The document provides information on the International Master's Programme in Information Technology and Learning offered by the University of Gothenburg, Sweden. It summarizes the following key details:
1) The 120-credit, 2-year program aims to prepare students to analyze, develop, and research the use of information technologies for learning in organizations.
2) The program leads to a Master of Science degree with a major in either Education with a specialization in learning/communication technology or Applied Information Technology with a specialization in learning/communication.
3) The program consists of 5 compulsory and 2 optional courses, including a 30-credit master's thesis in the final year. Areas of study include technology and learning,
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Priscila Cadorin Nicolete, Marta Adriana da Silva Cristiano, Juarez Bento Silva, Simone Meister Sommer Bilessimo, José Pedro Schardosim Simão, Kryscia Daviana Ramírez Benavides and João Bosco da Mota Alves
https://www.youtube.com/watch?v=o3W4dydY-NY&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu&index=4
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Priscila Cadorin Nicolete, Marta Adriana da Silva Cristiano, Juarez Bento Silva, Simone Meister Sommer Bilessimo, José Pedro Schardosim Simão, Kryscia Daviana Ramírez Benavides and João Bosco da Mota Alves
https://www.youtube.com/watch?v=o3W4dydY-NY&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu&index=4
EMMC: Course management, visibility, sustainability and promotionEMAP Project
Presentation by Dominika Csizmadia Eötvös from Loránd University, Hungary. Presentation was held at the EMAP training seminar in Poland, Warsaw for future Erasmus Mundus Master Courses consortia (27-30 January 2011).
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
RESEARCH ON VIRTUAL REALITY MEDIA
Research to develop the character of elementary school students through the use of interactive multimedia virtual reality in Bandung Indonesia
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
EMMC: Course management and joint degreesEMAP Project
Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).
Germany does not have a long tradition in accreditation of degree programmes. In contrary, there is a tradition of freedom of “academic teaching and research” at German universities.
Siti Rosminah, M. D., & Ahmad Zamzuri, M. A. (2012). Difficulties in learning Programming: Views of students. In 1st International Conference on Current Issues in Education (ICCIE2012) (pp. 74–78). Yogyakarta: Yogyakarta State University.
EMMC: Course management, visibility, sustainability and promotionEMAP Project
Presentation by Dominika Csizmadia Eötvös from Loránd University, Hungary. Presentation was held at the EMAP training seminar in Poland, Warsaw for future Erasmus Mundus Master Courses consortia (27-30 January 2011).
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
RESEARCH ON VIRTUAL REALITY MEDIA
Research to develop the character of elementary school students through the use of interactive multimedia virtual reality in Bandung Indonesia
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
EMMC: Course management and joint degreesEMAP Project
Presentation by Ria De Bleser. from Germany Presentation was held at the EMAP training seminar in Larnaca, Cyprus for future Erasmus Mundus Master Courses consortia (18-21 February 2010).
Germany does not have a long tradition in accreditation of degree programmes. In contrary, there is a tradition of freedom of “academic teaching and research” at German universities.
Siti Rosminah, M. D., & Ahmad Zamzuri, M. A. (2012). Difficulties in learning Programming: Views of students. In 1st International Conference on Current Issues in Education (ICCIE2012) (pp. 74–78). Yogyakarta: Yogyakarta State University.
The article describes a proposed model for assessing the quality of higher distance education based on the technologies of the Information and Communication. This model can be adopted by higher education institutions in order to ensure proper use of Information Technologies and Communication in teaching and learning processes, and strategic processes that support the distance education. This research will use models and success stories from other countries as a basis for generating a preliminary model. Furthermore, this research contains initial reports and results as to justify the contribution of it.
