Research Topics in Technology Enhanced Learning

Level of Study

Master

Teaching semester

Autumn, irregular.

Objectives and Content

The aim of the course is to give an understanding of central perspectives, theoretical foundations and concepts related to the use of advanced technology for learning and teaching. It provides in-depth, cross-disciplinary coverage of the field of technology enhanced learning that is at the cross roads of technology, education, psychology, and applied social science.

The course emphasizes both historical and contemporary perspectives, and covers selected topics such as learning theory, artificial intelligence in education, mobile learning, computer support for collaborative learning, serious games, online learning, MOOCs, and learning analytics.

Learning Outcomes

A student who has completed the course should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• understands historical and contemporary perspectives on Technology Enhanced Learning.
• knows the theoretical and methodological foundations of Technology Enhanced Learning.

Skills

The student

• can plan, design, critique and evaluate technology enhanced learning in various settings.
• can carry out research on Technology Enhanced Learning

Required Previous Knowledge

Bachelor in information science, media studies or equivalent.

Access to the Course

The course is open to other master students and to international students with a solid background in information science under application.

Teaching and learning methods

Lectures, exercises, seminars with presentations and reviews of literature.

Compulsory Assignments and Attendance

There will be mandatory assignments which must be completed and approved. The approved mandatory assignments can be carried over to the following semester, but not beyond.

Mandatory participation: Attendance at 80% of course sessions is mandatory.

Forms of Assessment

Oral examination, individual (30%)
Semester Project, individual og group (40%)
Portfolio assessment (30%) based on:

• Reflections over own participation/learning
• At least 1 individual assignment

Grading Scale

The grading system has a descending scale from A to E for passes and F for fail.

Assessment Semester

Assessment in teaching semester.

Course Evaluation

All courses are evaluated according to UiB's system for quality assurance of education.