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Course presentation
This is the course for those who want to learn more about digital learning!
The course contains workshops, seminars/webinars, self-study material and assignments on various aspects of digital education.
Topics of the course includes: Introduction to Digital learning, Digital assessment, Online and/or blended learning activities, Theoretical perspectives of digital learning, Digital learning in the light of industry 4.0.
The course aims to contribute to your development of skills and abilities to analyze, plan, create, implement, and evaluate learning and teaching in a digital education environment.
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2020
Content and learning outcomes
Course contents
Main themes for the course are:
Basic theoretical perspectives on learning and teaching in digital environments.
Design and organisation of web-based courses.
Teaching and learning activities using digital tools.
Assessment and examination using digital tools.
Web-based types of instruction and the role of the teacher in a digital education environment.
Intended learning outcomes
The course intends to contribute to university teachers' development of proficiencies and abilities to analyse, plan, create, carry out and evaluate learning and teaching in a digital education environment.
After passing the course, the participant should be able to:
Describe and apply central concepts, theories and methods in digital learning in relation to their own teaching practices.
Create learning activities and assignments for assessment with digital tools.
Reflect on how digitalisation influence the preconditions for one's own teaching, the students' learning and one's own role as a teacher in a short and long perspective.
Learning activities
Due to the situation with Covid-19 the course is planned to be offered entirely online. The course workshops and seminars will be on Zoom. However, if the restrictions will be eased, we might reschedule a few of the activities to face-to-face in order to be able to visit KTH video studios and the visualization studio.
The pedagogical approach emphasized by the teachers in this course might differ somewhat from what you are used to. We, the teachers and guests in this course, see ourselves as your guides and facilitators in your journey towards becoming more confident in teaching online and blended courses. This means that we will not transmit information in large blocks or chunks, such as a two-hour lecture, or providing you with a single textbook. Instead, we look forward to engage with you in the inquiry process to become a better online and blended teacher. We will provide workshops, materials etc. as a point of departure for you to build upon together with other participants (and us) in collegial discussions.
In turn, to be successful in the course it is important that you as participant take responsibility for your own involvement with the course by, for example, make sure that you actually have time to participate in the course, direct your own learning, and engage with the content in each module, us teachers and your peers.
The course consists of five modules, where each module run for three weeks. The modules are:
Introduction to Digital learning,
Digital assessment,
Digital learning activities,
Theoretical perspectives of digital learning,
Digital learning in the light of industry 4.0.
For each module we have four activities. These are, two course meetings (a workshop, and a seminar) along with material that you are expected to read/view and an assignment. The workshops are generally given the first week in the module and will be more practically oriented based on the module's theme. The material consists of research papers, book chapters, webpages, and videos. The assignments often consist of you creating something and/or reflecting on the module's theme. The seminars are at the end of each module and will have a more theoretical focus where we present some aspect of the module, further examine the literature, and provide peer feedback on assignments. Several of the workshops and seminars will also have guests.
The course is 4.5 ECTS credits. This corresponds to 15 working days in total and 3 working days per module of the course. Out of these 3 days, we have planned so that the two meetings will take 1 day together, the material will take 1 day to complete, and the assignment will take 1 day to finish. The course is design so that the workload on you as participants should be as even as possible. That said, depending on your previous experiences some parts of the course might be easier achievable than others. It is advised that you as a participant book time in your own calendar of 2 days per module in order to have enough time to read/view the material and complete the assignment.
Detailed plan
MODULES (AND WEEKS)
SYNCHRONOUS ACTIVITIES
ASYNCHRONOUS ACTIVITIES
Introduction
Week 35–37
Workshop: 28 aug, 9:00–12:00
Seminar: 11 sep, 9:00–12:00
Guests: Leif Kari, Jan Gulliksen, Joakim Lilliesköld.
Readings and video material (available thru Canvas)
Assignment deadline: 8 sep
Digital assessment
Week 38–40
Workshop: 18 sep, 9:00–12:00
Guest: Ida Naimi-Akbar
Seminar: 2 oct, 9:00–12:00
Guest: Ida Naimi-Akbar
Readings and video material (available thru Canvas)
Assignment deadline: 29 sep
Digital learning activities
Week 41-42 + 45 (break 43-44 for exams and autumn break)
Workshop: 16 oct (w42), 9:00–12:00.
