PDD3000 Learning with Digital Technologies Course description

Teaching will take the form of lectures and class discussions.

At the end of the course the student has obtained the following learning outcomes:

Knowledge

The candidate

• has knowledge of key topics, theories, issues, processes, tools and methods within the field of learning and designing with digital and social media
• is familiar with research and development within the field on both national and international levels
• can identify pedagogical opportunities and can update his or her knowledge in the field of learning and designing with digital and social media
• is familiar with the history of digital and social media in learning environments and its societal implications

Skills

The candidate

• can design, use and critically evaluate particular digital and social technologies and tools for individual and collaborative learning
• can design learning activities using digital and social media and can apply academic knowledge to practical and theoretical issues within this field for learning
• can find, assess and refer to information and academic texts and relate it to the teaching profession

General competence

The candidate

• has insight into relevant ethical issues related to the use and design of digital and social media
• can plan, design and carry out tasks and projects alone or as part of a group and in accordance with ethical requirements and principles
• can present academic material such as theories, problems and solutions related to the pedagogical design of learning activities with digital and social media, both in writing and orally, as well as making use of current and emerging technologies for communication
• can articulate, exchange opinions and participate in online networks and communities of professional teaching practices to enhance and enrich both own and others' professional development
• is familiar with new ideas and innovation processes and can seek insight from leading edge practice and research relevant to his/her professional interests and concerns in the field of learning and designing learning activities with digital and social media
• can reflect on his/her own practice and relate it to national and international teaching practices

The principal topics are:

Digital technologies in school and society: Focuses on social media in a learning context, pedagogical and educational perspectives, teachers' beliefs and attitudes towards digital and social technologies and their design from a contemporary as well as historical perspective. It involves studying the concept of digital literacy, and the relevance of this concept for different contexts. One focus is 'TPCK' (Mishra & Koehler 2006). In this track we will also focus on sociological and philosophical issues with regards to digital technologies.

Designing digital learning environments: Focuses on the concepts and principles for design of digital learning environments, design methodologies and the modalities of social and digital media. This track also involves design and subject methodologies as well as classroom management in technology-rich environments.

Software for social media: Focuses on giving the students experience in a range of learning technologies such as cyber communities, micro blogs, wikis, blogs, video-sharing, visual programming and other emerging technologies and will explore the processes of designing, implementing and critiquing technology-enhanced learning. Technologies for collaborative and peer learning are also relevant. Here we focus on home-school link, possibilities and challenges of digital testing, peer assessment and portfolio methodologies. Cyberspace issues in social media such as e-safety, cyber ethics, privacy and copyright (authorship), e-citizenship/empowerment/participation. We will also explore how digital tools are focused on in different curricula, both national and international perspectives.

None.

Eksamen i emnet er en individuell hjemmeeksamen over 7 dager med oppgitt tema. Besvarelsen skal ha et omfang på 10 sider (+ / - 10%)

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

A grade scale A-F.

The exam is graded by an internal and an external examiner.

A random selection consisting of at least 25 % of the exam papers will be graded by both an internal and external examiner. This will inform the grading of the remaining exam papers.

Ariana Fernandes

General study competence or equivalent validated prior learning.

Teacher students, international students, qualified teachers and other applicants may apply for the full 30 ECTS programme in accordance with National Guidelines for Differentiated Teacher Education Programmes.