Programplaner og emneplaner - Student
PDD3000 Learning with Digital Technologies Course description
- Course name in Norwegian
- Learning with Digital Technologies
- Study programme
-
Teacher Education 5.-10. gradeTeacher Education 5.-10. gradeTeacher Education 5.-10. gradeTeacher Education 1.-7. gradeLearning with Digital and Mobile TechnologiesLearning with Digital Technologies
- Weight
- 15.0 ECTS
- Year of study
- 2019/2020
- Programme description
- Course history
-
Required preliminary courses
No prerequisites required.
Learning outcomes
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
Content
On completion of the program, the candidate has the following knowledge, skills and general competencies:
Knowledge
The candidate
- Has general knowledge about and knowledge of how human behavior is affected and changed in interaction with environmental events
- Has general knowledge about behavior analysis principles and other learning principles and about how these principles are applied in different areas of society
- Has knowledge about the history of psychology in general, and the history of behavior analysis specifically
- Knows how the discipline develops through research and application
- Can update and further develop their own knowledge of psychology and behavior analysis
Skills
The candidate can
- apply behavior analytic principles, including conducting functional surveys and facilitate desired maintenance off and changing of behavior
- describe pros and cons of different models of explanation in psychology
- account for practical work that uses different models of explanation in psychology
- search out and read relevant scientific literature and apply results from research in their own professional practice
- make scientifically justified choices in their own professional activities, reflect over their own practices, and adjust their own conduct when under supervision
- use different methods for collecting and analyzing scientific data
General Competence
The candidate
- Can distinguish between professional knowledge and personal conviction
- Can communicate research and applied behavioral science and psychology both in writing and orally
- Can exchange viewpoints and experiences with others with a background in psychology and behavior analysis, and thus contribute to the development of ethically sound practices
- Is familiar with scientific values such as openness, logical thinking, precision and honesty
- Is familiar with the special ethical and legal issues and guidelines relevant for work in psychology and behavior analysis
- Can plan and implement academic that extend over time, alone or as a part of a team
- Knows the research frontier in their field, and is familiar with groundbreaking work and innovation within psychology and behavior analysis
Teaching and learning methods
Seminar activities will be conducted in class, and students are expected to participate actively. Activities alternate between lectures, student seminars and practical sessions. A major part of the course is focused around students' pedagogical project work.
Course requirements
Before the student can sit exams two course work requirements must be met. These assignments are subject to peer response according to specific criteria. The two course work requirements are:
- Paper on integrating social technologies in teaching and learning (1500 -2000 words).
- Lesson plan for a specific subject or subjects at a chosen level where the role of digital and social media is discussed (1000-1500 words).
The assignments are marked -accepted- or -not accepted-. Students who are assessed with -not accepted- may rewrite and submit maximum two new versions of the assignment in agreement with the teacher.
Assessment
The final assessment is based on the group project report (1500-2000 words) and an individual oral exam (max. 45 minutes). One of the assignments (see course work requirements) must be presented as part of the oral exam. The final grade is based on the project report (counting 40 %) and the oral exam (counting 60 %).
Both exams must be passed in order to be awarded a final grade. If a student does not pass one of the exams, only the failed exam shall be re-taken.
Permitted exam materials and equipment
Examination support material permitted on the written part of the exam.
Grading scale
The bachelor’s program in psychology with an emphasis on behavior analysis is a 3-year full time program (180 ECTS). A completed program earns the degree of Bachelor in Psychology with an Emphasis on Behavior Analysis.
The program is regulated by lov om universiteter og høgskoler av 1. april 2005 nr. 15 § 3-2 og § 3-3 (Law of universities and university colleges) and forskrift om studier og eksamen ved OsloMet- storbyuniversitetet av 01.08.12 (Regulations for studies and exams at OsloMet). There is no national framework for this program.
The program is accredited by The Association for Behavior Analysis International (ABAI), the international organization for research and application of behavior analysis.
The program also meets the requirements for pre-qualification in certification by the Behavior Analyst Certification Board (BCBA®) as Board Certified Assistant Behavior Analysts (BCaBAs).
The overall objective of the program is to give the student basic competence in psychology and behavior analysis so that the student is able to analyze behavior and arrange the environment around individuals to promote and maintain the desired behavior change.
Students must learn a precise conceptual framework, read relevant research literature, and actively participate in discussions in the behavior analytic community to achieve these competencies. Through these activities, students will also acquire robust knowledge about ethical and professional standards in the field.
The Department of Behavioral Science has a strong scientific community within a natural scientific tradition, and an evidence-based approach to learning. Faculty members are part of well-developed professional scientific networks, nationally and internationally, and cooperate extensively on research. Graduates from the bachelor’s program may continue with master’s and Ph. D. studies in the department.
Relevance to further studies
A bachelor’s degree Bachelor in Psychology with an Emphasis on Behavior Analysis is an excellent starting point for further studies, such as master’s programs in psychology or behavioral science/behavior analysis.
Psychology and behavior analysis are also god combinations with a number of other disciplines, such as pedagogics, health sciences, economics, management and HR, and other social sciences*.
*When graduates apply for further studies, the institution they apply to sets the bar for admission.
Relevance to working life
Graduates of the program have knowledge, skills and general competencies in psychology and behavior analysis. They can work with organizing, planning and implementation in processes of change within knowledge-based organizations in public sector and private enterprise, independently or with others. They can work with change processes at the level of the individual, or with group- and organization-level processes.
In work areas where prevention, treatment and teaching are important issues, documenting the efforts one makes is increasingly important. Methods in such work must be grounded in well-established theory, and predicting the effect of interventions is important both at the level of the individual and for society. The program will be useful for those who wish to affect processes of change. There is increasing demand for knowledge about learning and psychology both in public and private organizations.
The bachelor’s program has two practicum placements of 9 weeks each, to give students the opportunity for working on their own and with others on change processes in general, and specifically in treatment and training. The program complies with the requirement from Norway’s Health Directorate of 30 ECTS of supervised practicum, and candidates qualify for milieu therapists’ positions.
Examiners
There will be an internal and an external adjudicator.
Admission requirements
Higher Education Entrance Qualification is required for admission, confer Forskrift om opptak til høyere utdanning (Regulation for admission to higher education). Applicants over 25 years of age who cannot document Higher Education Entrance Qualification may be considered on the basis of prior learning and work experience. There exist specific criteria for such admissions.
The admission requirement is Higher Education Entrance Qualification for students who wish to take courses in the program that do not have previous knowledge requirements. Applications will be considered on an individual basis.
A police certificate of good conduct must be presented upon application to the program, cf. Forskrift om opptak til høyere utdanning (Regulation for admission to higher education).