assessment is a graded piece of work. Participants will receive an assessment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing an assessment for submission participants should read the brief and the assessment criteria carefully to make sure that it is fully understood. Any points that are unclear should be raised with their tutor. The assessment criteria rubric will illustrate how the final mark has been determined.

Summative assessment will consist of two coursework components: First, a case study of a significant merger and/or acquisition (3000 words, weighting 50%). Second, a portfolio of evidence with a 500 commentary on a successful merger and/or acquisition (3000 words, weighting 50%)

The summative assessment will be a written assignment focused on business functions and contemporary challenges or issues faced by businesses and management responses. A written essay of 1500 words using a case study to highlight key points, issues and challenges.

This module is designed to equip students with essential communication and digital literacy skills necessary for success in both academic and professional contexts. Students will examine a range of theories of communication whilst acquiring the skills necessary to engage in succinct, effective communication suitable for professional audiences, about themselves and their chosen subject of study.

In recognition of the demand for digital know-how amongst employers, this module seeks to equip students with digital employability skills to support them in life, learning and work. This module will equip students with the essential communication and digital tools required to communicate effectively as well as providing a baseline from which to apply these tools to professional settings. Students will learn about different types of digital skills and platforms, and how they can be used to communicate a message within and outside organisations as required in the contemporary interconnected and technology driven world.

Students will also understand the impact of cultural diversity on communication, as well as an understanding of how to adapt communication styles appropriately to respect and take account of cultural differences in academic and personal settings.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be able to evidence written, verbal and non-verbal communication skills for effective communication in academic and their chosen subject of study contexts

b) Demonstrate competency in digital literacy and using digital tools, platforms and technologies relevant to academic and their chosen subject of study

c) Be able to demonstrate principles of effective communication by reference to theories and principles of communication

d) Carry out tasks showing the importance of digital skills for communication and how they assist interaction with individuals, teams and organisations

e) Be able to show awareness of diverse communication styles in a range of different contexts.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Understand principles of commmunication and apply them to effective communication in academic and different professional settings

b) How to apply digital technologies to academic and work contexts

c) Identify the importance of digital skills for supporting effective communication with individuals, teams and organisations

d) How to adapt coomunication styles and technologies to diverse cultural and global contexts

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Teamwork skills through the experience of group activities

b) Communication skills through group presentations of class activities

c) How to use digital tools, platforms and digital technologies as applied to academic and subject contexts

d) How to apply principles of communication to make effective communications.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Apply theories of communication and digital communication technologies to academic and different professional contexts

b) Demonstrate competence in written communication skills, including clear and concise writing, appropriate language usage and correct formatting.

c) Demonstrate competence in verbal communication skills through effective presentation delivery, active listening and persuasive speaking

d) Know how to adapt commuinication styles and strategies to diverse cultural and global contexts

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demonstrate competence in using digital tools, platforms and technologies for academic and professional communication purposes

b) To make appropriate use of, for example, Google Workspace services (Docs, Drive, Gmail, Forms, Calendars), slide presentation software, Blogs/Vlogs, Social media, Moodle and online library resources

c) Demonstrate awareness and understanding of diverse communication styles in different professional environments.

Formative assessment

Formative activities will be set with the purpose of deepening and assessing students’ understanding of the module content. These will be closely aligned to the summative assessment task to be mutually reinforcing. That is, the teaching effort will be purposefully designed to support students to achieve module learning outcomes. Tutor feedback on the formative activities will identify strengths and areas for enhancement, ensuring students are afforded opportunities to develop and improve their skills as they write their summative assessment.

Examples of formative assessment activities include:

• Written communication skills workshops

• Verbal presentation practice sessions addressing communication and digital skills

• Digital tools and platforms exploration research task

• Intercultural communication group discussion highlighting differences and communication challenges in different settings

Summative assessment

Summative assessment is the final marked work that will be required to be submitted on time. This type of assessment is a graded piece of work. Participants will receive an assessment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing an assessment for submission participants should read the brief and the assessment criteria carefully to make sure that it is fully understood. Any points that are unclear should be raised with their tutor. The assessment criteria rubric will illustrate how the final mark has been determined.

Summative assessment will consist of two coursework components: First, a case study of a significant merger and/or acquisition (3000 words, weighting 50%). Second, a portfolio of evidence with a 500 commentary on a successful merger and/or acquisition (3000 words, weighting 50%)

The summative assessment will require students to produce a 5-minute Individual Multimedia Presentation in a business context with an accompanying voiceover and fully referenced transcript, articulating the importance of effective communication in business organisations and examining the principles underpinning different forms of effective communication: written, verbal, nonverbal and digital. The presentation must follow a clear and logical structure and use various forms of media (e.g. text, audio, video, visual aids and images, infographics) to enhance clarity and readability, and ensure interaction with the audience.

