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Course module: 200500059
200500059
Education and Information Communication Technology
Course infoSchedule
Course code200500059
ECTS Credits7.5
Category / Level2 (Bachelor Elaborating)
Course typeCourse
Language of instructionEnglish
Offered byFaculty of Social Sciences; Undergraduate School Sociale Wetenschappen; Onderwijswetenschappen BA;
Contact persondr. C.D. Hulshof
E-mailc.hulshof@uu.nl
Lecturers
Contactperson for the course
dr. C.D. Hulshof
Other courses by this lecturer
Teaching period
2  (09/11/2020 to 05/02/2021)
Teaching period in which the course begins
2
Time slotA: MON-morning, TUE-afternoon, WED-morning
Study mode
Full-time
Enrolment periodfrom 02/06/2020 up to and including 28/06/2020
Enrolling through OSIRISYes
Enrolment open to students taking subsidiary coursesYes
Pre-enrolmentNo
Waiting listNo
Aims
By the end of this course, students will be able to:
  • identify the developments in educational technology from a historical perspective (theories, practices and research);
  • describe the implications of technological developments for learning and education in a formal and non-formal setting;
  • analyse design models and tools used for technology-enhanced instruction and learning;
  • describe and discuss emerging (learning) theories and research on technology-enhanced instruction and learning;
  • formulate their vision on the developments and implications of technology-enhanced instruction and learning.
Content
In many countries, Information and Communication Technology (ICT) has become a central part of society. Technology has also found its way into education. This has led to a lot of enthusiasm within the educational field and outside of it. Still, there are reasons to be skeptical about the influence of ICT on learning. For example, there is the age-old question about how, and in what way, different media influence learning. There has been an interesting debate on this topic. In this course, we will analyze and discuss this debate. In addition, we look at the development of educational technology throughout history. We examine theories of learning and the way these theories apply to technology-enhanced instruction and learning. Finally, we look at implications of these developments for learning and education. This ‘blended learning’ course (a combination of online and offline learning activities) approaches the learning psychology from a technological perspective. During group meetings, we will analyse various design models and related concepts offered through different cases. You will work on formulating and sharpening your own views and ideas by writing position papers, and by participating in online discussions. We offer you recent, academic literature, research and insights through papers, articles, online lecture clips, group meetings, 'traditional' lectures and an online discussion. Together, these engage you with the themes of this course and help you understand, and think critically about, the evolution of ICT and its meaning for education and learning.
Competencies
-
Entry requirements
-
Prerequisite knowledge
Average level of computer skills.
Basic knowledge of educational sciences.
Required materials
Items
Various articles and book chapters. These will be listed in the course manual, and, if necessary, will be made available on Blackboard.
Author:Various authors
Costs of materials:0.00
Instructional formats
Access

Coaching group

Lecture/seminar

Small-group session

Tests
Digital exam
Test weight60
Minimum grade5.5

Assessment
The individual blogs and open questions about the topics mentioned in the Course Content section and participation during the group meetings and the virtual discussion sessions. Conditions for participating in the resit are mentioned in the course manual.

Deadlines
Nota bene: All the grades the student receives in this course only apply to the current academic year if the final grade

Assignment(s)
Test weight40
Minimum grade5.5

Assessment
Students will work on multiple cases during the group meetings (formative assessment) and write an individual assignment (summative assessment) based on the content and participation in an online discussion. Details of the assignments and grading will be published in a student course manual which will be made available before the beginning of the course.

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