Technology Enhanced Learning

The course Technology enhanced learning is part of the package of qualifying courses in teaching and learning in higher education. The course targets employees at Mid Sweden University.

Entry requirements: higher education exam
Level: advanced (second cycle)
Duration: 2 weeks (equivalent to 3 course credits)
Department: Division of Research and Educational Support
Course description revised: 2021-02-16

Aim

The overarching aim of this course is to develop your digital competence by deepening your theoretical knowledge and practical skills in technology enhanced learning.

Learning outcomes

After completing the course, in addition to the general objectives in Chapter 1, Section 9 of the Swedish Higher Education Act for the second cycle, the participant should be able to:

discuss and reflect on the possibilities of digitalisation in higher education
individually and together with others plan, carry out and evaluate teaching and examination through technology enhanced learning
use and contribute to the development of physical and digital learning environments to support student learning

Content

The course consists of the following parts:

Theories of technology enhanced learning
Methods and tools for technology enhanced learning

Teaching and study forms

The course is based on the principle of active exchange of knowledge between teachers from all subject fields and thus presupposes participation in all teaching sessions.

The course runs during ten weeks, equivalent to two weeks fulltime studies (rate of study 20%) with four teacher directed learning sessions. The sessions will take place both online, campus (ALC) and blended (subject to change due to prevailing circumstances with covid-19). During the course, the following study forms will be used:

Webinars / workshops
Group assignments
Individual assignments

Assessment and grading

The grades used for the course are Pass (G) and Fail (U). In order to get the grade Pass (G), the participant should have gained a pass from all the assessed course components and he or she should have also attended at all teaching sessions.

The course assessment is continuous and consists of group discussions and individual assignments.

Course literature

Please note that this list can be revised at the latest one month before the start of the course.

Anderson, Terry & Dron, Jon (2011), Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), p. 80-97.

Bates, Anthony William (2019), Teaching in a Digital Age. Guidelines for designing teaching and learning. (parts of)

Cleveland-Innes & Garrison (2020, forthcoming)

Keller, Christina & Hrastinski, Stefan (2009), Towards digitally literate university teachers. Nordic Journal of Digital literacy. 2009, 4(2), p. 104-115.

Vaughan, Norman D., Cleveland-Innes, Martha & Garrison, D. Randy (2013), Teaching in Blended learning environments: Creating and sustaining communities of inquiry. Edmonton, Canada: AU Press. (parts of)

+ Literature of your own choice