Study Guide

Objectives (course unit)

This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.

After completing the course, the student will

• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.

Content (course unit)

• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.

Assessment criteria, good (3-4) (course unit)

Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.

Assessment criteria, excellent (5) (course unit)

Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.

Location and time

Online 24 March 2025 - 25 May 2025. (including a 1 week break for Easter)

Exam schedules

Assessment is not in the form of exams. There is a Key Assessed Task for this course.

Assessment methods and criteria

Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.

The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
One half day in the intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

Learning materials

Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.

Student workload

5 ECTS = 135 hours of student work.

Content scheduling

N/A

Completion alternatives

There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.

Practical training and working life cooperation

All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.

Further information

None