Study Guide

Objectives (course unit)

In this course the participants will explore the future of education in technology-rich environments, considering emerging trends, changing learning paradigms, and the role of educators.

After completing the course, the student will

• identify and discuss the main emerging trends in education within their context, considering global perspectives.
• reflect on the evolving roles of educators and students, emphasizing the impact of cultural diversity and sustainable practices on teaching and learning.
• be able to critically evaluate emerging changes in education, considering policy shifts, technological advancements, and socio-economic factors from an international standpoint.
• be able to apply their acquired knowledge to their own context and lead in environments that promote sustainability, inclusivity, and intercultural awareness.
• take a proactive role in shaping their professional environments, integrating sustainable practices, and fostering international collaboration.

Content (course unit)

• Commercialization and commoditization of education, the implication of various models of funding.
• Unbundling of educational institutions and services.
• Techno-solutionism, techno-determinism, and the influence of ‘Silicon Valley culture’ on education.
• Education as an app or platform.
• The use of AI and algorithms to drive educational planning and personalization.
• The use of big data and learning analytics in education.

Prerequisites (course unit)

None

Further information (course unit)

None

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

Students can describe emerging trends in education, evaluate their impact, and apply them effectively in their work context.

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

Students can critically analyze emerging trends in education, collaboratively evaluate their impact, and adapt their leadership approach to foster innovation, inclusivity, and sustainable practices.

Assessment criteria, excellent (5) (course unit)

Students demonstrate exceptional originality by proposing innovative solutions to complex educational challenges in our rapidly evolving world. They integrate sustainability, global perspectives, and transformative leadership, leveraging emerging ideas and technologies to shape the future of education.

Location and time

Fully online.
The course runs from August - October 2024.
Intensive week 19 - 23 August 2024.
Eight weeks online.

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, and in collaborative groups and study teams within an online learning community.
One intensive week in August. Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and but mostly asynchronous. 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.

Learning materials

Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

Objectives (course unit)

In this course the participants will explore the future of education in technology-rich environments, considering emerging trends, changing learning paradigms, and the role of educators.

After completing the course, the student will

• identify and discuss the main emerging trends in education within their context, considering global perspectives.
• reflect on the evolving roles of educators and students, emphasizing the impact of cultural diversity and sustainable practices on teaching and learning.
• be able to critically evaluate emerging changes in education, considering policy shifts, technological advancements, and socio-economic factors from an international standpoint.
• be able to apply their acquired knowledge to their own context and lead in environments that promote sustainability, inclusivity, and intercultural awareness.
• take a proactive role in shaping their professional environments, integrating sustainable practices, and fostering international collaboration.

Content (course unit)

• Commercialization and commoditization of education, the implication of various models of funding.
• Unbundling of educational institutions and services.
• Techno-solutionism, techno-determinism, and the influence of ‘Silicon Valley culture’ on education.
• Education as an app or platform.
• The use of AI and algorithms to drive educational planning and personalization.
• The use of big data and learning analytics in education.

Prerequisites (course unit)

None

Further information (course unit)

None

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

Students can describe emerging trends in education, evaluate their impact, and apply them effectively in their work context.

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

Students can critically analyze emerging trends in education, collaboratively evaluate their impact, and adapt their leadership approach to foster innovation, inclusivity, and sustainable practices.

Assessment criteria, excellent (5) (course unit)

Students demonstrate exceptional originality by proposing innovative solutions to complex educational challenges in our rapidly evolving world. They integrate sustainability, global perspectives, and transformative leadership, leveraging emerging ideas and technologies to shape the future of education.

Location and time

Fully online.
The course runs from August - October 2023.
14 - 18 August 2023. Intensive week.
21/08/2022 - 15/10/2023 Eight weeks online.

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, and in collaborative groups within an online learning community.
One intensive week *face to face, otherwise online. (*Due to COVID pandemic, this may now be fully online)
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. 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.

Learning materials

Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

(0) = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

(5) = This is exceptional work. Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

Objectives (course unit)

In this course the participants will explore the future of education in technology-rich environments, considering emerging trends, changing learning paradigms, and the role of educators.

After completing the course, the student will

• identify and discuss the main emerging trends in education within their context, considering global perspectives.
• reflect on the evolving roles of educators and students, emphasizing the impact of cultural diversity and sustainable practices on teaching and learning.
• be able to critically evaluate emerging changes in education, considering policy shifts, technological advancements, and socio-economic factors from an international standpoint.
• be able to apply their acquired knowledge to their own context and lead in environments that promote sustainability, inclusivity, and intercultural awareness.
• take a proactive role in shaping their professional environments, integrating sustainable practices, and fostering international collaboration.

Content (course unit)

• Commercialization and commoditization of education, the implication of various models of funding.
• Unbundling of educational institutions and services.
• Techno-solutionism, techno-determinism, and the influence of ‘Silicon Valley culture’ on education.
• Education as an app or platform.
• The use of AI and algorithms to drive educational planning and personalization.
• The use of big data and learning analytics in education.

Prerequisites (course unit)

None

Further information (course unit)

None

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

Students can describe emerging trends in education, evaluate their impact, and apply them effectively in their work context.

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

Students can critically analyze emerging trends in education, collaboratively evaluate their impact, and adapt their leadership approach to foster innovation, inclusivity, and sustainable practices.

Assessment criteria, excellent (5) (course unit)

Students demonstrate exceptional originality by proposing innovative solutions to complex educational challenges in our rapidly evolving world. They integrate sustainability, global perspectives, and transformative leadership, leveraging emerging ideas and technologies to shape the future of education.

Location and time

Fully online.
The course runs from August - October 2022.
15 - 19 August 2022. Intensive week.
22/08/2022 - 16/10/2022 Eight weeks online.

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, and in collaborative groups within an online learning community.
One intensive week *face to face, otherwise online. (*Due to COVID pandemic, this may now be fully online)
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. 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.

Learning materials

Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

(0) = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

(5) = This is exceptional work. Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.