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

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 competence in higher education pedagogy in the following areas: open digital learning resources; digital tools and methods; General Data Protection Regulation (GDPR); inclusive and collaborative learning in digital environments, with active student involvement; and design of various forms of digital teaching models.

After completing this course, the participant will be able to

1. design a digital course and/or learning activities and motivate pedagogical choices based on research

2. motivate the choice of digital tools based on research

3. give an account of the latest research and new trends in digital learning environments

4. critically reflect on digital tools and digital learning environments

Working methods on the course are lectures, group work, webinars, and individual study. Participation in projects is an important part of the course. This includes both active web-based collaboration and the creative use of digital tools for interactive work and learning. The course focuses on joint knowledge creation together with other course participants and teachers; each individual contributes to the work with their own perspectives based on their own experience, reflection, and interpretation.

Examination 1: Written Text, 2 credits. This examination tests learning objectives 2 and 4.

Examination 2: Written Text, 3 credits. This examination tests learning objectives 1 and 3.

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.

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.

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).

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.

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.