Entry requirements

Degree at undergraduate level or equivalent and 5 credits in higher education pedagogy

Progression level in relation to degree requirements

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Course contents

The purpose of the course is for the course participant to develop the didactic and pedagogical knowledge and competence necessary to be able to create and develop digital and open educational resources within a higher educational context. The course focuses on the development of digital capabilities in higher education pedagogy in the following areas: 1. Professional engagement; 2. Digital resources, including AI tools; 3. Teaching and Learning; 4. Assessment; 5. Empowering learners; 6. Facilitating Learners Digital Competence as creators.

Learning outcomes

After completing this course, the participant will be able to 1. compare online learning frameworks 2. apply educational technology in teaching based on research 3. reflect on one’s own digital pedagogical practice in the digital environment 4. design a digital course and/or learning activities and motivate your pedagogical choices based on research

Learning activities

Working methods on the course include group work, webinars, and individual study. Participation including both active web-based collaboration and the creative use of digital tools for interactive work and learning are expected. The course focuses on both personal and joint knowledge creation together with course participants in addition to teacher facilitated discussion and feedback. Each individual contributes to the work from their own perspectives based on their own experience, reflection, and interpretation.

Assessment

Examination 1: Oral presentation, 2 credits. This examination tests learning objectives 2 and 3. Examination 2: Written Text, 3 credits. This examination tests learning objectives 1 and 4. The course coordinator will announce the current grading criteria at the start of the course. The basis of assessment must always be such that individual performance can be distinguished.

Course literature

Ansari, Jamal Abdul Nasir & Ali Khan, Nawab (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1–16. [https://doi.org/10.1186/s40561-020-00118-7]() Conceição, Simone C. O.; Howles, Les L. & Mandernach, Jean B. (2021). Designing the Online Learning Experience: Evidence-Based Principles and Strategies. Sterling: Stylus Publishing, LLC. (212 pages) Kwon, Kyungbin; Liu, Ying-Hsiu & Johnson, LaShaune P. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185–200. [https://doi.org/10.1016/j.compedu.2014.06.004]() Lowenthal, Patrick R. & Dennen, Vanessa P. (2017). Social presence, identity, and online learning: research development and needs. Distance Education, 38(2), 137–140. [https://doi.org/10.1080/01587919.2017.1335172]() McConnell, David (2006). E-learning groups and communities. London: Open University Press, 7–123. Networked Learning Editorial Collective (NLEC) (2021). Networked Learning: Inviting Redefinition. Postdigit Sci Educ 3, 312–325. Additional literature may be added (max 200 pages)

Course evaluation

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

Interim rules

When a course is no longer given, or the contents have been radically changed, the student has the right to re-take the examination, which will be given twice during a one year period, according to the syllabus which was valid at the time of registration.

Additional information

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.