FACULTY OF EDUCATION. Second Cycle

Transcription

1 FACULTY OF EDUCATION PDA675, Technology, knowledge and learning: An introduction, 15,0 higher education credits Teknologi, kunskap och lärande: En introduktion, 15.0 högskolepoäng Second Cycle 1. Confirmation The course syllabus is a draft confirmed by Department of Education, Communication and Learning and to be valid from Field of education: Social Sciences 100 % Department: Department of Education, Communication and Learning 2. Position in the educational system The course is mandatory in the International Master's Programme in Information Technology (IT) and Learning. The course can also be given as a freestanding course. Advanced level Main field of studies Education Spec in Learning Communication and Information Technology Specialization A1N, Second cycle, has only first-cycle course/s as entry requirements 3. Entry requirements To be eligible for the course the student must possess a Bachelor s degree with a minimum of 180 higher education credits or an equivalent degree. Furthermore, the student must demonstrate proficiency in English equivalent to English B (Swedish upper secondary level) or English 6 (equivalent) with at least a pass, or a valid test of English as a foreign language TOEFL (232 computer based), 575 (paper based) or IELTS with a minimum score of 6.0 in all scores, alternatively a Bachelor s degree from an education offered in English. 4. Course content The course provides an introduction to IT and Learning as an international field of knowledge and application by presenting thematic structures and categorizations of the field. Conceptual and critical approaches to the field of knowledge is in focus, combined with activities that address emerging technologies and contemporary

2 debates in the field. An important feature of the course is peer learning activities and academic writing processes. The course comprises four parts. Overview over classic and contemporary research traditions in the field of IT and Learning Conceptualizations of technology in the Learning Sciences and relating fields of application IT and Learning as a field of application Emerging technologies and contemporary debates within the field of IT and Learning 2/ 3 5. Learning outcomes On successful completion of the course the student will be able to: Knowledge and understanding describe and account for different ways of categorizing the research field of IT and Learning Skills and competencies identify epistemological differences and theoretical contributions in the field of IT and Learning identify and critically examine current popular theories and applications in the field of IT and Learning in relation to major historical research traditions demonstrate and problematize the relations between theories of learning, knowledge and technological change contextualize technology use within different designs of learning and knowledge domains Judgment and approach collaborate on and developing academic writing and peer assessment competences judge the relevance of different IT and Learning approaches for application within the field 6. Literature See appendix. 7. Assessment The assessment is based on the following assignments: 1. Presentations and chairing of discussions in literature seminars 2. Compilations and presentations of workshop activities online 3. Presentation and defence of an individually written course paper in a peer-reviewed session A student who has failed the course twice has the right to change examiners, if well grounded motivation can be provided. A written application should be sent to the Head of the Department of Learning, Communication and Information Technology. 8. Grading scale The grading scale comprises Fail (U), Pass (G), Pass with Distinction (VG). For the grade Pass, the assignments 1-4 must be graded Pass. For the grade Pass with Distinction, two assignments out of three must be graded with Pass with Distinction. 9. Course evaluation

3 An evaluation will be conducted after completion of the course. Evaluation is given anonymously by the student. The results from the course evaluation will be compiled and made available to the students. If changes are implied by the evaluations, these should be presented. Compilation of the course evaluation is to be available for students attending the next time the course is offered. 3/ Additional information Language of instruction: English.

4 University of Gothenburg Department of Education, Communication and Learning LIST OF REQUIRED READING PDA675, TECHNOLOGY, KNOWLEDGE AND LEARNING: AN INTRODUCTION, 15 Higher Education Credits PDA675, TEKNOLOGI, KUNSKAP OCH LÄRANDE: EN INTRODUKTION, 15 HÖGSKOLEPOÄNG Second cycle/avancerad nivå Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. International review of Research on Distance and Open Learning, 12(3), Bogost, I. (2007). The rhetoric of video games. In Salen, K. (Ed.), The Ecology of Games: Connecting Youth, Games, and Learning (pp ). Cambridge, MA: MIT Press. Bulfin, S., Henderson, Johnson, N F, Selwyn, N. (2014). Methodological capacity within the field of educational technology research: an initial investigation. British Journal of Educational Technology, 45(3), Greeno, J. G., Collins, A. M. & Resnick, Lauren B. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of Educational Psychology (pp ). New York: Macmillan. Hoadley, C. & Van Haneghan, J. (2012). The Learning Sciences: Where they came from and what it means for instructional designers. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed., pp ). New York: Pearson. Kalz, M. and Specht, M. (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology, 45(3), Koschmann, T. D. (1996). Paradigm shifts and instructional technology: An introduction. In T. D. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1 23). Mahwah, NJ: Erlbaum. Linderoth, J. (2012). Why gamers donʼt learn more. An ecological approach to games as learning environments. Journal of Gaming and Virtual Worlds, 4(1), Oliver, M. (2011). Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. Journal of Computer Assisted Learning, 27, Papert, Seymor (1980/1993). Mindstorms: Children, Computers and Powerful Ideas (2nd ed.). New York: Basic Books. Simon, H. (1969/1996). The Sciences of the Artificial, (3rd ed.). Cambridge, MA: MIT Press. Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-Crofts. Suchman, L. (2007). Human-machine configurations: Plans and situated action. Cambridge, MA: Cambridge University Press. Turkle, Sherry (1984/2005). The Second Self. Computers and the Human Spirit. Cambridge MA: MIT Press.

5 Eligible in the course: Bayne, S. (2014). What's the matter with technology-enhanced learning? Learning, Media and Technology. Czerniewicz, L. (2010). Educational technology mapping the terrain with Bernstein as cartographer. Journal of Computer Assisted Learning, 26, Friesen, N. (2010). Ethics and the technologies of empire: e-learning and the US military. AI and Society, 25, Hsu, Y.-C., Ho, H. N. J., Tsai, C.-C., Hwang, G.-J., Chu, H.-C., Wang, C.-Y., & Chen, N.-S. (2012). Research Trends in Technology-based Learning from 2000 to 2009: A content Analysis of Publications in Selected Journals. Educational Technology & Society, 15 (2), Friesen, N. (2013). "Educational Technology and the New Language of Learning : Lineage and Limitations" In. N. Selwyn, & K. Facer: (Eds.). The Politics of Education and Technology: Conflicts, Controversies, and Connections. New York, London: Palgrave MacMillan. E-book. Selwyn, N. & Fracer, K. (2013). Introduction. The need for a Politics of Education and Technology. In. N. Selwyn, & K. Facer: (Eds.). The Politics of Education and Technology: Conflicts, Controversies, and Connections. New York, London: Palgrave MacMillan. E-book. Further eligible references will be selected by the student. The literature list is valid from 2014-XX-XX.