PHUV9510 Kunnskap og desinformasjon: Undervisning og læring i et digitalt samfunn Emneplan

Children and young people are growing up in an increasingly digital society, and research is needed to understand how they navigate and live with ubiquitous technology permeating the fabric of their everyday lives. Digital technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Simultaneously digital technology can bring with it several challenges, such as the spread of misinformation, online harassment, and overall ethical concerns. Ultimately digital technology can tremendously impact how people communicate and engage with each other while also increasing the knowledge available. This course seeks to deepen understanding of how digital technology, schools and society interact.

Historically, the culture of education has tended to be local, rooted in neighborhood schools, yet the problems facing education today are no longer confined to local issues and concerns. This is partly due to the increasing use and importance of digital technology in society, which now means that the boundaries of the classroom have been expanded and can include input, information, and knowledge from outside the classroom. What happens outside of school can also affect what happens inside the classroom. As a result, educators are confronting challenges in a variety of areas, from the onslaught against democratic practices the rise of nationalism and populism, as well as the continued inequities made all the more pronounced during the COVID-19 pandemic.

In this course, we are concerned with an understanding of, in general, citizenship but particularly, digital citizenship. For practitioners, scholars and policy makers, it is crucial to understand how education and society can enable children and young people to manage and be resilient to many of the challenges that arise due to digital technology including issues such as safety, health, cyberbullying, and misinformation (fake news) while also being aware of their rights and responsibilities in the digital world as digital citizens.

This course will be taught in English.

After completion of the course, the student will have acquired the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge

The student

• has knowledge of the historical and epistemological issues connected to different perspectives on the role of digital technology in terms of information and misinformation
• has and understanding of the methodological, philosophical and interdisciplinary topics that are embedded in digital spaces and can distinguish between related methodologies and philosophical standpoints
• understands and can critically evaluate the mechanisms and research around the challenges facing education in relation to digital spaces

Skills

The student

• can identify, examine and analyse current issues and challenges facing education in addressing issues around the influences of digital technology and polarised discourses
• is able to analyse and discuss complex methodological, philosophical and interdisciplinary issues in their own thesis in light of the course content

General competence

The student

• can recognize how trends and patterns in micro, mezzo and macro discourses shift practices in education
• can identify and discuss relationships and conflicts between more general scientific theories and this particular field of research
• can critically evaluate complex issues related to the effects of digital technology on information and misinformation

Course sessions include lectures, discussions, small group exercises, and text feedback sessions. The course is planned to take place over three consecutive days. In lectures and discussions, students will be introduced to relevant theories and methods. Candidates are expected to participate in all learning activities. Candidates are expected to give oral feedback on other students’ work.

Etter å ha gjennomført dette emnet har studenten følgende læringsutbytte definert i form av kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har kunnskap om sentrale problemstillinger for fagområdet design, kunst og håndverk, nasjonalt og internasjonalt.
• har kunnskap om estetiske læreprosesser og tverrfaglig arbeid som grunnlag for profesjonsutøvelse.
• har kunnskap om ulike uttrykks- og formidlingsformer innen de praktiske og estetiske fagene.
• har kunnskap om ulike metoder innen forskning og utviklingsarbeid med relevans for praktiske og estetiske fag.

Ferdigheter

Studenten

• Kan anvende fagteori og internasjonal forskning om fagdidaktikk og praksiserfaringer som drøftingsgrunnlag i egen undersøkelse.
• kan utvikle problemstilling, planlegge, gjennomføre, dokumentere og kritisk reflektere over et avgrenset prosjekt.
• kan vise praktisk håndlag i arbeid med materialer, teknikker og uttrykksformer.
• kan anvende egnede metoder for gjennomføring av en avgrenset undersøkelse, behersker akademisk skriveform og viser innsikt i forskningsetikk.

Generell kompetanse

Studenten

• kan anvende faglig og profesjonsfaglig innsikt for å drøfte de praktisk estetiske fagene som del av allmenndannelsen og vurdere muligheter og utfordringer med samarbeid på tvers av ulike skolefag og læringsarenaer.
• kan kommunisere om faglige problemstillinger, analyser og konklusjoner innen et avgrenset fagområde.
• kan anvende sin profesjonskompetanse til å stimulere til kulturforståelse og til å aktualisere tverrfaglige tema som demokrati og medborgerskap og folkehelse og livsmestring.

The candidate will write an individual paper based on the presentation and the comments by the student and staff, of 3500 words (+/- 10%) plus a reference list. The paper must be written in English, Norwegian, Swedish or Danish.

New and postponed examination

In case of a failed exam/valid absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged. If the paper is graded with "fail", the candidate must submit a revised version within a given time limit.

Skriftlig profesjonsrettet FoU-oppgave basert på praktisk utforskning og teoristudier.

Eksamen gjennomføres individuelt eller i gruppe på inntil 5 studenter. Tekstomfang: 4000 ord ved individuelt arbeid. For grupper inntil 6000 ord.

Eksamensresultatet kan påklages.

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

Gradert skala A-F.