Learning Outcomes of the Master of Teaching: Computer Science

Discipline-specific component


1. The Master can make an analysis for a large-scale informatics project. The Master can identify tasks that qualify for automation, can understand underlying business processes and can determine the corresponding consumer needs. This requires the necessary knowledge for fluent communication with people working in other disciplines.

2. The Master can make a design for large-scale informatics systems. The Master can make a decomposition of a specific problem to arrive at a feasible solution. The Master can identify components that could contribute to a solution (e.g. software library, type of network, kind of database). The Master can document the chosen solutions at different levels of abstraction.

3. The Master can support the necessary evolution of informatics systems. The Master can identify problematic components, can select solution strategies, can implement the necessary adjustments without compromising the existing system’s functioning.

4. Quality control. The Master can plan the necessary check-ups while carrying out informatics projects in order to attain the previously specified quality standards (as to reliability, practicality of maintenance, safety …). The Master can draw lessons from informatics projects that have been carried out, in order to optimize quality norms wherever necessary.

5. The Master can weigh up various techniques, methods, languages, architectures, taking into account their inherent limitations and the fact that information on concrete solutions is usually commercially coloured. The Master can make strategic decisions in this respect: e.g. how do we protect our network? What type of database? What role for formal specifications? The Master can scientifically motivate the decisions that have been made.

6. The Master can report on the progress and status of computer science projects to clients (meaning non-information scientists) and experts from other fields, both orally and in writing.

7. The Master has a sense of responsibility. The Master can draw connections between social trends and developments in computer science and can assess the impact of their own or someone's actions. The Master has a clear image of their future role in society.

8. The Master can lead a team of information scientists, including (a) assessment of the necessary means (instruments, manpower, competences), (b) division of tasks on the basis of technical competences, (c) time planning of the tasks, (d) following and adjusting the planning.

Specialisation computernetworks and distributed systems

9. The Master can design algorithms and protocols for optimal usage in contemporary systems (e.g. wireless networks, cloud computing, …). The Master can also analyze such algorithms and protocols and optimize them depending on the context in which they are to be used.

10. The Master can study the behaviour of contemporary systems (performance, robustness, scalability, …) using models and simulations.

11. The Master is able to assess whether a specific mathematical model is suitable for a given situation. The Master is able to quickly make a (small) adjustment to or a variant of an existing model. The Master can abstract and model simple problems and draws the necessary insights and lessons from the obtained results.

Specialisation data science and artificial intelligence

12. The Master can recognize a data science problem and select the best solution strategy for it, such as data mining and machine learning techniques for the analysis of data (e.g. decision trees, association rules, bayesian networks) and data management techniques for the distributed (or not) storage, management and querying of data. The Master can apply data science techniques to large and complexely structured databases and interpret the results. The Master is also able to follow new evolutions in scientific research in data science, to appropriate these and to contribute to them.

13. The Master has extensive knowledge of and expertise in the application of artificial intelligence techniques, such as self-learning systems and artificial neural networks. The Master recognizes situations in which these techniques can be applied (e.g. image processing), and is able to implement a solution and correctly evaluate it. The Master also has a broad theoretical basis that enables them to follow and critically evaluate scientific research in artificial intelligence.

14. The Master can select the best database model and the optimal query technique for data intensive applications. The Master can use recent database technology (e.g., distributed and heterogenous databases) where necessary. The Master has extensive knowledge of the foundations of databases that can be used in developing new techniques and applications.

Specialisation software engineering

15. The Master uses model to describe and quantify all aspects of a computer system. The Master has an overview of the most current modellingformalisms and their main characteristics (pro and cons, specific area of application, ....). The Master has applied some of them in designing a new system and in the analysis or improvement of an existing system. The Master is able to use these models for communication with people active in other disciplines.

16. The Master has experience in available tools for analysis, verification, simulation and transformation of software systems. The Master has insight in their internal workings, which manifests itself in the successful combining, modifying or building of such tools (e.g. making extensions on open-source instruments).

Teaching component

Frame of reference

17. The Master of Teaching masters specialized theoretical and practical knowledge, skills and attitudes that support the basic competences of teachers as formulated in the "Decision of the Flemish Government of 8 June 2018 concerning the basic competences of teachers", pedagogically as well as with regards to the teaching methodology.

18. The Master of Teaching has profound knowledge in the subject matter of the discipline as made explicit in the discipline-specific learning outcomes.

19. The Master of Teaching can independently extend, update, broaden and deepen the educational, didactical and domain-specific knowledge and connect it with current social topics and developments. The Master of Teaching can independently apply and integrate this knowledge and use it to create challenging learning environments for learners. Based on the acquired competences, the Master of Teaching can develop new ideas for the educational practice and check these against reality.

Class level

20. The Master of Teaching can map the initial situation and the specific educational needs of a learning group and of individual learners. The Master of Teaching can create a learning environment that connects in all its didactical components (learning objectives, content, learning material, work and grouping methods, evaluation and feedback) with the initial situation and that is inclusive and responsive with regards to the diversity in the learning group.

21. The Master of Teaching has class management skills to create a positive learning and living environment. The Master of Teaching can support the broad personal, intellectual and social development of students through targeted activities and formal and informal interactions.

22. The Master of Teaching can cope with diversity and with the context of a metropolitan environment.

23. The Master of Teaching can make a short or long term plan for the organisation of teaching and learning activities with a view to creating a structured, efficient, safe and stimulating learning environment, based on scientific evidence.

Collaboration with partners

24. The Master of Teaching can communicate with parents or carers with different backgrounds in various language situations with a view to exchanging information, to stimulating the involvement and participation and to developing constructive solutions together to support and stimulate the learning of the learners.

25. The Master of Teaching can collaborate constructively with external partners with a view to enriching the education and training offer and to facilitating the flow between education levels and the job market.

Inquisitive attitude

26. The Master of Teaching can independently access available (inter)national scientific research in the domain of the teaching profession in general or in their discipline in particular, approach it in a critical-reflective way and apply the insights in their own class and school context.

27. The Master of Teaching knows the possibilities and the limits of different theoretical paragdigms in educational, didactical and discipline-specific research.

28. The Master of Teaching treats information, education practices, methodologies and learning tools critically and reflectively, based on scientific evidence. The Master of Teaching is aware of gaps in the empirical evidence to fill the teaching role appropriately.

29. The Master of Teaching can complete a research cycle on a topic relevant to education whereby they can make a contribution to the developments in education based on theoretical and practice-oriented insights.

30. The Master of Teaching can contribute to school policy and school development based on an active and inquisitive attitude to professional innovation.

31. The Master of Teaching can adjust their functioning as a teacher through inquisitive learning and critical self-evaluation and thus give direction and innovation to their professional practice and development.

School and society

32. The Master of Teaching has insight in the organisational principles of schools and of good school policy.

33. The Master of Teaching can collaborate constructively with colleagues in a school team. The Master of Teaching can initiate, participate in and lead disciplinary and interdisciplinary team meetings and activities beyond the classroom.

34. The Master of Teaching can communicate with colleagues and other stakeholders in education about educational topics, the teaching profession and solutions they have developed for the educational practice and can participate as professional in the social debate.