MAIKT4200 Pedagogisk innovasjon og prototyping Emneplan

In this course, students will develop a theoretical understanding of innovation processes in relation to pedagogical designs with learning technologies. Design thinking will be emphasised as an approach to innovation, and students will also develop practical skills related to the prototyping, testing, and refinement of different forms of learning technology. Students will produce a portfolio of 3-5 prototypes throughout the semester and select one for further development and reflection as the basis for the exam. Students also have the option of using this course to support an internship activity with an external organisation or external course certificates on relevant topics. 

A student who has completed his or her qualification has the following learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge

The student: 

• Has advanced knowledge related to innovation concepts and processes, and design thinking approaches 

• Can apply knowledge of innovation to better understand and evaluate emerging learning technologies and pedagogical designs 

Skills

The student: 

• Can apply skills in prototyping, including how to find creative solutions to quickly test out and refine ideas for learning technologies and digital learning activities. 

• Can apply knowledge of design thinking to solve problems and facilitate teaching and learning.  

• Can identify, analyse, and initiate the development of relevant technical skills for working with innovative learning technologies. 

• Can document own design processes. 

• Can carry out an independent, limited innovation project under supervision and in line with current design principles. 

General competence

The student: 

• Can apply their knowledge and skills in new areas to carry out advanced work tasks and projects. 

• Can carry out extensive independent work and master the subject area's forms of expression. 

• Can communicate about professional issues, analyses and conclusions within the subject area, both with specialists and to the general public. 

• Can contribute to innovation and innovation processes. 

The student will work conceptually and practically with the following themes: 

• Theory and concepts related to innovation 

• Techniques and tools for design thinking  

• Techniques for prototyping such as programming, computational thinking, and wireframing 

• Documentation and portfolio making of design processes 

The course is designed for students to be physically present, but may also be adapted to students who participate online. Synchronous participation is recommended. No video recordings of the teaching and learning sessions are made. The course may be taught in English if English speaking students attend.  

• Mini lectures combined with practical work 

• Hands on projects with innovative technologies (e.g., robots, 3d printing, virtual environments, etc) 

• Some of the course work activities can be replaced by external activities with documentation (see below).  

See general rules in the programme plan. Students must have the following course work requirements approved before examination: 

A portfolio documenting 3-5 prototypes produced and tested throughout the semester. This can be a collection of photos, videos, short texts, as well as the prototypes themselves.  

The purpose of the course work requirements is for the students to obtain experience in pedagogical prototyping and thereby obtain an understanding of theoretical concepts and themes of the course. As an alternative leading to the same goal, one of the course work requirements may be replaced by external activities.  

Course work requirement 1:  

• The students should develop and document 1-2 prototypes in groups of 2-5 students, applying design tools chosen by the course leaders. The prototypes shall be presented to the class. Time spent on each presentation should be 10-15 minutes. 

• Each group presents feedback on 1 prototype made by another group. Feedback should be given orally, and last for 5 minutes. 

Course work requirement 2:  

• The students should develop and document a new prototype in groups of 2-5 students and present it to the class using self-defined techniques different from course work requirement 1. Time spent on each presentation should be 10-15 minutes 

• Each group presents feedback on another group’s second prototype. Feedback should be given orally, and last for 5 minutes 

Course work requirement 3:  

• Students should develop a third prototype in groups of 3-5 students or individually. This can be based on earlier work from the semester or be a new concept. The third prototype will form the basis for their final exam.  

• To satisfy course work requirement 3, the students should create a portfolio documenting the previous course work requirements and activities, and a reflection note using concepts and theories from the reading list to describe the innovation process. This text should be 1500 +/- words. 

Course work requirement 4:  

• Each group holds an oral presentation of the revised prototype and portfolio, duration: 20 minutes. 

Course work requirements 1 or 2 can be replaced by external activities: 

• either an internship, including participation in the development or maintenance of digital resources. The internship must be agreed with the course leaders and documented in a written report of 700 words +/- 10%. 

• or courses in another master's program at OsloMet or other educational institution. The course or subject must be design-oriented, agreed with the course leaders, and documented with an exam or certificate of participation combined with a self-evaluation documented in a written report of 700 words +/- 10%. 

Individual oral examination based on the presentation of the prototype and the course literature, duration: 20 minutes. 

New/postponed exam will be organised in the same way as the ordinary exam. A revised prototype and portfolio can be submitted. 

Examination support material is permitted. 

The grades pass and fail will be used. See assessment criteria in the program plan. 

One external and one internal examiner.