EDEN Webinar series 'Education in time of a new normal'
Webinar 'No. 6 - Digital Education Action Plan 2021-2027 Setting education and training for the digital age'
19 October 2020, Presenters: Georgi Dimitrov, Veronica Mobilio, Yves Punie, Moderator: Sandra Kucina Softic
Use of Distance Learning Technology in the Study of Foreign Languagesijtsrd
Teaching English in the education system of the Republic of Uzbekistan is rising to a new level of quality on the basis of a scientific approach, the introduction of new information communication and pedagogical technologies that can meet the requirements of the time. As the study of foreign languages is a modern requirement, it is important for scientists and specialists to develop new methods of language learning for the younger generation, based on the National Training Program and recommend them to the learning process. The organization of distance learning in Uzbekistan is very effective. This type of education should be widely used today. Significant work is being done in our country to form an information society, to introduce the most advanced information and communication technologies in all areas. In particular, the capabilities of interactive services in this process are highly valued. Abidova Zilola Xabibullaevna | Khudoyarova Ziyoda Maratovna "Use of Distance Learning Technology in the Study of Foreign Languages" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37954.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/37954/use-of-distance-learning-technology-in-the-study-of-foreign-languages/abidova-zilola-xabibullaevna
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
ICT Driving Licence at the University of Helsinki: Power
from Synergy and Cooperation
Full text paper
10th EAHIL Conference, Cluj, Romania
11 - 16 September 2006
Parallel Session Ic (Education and learning) 13.9.2006
Improving student learning through assessment for learning using social media...Gihan Wikramanayake
Hakim Usoof, Gihan Wikramanayake (2009) Improving student learning through assessment for learning using social media and e-Learning 2.0 on a distance education degree programme in Sri Lanka In: Open Learning: Media, Environments and Cultures, What Role for Social Media and E-Learning 2.0? The European Conference on Educational Research (ECER) in Vienna, Austria: Sept 28-30
Improving student learning through assessment for learning using social media...
Syllabus
1. Faculty of Education
Västra Hamngatan 25, PO Box 300, SE 405 30 Göteborg, Sweden
+46 31 786 0000, +46 31 786 2242 (fax)
www.ufn.gu.se
Programme syllabus
International Master’s Programme in Information
Technology and Learning
S2ITL, 120 Higher Education Credits
Revision approved by the Faculty of Education, University of Gothenburg 2013-10-08.
Dnr G 2013/481
2. 2 / 5
1. Ratification
The programme was approved 2011-02-03 by the Faculty of Education, University of
Gothenburg and revised 2013-10-08. The programme is in force from 2014-01-01.
Responsible department: Department of Education, Communication and Learning.
The responsibilities for realizing the programme are shared equally between the Department of
Education, Communication and Learning and the Department of Applied Information
Technology (IT Faculty).
2. Programme Aims
The aim of the programme is to prepare the student for analysis, development and research
concerning the use of information technologies for learning and education in organisations,
companies and educational institutions. In order to achieve this, the programme provides:
theoretical tools and perspectives for analysing learning and communication with digital tools,
practical training in methods for analysis, design and academic research on learning and
communication in digital environments, experiences of collaborative project work and the use of
digital presentation formats.
3. Degree Certificate
Completed studies (120 higher education credits, including a Master thesis, 30 higher education
credits in one of the two main fields of study) will lead to a Master’s degree in either of the
following: Degree of Master of Science (120 credits) with a major in Education with Specialization in Learning,
Communication and Information Technology or Degree of Master of Science (120 credits) with a major in
Applied Information Technology with Specialization in Learning and Communication. The student will have
to apply for the certificate for a Master’s exam upon passing the entire programme.
4. Main field of study
Education with Specialization in Learning, Communication and Information Technology
(Pedagogik med inriktning mot lärande, kommunikation och informationsteknologi)
and
Applied Information Technology with Specialization in Learning and Communication (Tillämpad
informationsteknologi med inriktning mot lärande och kommunikation).
See also paragraph 3.
5. Learning outcomes
In line with Chapter 1, Section 8, Higher Education Act, first level education shall develop the
students’:
ability to make independent and critical assessments
ability to independently perceive, formulate and solve problems, and
state of preparation to deal with change in working life.
3. 3 / 5
In the educational field concerned, in addition to knowledge and skills, students shall develop
ability to:
seek and evaluate knowledge at a scholarly level
follow the development of knowledge, and
exchange knowledge with other people, including people without specialist knowledge of
the field
In line with Chapter 1, Section 9, Higher Education Act, second level education involves
a deepening of knowledge, skills and abilities relative to first level education and, in addition to
what applies to first level education, should further
develop the students’ ability to independently integrate and use knowledge
develop the students’ ability to deal with complex phenomena, issues and situations,
and
develop the students’ potential for professional activities that demand considerable
independence or for research and development work
After completion of the programme, the student is able to:
demonstrate ability to analyse the relationship between the historical development of
information technologies and the changing premises for communication and learning
describe and conceptualise how knowledge and learning is organised in institutions,
working life and society based on current research and relevant theoretical approaches
critically investigate, analyse and discuss the interaction between users and information
technologies in institutions, working life and society
evaluate and adapt the design of digital environments for communication and learning in
institutions, working life and society
display ability to critically and independently complete, communicate and defend a
master’s thesis in either the field of Applied Information Technology or Education with
Specialization in Learning, Communication and Information Technology.
