PHUV9460 Educational science, politics and digital technology in the knowledge age Course description

This PhD course focuses on the political dimension of education and digital technologies at macro level (global, national, regional) as well as the consequences for the implementation of digital technologies in the field of practice at the micro level. Theoretically the course is grounded in the field Science Technology Studies (STS). STS represents a humanistic and social science perspective where the unit of analysis is how social and cultural aspects shape the use of technologies in concrete local and social practices. An anti-essentialist understanding of technology stresses the importance of understanding concrete uses of digital technologies within broader cultural, social, political and economic discourses and negotiations in the knowledge age. This perspective represents an important contribution in understanding how scientific research and innovation of digital technologies affects today's education.

Approved by LUI's educational committee 21.03.2022

The main topic in this course is the design, evaluation, and testing of new and emerging user interfaces in technologies such as augmented, virtual and mixed reality; artificial intelligence user agents; brain-computer interfaces; and autonomous vehicle - among others. This is developed in accordance with principles for universal accessibility and acquired through many practical exercises coupled with lectures presenting theories relevant to the field. The course will also provide both theoretical principles of universal design and hands-on experience on how to design and evaluate ICT systems using these principles.

Two internal examiners will be used. External examiner is used regularly.

The first part of the course is a seminar given over two non- consecutive days so that the participants have a chance to apply and reflect on the concepts. The working methods include lectures, discussions, practical workshops, as well as student presentations. Candidates are expected to actively participate in all the teaching activities, including presenting their project.

The second part of the course is related to the written paper and includes supervision two to four weeks after the seminar.

Preparations for the course

Students are encouraged to read through parts of the syllabus prior to the course to be able to participate actively in discussions.

Course Work Requirements

Accepted oral presentation: During the seminar, the candidate prepares a 10 minutes’ oral presentation of their project/topic relevant to the course topic. The presentation can be in Norwegian, Swedish, Danish or English. Following the presentation there will be a sequence in which the candidate responds to questions and receive comments from the course leader and others.

The purpose of the course requirement is to ensure active participation and discussions in the group, as well as to give constructive and critical feedback to peers.

Attendance

80 % attendance of the time of the course is required. If a student has attended at least 60 % of the course but less than 80 %, s/he must submit an extra paper of at least 3,000 words plus reference list on a given topic.

The course will take a project-based learning approach. Course participants will work in groups on a project and this project will be evaluated in the end of the course based on group presentation and final report.

The course uses blended teaching: Four weeks in class and four weeks online.

None.

Portfolio assessment. The students submit a portfolio consisting of an individual term paper 4,000 to 8,000 words, and a 4,000 to 8,000 word group project report and oral presentation.

Each group may consist of 2-5 candidates.

The portfolio is graded as a whole and given one grade. The result cannot be appealed.

No support material is permitted in the exams.

Admission

The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education. In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritised, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies. Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.

Target Group

The target groups are PhD candidates / students and scientific staff who want to learn about arts-based research processes and thereby expand their research tool kit. The course is aimed at PhD candidates admitted to the PhD Program in Educational Sciences for Teacher Education and other relevant programmes. It is also open to staff members at OsloMet and other universities / college. The course is also open for candidates from other universities in Norway and abroad.