LC200N Digital Competence and Learning II 8.0 credits

ICT-pedagogical theories and methods

Theories, methods and prerequisites to create open resources (OER)

Law and justice on the Internet

Digital databases, search systems and source criticism

Own project

The course aims to give the participants:

- further knowledge about the most important ICT pedagogical theories,

- an overview over recent research in the area,

- further knowledge on methods and models for successful e-learning so that more people can use these to develop new and existing courses.

The course aim is that after taking the course participants should be able to;

- show advanced knowledge of ICT- pedagogical methods and how to use them.

- explain the most important pedagogical theories that are the base for e-learning and recent research in the area.

- assess when, what, why and how ICT should be used as pedagogical and methodical support for teaching.

- choose the way to work and digital tools that suit content, surrounding and context best.

- show ICT skills and understand the importance of continually updating these.

LC100N Digital Competence and Learning - ICT and Pedagogy for the 21st Century or the equivalent, and Swedish B and English A or equivalent.

The course literature consists of international literature and recent articles, compendiums and e- books in regarding the subject.

Added will also be relevant course literature on chosen project assignment. The course literature will be posted on the homepage at the latest 4 weeks before the course starts.

If the course is discontinued, students may request to be examined during the following two academic years.

• INL1 - Assignment, 1.0 credits, grading scale: P, F
• INL2 - Assignment, 1.0 credits, grading scale: P, F
• INL3 - Assignment, 1.0 credits, grading scale: P, F
• INL4 - Assignment, 1.0 credits, grading scale: P, F
• PRO1 - Project, 4.0 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.

Home assignments and exams regarding the literature (INL 1; 1 cr, INL2; 1 cr, ILNL3; 1 cr and INL4; 1 cr).

Project assignment: Give an account of a test with (or field study) integration of digital media as a support for teaching (PROJ; 4 cr).

Examination by:

Passing grade on hand in assignments and exams regarding the literature (INL 1; 1 cr, INL2; 1 cr, ILNL3; 1 cr and INL4; 1 cr).

Project assignment: Give an account of a test with (or field study) integration of digital media as a support for teaching (PROJ; 4 cr).

Mats Hanson

• 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.

The course aims to provide participants with:

- Thorough knowledge of the key ICT-pedagogical theories,
- Overview of current research in the field,
- Thorough knowledge of methods and models for successful e-learning so that more people can apply them to develop new and existing courses.

Course objectives is to students after the course to be;
- Demonstrate an advanced knowledge of ICT teaching methods for learning and apply them.
- Describe the major educational theories as a basis for e-learning and current research in the area.
- Determine when, what, why and how ICT should be used as a pedagogical and methodological support for learning.
- Choose the work and digital tools that fit the content and context best.
- Demonstrate skills in ICT and understand the importance of continually updating them.