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.

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.

This is a blended course with workshops and seminars on Zoom complemented with three face-to-face activities to develop interpersonal relationships.

The pedagogical approach emphasized in this course is based on the concepts of establishing and sustaining a community of inquiry. 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 with long lectures or with a single textbook. Instead, we look forward to engaging with you in the inquiry process to become a better online and blended teacher. We will provide activities, 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 a participant take responsibility for your own involvement with the course. 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:

1. Introduction to digital learning,
2. Digital assessment,
3. Digital learning activities,
4. Theoretical perspectives of digital learning,
5. The future of digital learning in the light of new technology.

Module 1,2 and 4 runs for two or three weeks and have 2 course meetings. Module 3 will have 3 course meetings and is therefore a bit longer, and the last module will only have 1 course meeting. Each module will contain material that you are expected to read/view before the first seminar of each module, and assignments to complete during the module.

The first meeting of each module is usually more introductory and practically oriented to the module's theme. The material consists of research papers, book chapters, web pages, and videos. The assignments consist of you creating something and/or reflecting on the module's theme. The second (and third) meeting per module will take place at the end of each module. It will have a more reflective focus where we discuss some aspects of the module, further examine the literature, or provide peer feedback on assignments. Several of the meetings will also have guests.

The course is 4.5 ECTS credits. This corresponds to 15 working days in total and gives an average of 3 working days per module. For module 1,2 and 4 we have planned so that it should take about 3 days, where 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.  Module 3 and 5 are designed with the same workload in mind. The design of the course is for your workload as a participant 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 to have enough time to read/view the material and complete the assignment.

Link to Zoom for the seminars 

https://kth-se.zoom.us/j/68177349714?pwd=ZUVjT1dkYTFMZHJFclUrV2pncEh6dz09

The course literature consists of research papers, book chapters, webpages, and videos. Everything is digital and available either through Canvas, as open access, or thru the KTH library subscription. For each module of the course, the material is listed in Canvas as either mandatory or optional. The course literature for each module can be updated until the module starts.

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.

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

P, F

• 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.

Project ( PROA )

Consists of five assignments, one assignment per module. All assignments need to be passed in order to pass PROA.

Seminars ( SEM1 )

Consists of active participation in all course meetings. 

Active participation in the learning activities of the course.

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.

For PROA late submissions may be accepted after consultation with the course coordinator.

The result of the assignment and attendance will be reported in the LMS Canvas throughout the course. The final result for SEM1 and PROA will be reported in to LADOK after the course round has finished.

• 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.