INF9790 – Technology-enhanced learning: principles and tools
Technology-enhanced learning (TEL) is concerned with how Information and Communication Technology (ICT) might support individual learning and learning in groups (co-located and distributed). It provides in-depth, cross-disciplinary coverage of the field that integrates computers, education, psychology, and applied social science. It is motivated by practical problems, which are illustrated by ongoing projects at InterMedia, Department of Informatics, and at Institute of Educational Research. The course will also emphasis other projects reported in the research literature.
The issues are understood in terms of theories of social interaction and collaborative learning. Theoretical concepts are used as lens for analyzing conditions and outcomes of technology-enhanced learning. Central concepts are: Interaction, context, mediation, and knowledge creation. We will discuss how affordances and constraints of educational technology support or hinder operationalization of these concepts. One or more digital technologies will be analyzed in-depth and used in design lab exercises and in real educational settings (domain-specific microworlds, knowledge building environments, critiquing systems, virtual 3D worlds, and Web 2.0).
After completing this course the students will be able to
- Evaluate the merits (pros and cons) of different educational technologies to support collaboration and learning.
- Identify situations that can benefit work-integrated learning in organizational contexts.
- Conceptualize the basic processes constituting collaborative learning activities. Relate these to each other conceptually and apply these in empirical analysis and for technology (tool) design (e.g. design implications based on empirical analysis).
- Know the possibilities and limitations of computer-supported teaching and learning (TEL).
PhD candidates from the University of Oslo should apply for classes and register for examinations through Studentweb.
If a course has limited intake capacity, priority will be given to PhD candidates who follow an individual education plan where this particular course is included. Some national researchers’ schools may have specific rules for ranking applicants for courses with limited intake capacity.
PhD candidates who have been admitted to another higher education institution must apply for a position as a visiting student within a given deadline.
Recommended previous knowledge
Some prior knowledge in human-computer interaction and/or computer-supported cooperative work is useful.
10 credits overlap with INF5790 – Technology-enhanced learning: principles and tools (discontinued)
Seminars and practical group work, a total of 3 hours per week.
The student will organice his/hers project.
Presentation of paper at the weakly seminars (10 %), project report (40 %). Individual oral exam (50 %).
Examination support material
Grades are awarded on a scale from A to F, where A is the best grade and F is a fail. Read more about the grading system.
Resit an examination
This course does not offer new examination in the beginning of the subsequent term for candidates who withdraw during an ordinary examination or fail an ordinary examination. For general information about new examination, see /studier/admin/eksamen/sykdom-utsatt/mn/index.html and /english/studies/admin/examinations/new-exam/index.html
Withdrawal from an examination
It is possible to take the exam up to 3 times. If you withdraw from the exam after the deadline or during the exam, this will be counted as an examination attempt.
It is strongly recommended to attend the first lecture since it will be given important information.