Seminar: 6 nov, 9:00–12:00
Readings and video material (available thru Canvas)
Assignment deadline: 3 nov
Theoretical perspectives
Week 46-48
Workshop: 17 nov, 16:00–19:00
Please note that this meeting has been rescheduled in both date and time enable the participation of a North American guest.
Guest: Marti Cleveland-Innes
Seminar: 27 nov, 9:00-12:00
Readings and video material (available thru Canvas)
Assignment deadline: 24 nov
Digital learning in the light of industry 4.0
Week 49-51
Workshop: 4 dec, 9:00–12:00
Guest: Björn Thuresson,
Seminar: 18 dec, 9:00–12:00
Readings and video material (available thru Canvas)
The course literature consists of research papers, book chapters, webpages, and videos. All courses literature is digital and available for free in Canvas either as open access or thru a KTH library subscription. For each module of the course, the material is listed in Canvas as either mandatory or optional.
Equipment
A computer with internet access of high quality along with a webcam and headset is needed for the course. Furthermore, a smartphone or tablet is recommended to fully be able to test the different tools of the course and for some of the course assignments.
Support for students with disabilities
Students at KTH with a permanent disability can get support during studies from Funka:
Please inform the course coordinator if you need compensatory support during the course. Present a certificate from Funka.
Examination and completion
Grading scale
P, F
Examination
PROA - Project, 3.0 credits, Grading scale: P, F
SEM1 - Seminars, 1.5 credits, Grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The section below is not retrieved from the course syllabus:
Project ( PROA )
Consists of five assignments, one assignment per module. All assignments need to be passed in order to pass PROA.
Seminars ( SEM1 )
It is mandatory to actively attend all course meetings (except for the tool introductions in workshops in module 2 and 3 where the content could have been achieved elsewhere).
Participants who have already gained practical experience in digital education (due to for example Covid-19) will be able to account for their practical knowledge by using their already produced digital assessment and digital learning activities (videos, web meetings etc.) to reflect on for the assignment in module 2 and 3. Participants with practical experience will also have a larger experience bank to reflect on.
Other requirements for final grade
Active participation in the learning activities of the course.
Grading criteria/assessment criteria
Learning outcomes
Examined how...
Describe and apply central concepts, theories and methods in digital learning in relation to their own teaching practices.
The learning outcome is in general examined by assessing how the participants use and refers to central concepts, theories, and methods in the assignments (PROA) and the seminars (SEM1) given in the course.
The learning objective is particularly examined through the assignment (part of PROA) and the seminar (part of SEM1) that deals with theoretical perspectives on digital education.
Create learning activities and assignments for assessment with digital tools.
The learning outcome is examined through the assignments (PROA) where the participants create some learning and/or assessment activity and share it with the course teachers and other course participants.
Reflect on how digitalization influences the preconditions for one's own teaching, the students' learning, and one's own role as a teacher in a short and long perspective.
In the short-term perspective, the learning objective is examined through all the smaller assignments (PROA) and the seminars (SEM1) in the course except the module on the in the long term.
In the long-term perspective, the learning objective is examined through the assignment (part of PROA) and the seminar (part of SEM1) that deals with digital education in the long term (10-20 years).
Alternatives to missed activities or tasks
If you miss up to three course meetings, you can still pass by completing replacement tasks. If you miss more, you will have to reattend those meetings the next time the course is given.
Ethical approach
All members of a group are responsible for the group's work.
In any assessment, every student shall honestly disclose any help received and sources used.
In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
If the course is changed or discontinued
If the test elements are changed, transitional provisions in the syllabus will define how the person who has left old examination scans will be examined. When the course is no longer given, the student has the opportunity to be examined for two more academic years.
Further information
No information inserted
Contacts
Communication during course
During the course, the discussion forums for the course and the mail function in Canvas are used.