6. Structure and framework
The International Master’s Programme in Information Technology and Learning is accomplished
in close collaboration with strong multidisciplinary research environments within the field of
learning, communication and IT at the University of Gothenburg. This guarantees that students
have possibilities to be informed of the state-of-the-art within this research field. The programme
has a focus on applications and addresses challenges for learning and education in organisations,
companies and educational institutions. After the programme students can work with design and
development concerning information technologies for learning and communication in
organisations, companies and educational institutions. The International Master's Programme in
Information Technology and Learning is organised as two years of full time studies (120 higher
education credits). The programme concludes with a Master’s thesis (30 higher education credits).
The programme is divided into seven separate courses of which five are compulsory and
two are optional. Each course comprises 15 – 30 higher education credits.
Year 1:
Technology, knowledge and learning: An introduction, 15 higher education credits
(Education with Specialization in Learning, Communication and Information Technology)
Literacy in a digital world, 15 higher education credits (Education with Specialization in
Learning, Communication and Information Technology)
4. 4 / 5
Applied methods and design for information technologies and learning, 15 higher
education credits (Applied Information Technology with Specialization in Learning and
Communication)
Digital tools for communication and learning, 15 higher education credits (Applied
Information Technology with Specialization in Learning and Communication)
Year 2:
Optional course, 15 higher education credits (alternatively 7.5 + 7.5 higher education
credits)
Optional course, 15 higher education credits (alternatively 7.5 + 7.5 higher education
credits)
Master’s thesis, 30 higher education credits (Individual thesis in one of the two main
fields of study, student's option)
The courses constitute the main fields of study respectively (60 higher education credits) as
follows:
Education with Specialization in Learning, Communication and Information Technology:
Technology, knowledge and learning: An introduction, 15 higher education credits
Literacy in a digital world, 15 higher education credits
Master’s thesis, 30 higher education credits (Individual thesis in the main field of study)
Applied Information Technology with Specialization in Learning and Communication:
Applied methods and design for information technologies and learning, 15
higher education credits
Digital tools for communication and learning, 15 higher education credits
Master’s thesis, 30 higher education credits (Individual thesis in the main field of study)
7. Entry requirements
To be admitted to the programme, the following is required:
A Bachelor’s degree with a minimum of 180 higher education credits or an equivalent degree.
Furthermore, the student must demonstrate proficiency in English equivalent to English 6
(Swedish upper secondary level) or English B with at least a pass or through an internationally
recognized English test, minimum results required:
IELTS 6.5, no band below 5.5 or
TOEFL paper-based 575 TWE 4.5 or above, computer-based: 213 Essay writing 4, internet-
based: 90 TWE score 20 or
Oxford/Cambridge: Certificate in Advanced English, Certificate of Proficiency, Diploma of
English Studies.
Alternatively a Bachelor’s degree from an education offered in English.
Students will be admitted to the programme in its entirety.
Requirements for examinations are specified in each course syllabus respectively.
8. Guaranteed admission
Student enrolled in the programme is guaranteed a place in the programme courses. First choice
of optional courses offered by the Department of Education, Communication and Learning and
the Department of Applied Information Technology can however not be guaranteed.
5. 5 / 5
9. Transitional regulations
-
10. Additional information
Credits are given for each course in terms of higher education credits.
15 higher education credits correspond to 10 weeks of full-time studies (at least 40 hours a week).
A full academic year represents 60 higher education credits.
Accreditation of previous studies: Possibilities regarding the accreditation of previous studies as
part of the International Master’s Programme in Information Technology and Learning is
decided by the Department of Education, Communication and Learning.
Evaluation is part of the courses each term within the whole programme and will function as a
guide for the on-going courses as well as for the development of future courses. In connection
with the final Master thesis, the entire programme will be evaluated and results discussed with the
students. The results of the evaluations will be communicated to the students in the course as
well as to prospective students who will attend the next course.
The language of instruction is English.