'Can you imagine life without the internet?’ A statement you often say or hear other saying. This module will provide students with a detailed understanding on what the internet is, it’s history and how it works. Students will build a practical knowledge on what constitutes the WWW and its facilities, applications and tools. Students will understand how e-mail, web browsers, and file transfer utilities. Students will build an appreciation about how the internet has changed and will continue to change our lives. Students will be introduced to the concept of the connected world and be introduced to basics of web development and start contributing to the internet by building their own webpages. The module will also cover challenges of using the internet and future development.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be able to understand internet technology, related concepts and terminology

b) Appreciate the history of the development of the internet

c) Be able to think critically about challenges and the future of internet technologies

d) Be responsible for web development and working with the internets

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Knowledge concerning internet architecture and standards and how the internet works

b) Understand internet technologies,, internet architecture and standards

c) Hands on experience in web development and working with the internet

d) Understand challenges related to internet technologies, including ethical, legal, privacy and security.

e) Understand how internet technologies have changed and will continue to change our lives and how we do things in light of emerging technologies.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstrate working with the internet and web development

b) Demonstrate an understanding of internet technologies, internet architecture and standards

c) Demonstrate an appreciation of challenges related to internet technologies (ethical, legal, provacy, security, etc.).

d) Demonstrate practical skills in web development

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Demonstrate skills in web development

b) Demonstarte skills in the use of the internet and the WWW

c) Demonstrate an understanding of internet architecture

d) Communicate about how the internet changes our lives and how we do things with emerging technologies

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demonstrate skills in web development

b) Know how to make efficient use of the internet and the WWW

c) Use information technology to demonstrate good academic writing skills and academic integrity.

Formative assessment

Formative activities will be set with the purpose of deepening and assessing students’ understanding of the module content. These will be closely aligned to the summative assessment task to be mutually reinforcing. That is, the teaching effort will be purposefully designed to support students to achieve module learning outcomes. Tutor feedback on the formative activities will identify strengths and areas for enhancement, ensuring students are afforded opportunities to develop and improve their skills as they write their summative assessment.

. Draft outlines for written summative assessed work.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted on time. This type of assessment is a graded piece of work. Participants will receive an assessment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing an assessment for submission participants should read the brief and the assessment criteria carefully to make sure that it is fully understood. Any points that are unclear should be raised with their tutor. The assessment criteria rubric will illustrate how the final mark has been determined.

Summative assessment will consist of two coursework components: First, a case study of a significant merger and/or acquisition (3000 words, weighting 50%). Second, a portfolio of evidence with a 500 commentary on a successful merger and/or acquisition (3000 words, weighting 50%)

The summative assessment will require students to produce a 5-minute Individual Multimedia Presentation in a business context with an accompanying voiceover and fully referenced transcript, articulating the importance of effective communication in business organisations and examining the principles underpinning different forms of effective communication: written, verbal, nonverbal and digital. The presentation must follow a clear and logical structure and use various forms of media (e.g. text, audio, video, visual aids and images, infographics) to enhance clarity and readability, and ensure interaction with the audience.

This module will enable students to identify study practices, personal qualities, and attributes that are necessary for successful studying and achievement in higher education. This module complements the Developing Academic Skills module. Students will develop self-awareness, reflect on their existing abilities and enhance abilities to enable successful studying and achievement in higher education. This module will also engage students with career planning and identifying career aspirations in a structured and personalised manner.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Carry out self-reflection tasks examining own approach to studying and learning and identifying how to enhance self-learning

b) Be responsible for understanding their self-awareness, personal qualities and attributes when studying

c) Be able to make effective use of feedback as an integral part to inform and improve learning and assessment tasks

d) Be able to show awareness and understanding of different cultural and behavioural expectations of studying and learning

e) Carry out career planning and identifying career aspirations

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Identifying the importance of self-reflection and self-understanding in approaches to studying and learning

b) Identifying the importance of the effective use of feedback to learning

c) Identify important factors of study groups to effective studying and learning

d) Understand different cultural and behavioural expectations of studying at higher education levels

e) The importance of time management for effective learning and meeting set deadlines

f) Different approaches to career planning and information gathering to create an example of a career plan

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Applying self-reflection to understanding approaches to studying and learning

b) Applying time managment skills to effective studying, learning and meeting set deadlines

c) Apply acquired understanding of self-awareness, personal qualities and attributes to studying and learning

d) How to develop a career plan including information gathering.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Apply the use of study groups to effective learning

b) Demonstrate continual enhancement and improvement to their study and learning practices

c) Apply an understanding of cultural and behavioural expectations to learning to their own approach to studying and learning

d) demonstrate how to write a career plan and tasks needed to achieve career aspirations.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Make effective use of information technologies to produce a portfolio

b) Use word processing, presentation software (Powerpoint) and other software applications to support and demonstrate learning

c) Use web searches to explore in further depth topics such as self-awareness, self-reflection, cultural differences, career planning, etc, as applied to studying and learning.

Formative assessment

Formative activities will be set with the purpose of deepening and assessing students’ understanding of their learning methods. These will be closely aligned to the summative assessment task to be mutually reinforcing. That is, the teaching effort will be purposefully designed to support students to achieve module learning outcomes. Tutor feedback on the formative activities will identify strengths and areas for enhancement, ensuring students are afforded opportunities to develop and improve their skills as they write their summative assessment.

Examples of formative assessment activities include:

• Self-reflection on approaches to learning and studying

• Time management and meeting deadlines

• How to make effective use of feedback and how to give constructive feedback

• Action planning to achieve objectives

• Career aspirations and plans

As far as possible these should be produced in a business and management context.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted on time. This type of assessment is a graded piece of work. Participants will receive an assessment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing an assessment for submission participants should read the brief and the assessment criteria carefully to make sure that it is fully understood. Any points that are unclear should be raised with their tutor. The assessment criteria rubric will illustrate how the final mark has been determined.

Summative assessment will consist of two coursework components: First, a case study of a significant merger and/or acquisition (3000 words, weighting 50%). Second, a portfolio of evidence with a 500 commentary on a successful merger and/or acquisition (3000 words, weighting 50%)

The summative assessment will require students to produce a 5-minute Individual Multimedia Presentation in a business context with an accompanying voiceover and fully referenced transcript, articulating the importance of effective communication in business organisations and examining the principles underpinning different forms of effective communication: written, verbal, nonverbal and digital. The presentation must follow a clear and logical structure and use various forms of media (e.g. text, audio, video, visual aids and images, infographics) to enhance clarity and readability, and ensure interaction with the audience.

The overall aim of this module is to develop in students an understanding of how to create and deliver specific project objectives in business and management, together with the necessary resources to deliver a project on time and budget.

This module will introduce students to the main components of computers and digital technologies: hardware and software. The students will learn about hardware components of a typical computer and understand how they work. Students will also learn about software and software architecture, covering basic details of different types of operating systems and how modern computers work. Students will have the opportunity to build, configure and test a computer system for a given application. This basic knowledge on hardware and software will be reflected on different current and emerging digital technologies. Understanding these fundamental concepts is very important to understand certain behaviours while dealing or interacting with digital technologies that it builds in students the ability to understand, for instance, normal function from malfunction, or the ability to compare and identify best customised solution (hardware and software) for a given application.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be able to provide a working knowledge of modern computer systems and their respective components

b) Be able to explain how hardware and software work together in computers

c) Be able to understand software architecture and different operating systems

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Practical knowledge on identifying requirements for hardware and software for cutomised digital solutions

b) Understand a language of a digital technologist on defining hardware and software specifications

c) Knowledge of basic troubleshooting skills in relation to hardware and software

d) Knowledge of social, environmental. Commercial and economic aspects of digital technologies

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Practical knowledge of hardware components of a modern PC and how they work

b) Demonstrate a working knowledge of modern computer systems and their respective components

c) Demonstrate knowledge of software architecture and different operating systems

d) Be able to compare features of different operating systems

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Demonstrate an understanding of fundamental concepts of information technology

b) Demonstrate practical knowledge of hardware components of a modern PC and how each component works

c) Demonstrate an understanding of social, environmental, commercial and economic aspects of digital technologies

d) Demonstrate working technical knowledge of modern computer systems

e) Be able to make basic use of software systems.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demostrate basic skills and competences in hardware and software

b) Demonstrate an understanding of software architecture and different operating systems

c) Use information technology to demonstrate good academic writing skills and academic integrity.

Formative assessment

Formative assessment activities will be set with the purpose of deepening and assessing students’ understanding of the module content. These will be closely aligned to the summative assessment task to be mutually reinforcing. That is, the teaching effort will be purposefully designed to support students to achieve module learning outcomes. Tutor feedback on the formative activities will identify strengths and areas for enhancement, ensuring students are afforded opportunities to develop and improve their skills as they write their summative assessment.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted on time. This type of assessment is a graded piece of work. Participants will receive an assessment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing an assessment for submission participants should read the brief and the assessment criteria carefully to make sure that it is fully understood. Any points that are unclear should be raised with their tutor. The assessment criteria rubric will illustrate how the final mark has been determined.

The summative assessment of this module consists of two components. The first component will require students to demonstrate use of a software system. The second component will require students to write an essay reviewing emerging trends in hardware and software.