- Are you interested in the parent-child relationship?
- Would you like to support parents in developing their parenting skills?
- Are you able to respect the fact that families are diverse, with differing circumstances and needs?
- Do you want to specialise in parenting and child development?
The MA in parent education equips students to teach parenting skills in connection with settings such as preschools, compulsory schools, upper secondary schools, healthcare institutions, social institutions and religious institutions. Students also develop research skills, which will strengthen research in the field.
The programme is offered in cooperation with the University of Minnesota College of Education and Human Development, which has been at the forefront of parent education and child guidance in the United States.
Programme structure
The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years.
The programme is made up of:
- Courses in methodology, 20 ECTS
- Courses in a chosen specialisation, 45 ECTS
- Final project, 40 ECTS
- Restricted electives, 5 ECTS
- Free electives, 10 ECTS
Organisation of teaching
Teaching and examinations are in Icelandic.
Courses may be taught face-to-face or through distance learning with regular lectures and discussion periods, meaning that the programme is accessible to students living outside the capital area.
Main objectives
The programme aims to equip professionals to work with parents of all children, with a focus on diverse families, to help people become more confident in their parenting skills through education, discussions and advice on child development and parenting in a broad sense. Students also develop research skills, which will strengthen research in the field.
Other
Also available:
Completing the programme allows a student to apply for doctoral studies.
Admission to this master's programme requires the applicant to have completed an undergraduate degree (B.Ed., BA or BS) in Education, Social sciences, Humanities or Health Sciences with a first class grade (7.25) from an accredited university.
Students who don´t have any basic course in psychology in their previous study have to take extra 10 credits in psychology. Students need to have good foundation in methodology from previous studies, see required preparation for MVS301F and MVS302F.
120 ECTS credits have to be completed for the qualification. The degree consists of: Required courses: Research methods (20 credits), courses within specialisation (55 credits), final thesis (30 or 40 credits) and electives (5 or 15 credits).
- CV
- Statement of purpose
- Reference 1, Name and email
- Reference 2, Name and email
- Certified copies of diplomas and transcripts
Further information on supporting documents can be found here
Programme structure
Check below to see how the programme is structured.
This programme does not offer specialisations.
- First year
- Fall
- Introduction to Parenting and Counseling for Parents
- Qualitative Research Methods I
- Quantitative Methods I
- Spring 1
- Not taught this semesterReflective dialogue in parent education
- Parent-child interaction
- Instructional design and learning processes with adult learners
- Year unspecified
- The competent parent? Discourses on parenting
Introduction to Parenting and Counseling for Parents (FFU101M)
The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.
Qualitative Research Methods I (MVS301F, MVS302F)
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
Quantitative Methods I (MVS301F, MVS302F)
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Reflective dialogue in parent education (FFU101F)
The aim of this course is to deepen knowledge of reflective dialogue in parent education (RDPED) and support students in using the approach with parents, in group settings or individual counseling. Students are indroduced to the theoretical background of the RDPED approach and the hourglass method of reflective questioning. Students will have the opportunity to use the method with a parent group and/or in an individual interview, with or without videos. Students plan a teaching practice with a group or individul parents using the reflective dialogue approach.
Parent-child interaction (FFU201F)
Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.
Instructional design and learning processes with adult learners (NAF002F)
In this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.
During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs asessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.
The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.
The competent parent? Discourses on parenting (FFU102M)
In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
- Second year
- Fall
- Qualitative Research Methods I
- Quantitative Methods I
- Parent education: Supporting parents in their role
- Final project
- Spring 1
- Final project
Qualitative Research Methods I (MVS301F, MVS302F)
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
Quantitative Methods I (MVS301F, MVS302F)
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Parent education: Supporting parents in their role (FFU301F)
Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.
NB The course is taught both in Icelandic and English.
Final project (FFU401L)
The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Final project (FFU401L)
The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
- Year unspecified
- Whole year courses
- Interactive and empowering education I
- Fall
- Child protection - Children's rights and interests
- Not taught this semesterLife Skills - The Self
- Diversity and social justice
- Positive psychology and well-being
- Language development
- Not taught this semesterJournalism 1
- Adult Learners and human resource development
- Spring 1
- Ethics and Society
- Not taught this semesterReligions in a multicultural society
- Behavior and emotions in childhood: Challenges and interventions
- Democracy, human rights and young people's citizenship
- Gender and education
- Social and emotional learning in education
- Field evaluation
- Risk behavior and resilience among adolescents
- Summer
- Radio programming and broadcasting
- Year unspecified
- Quality and evaluation in continuing education
- Inclusive education in a multicultural society: Theory and research
- Analysis of education needs
- Not taught this semesterMarketing and adult education
- Not taught this semesterAssessment and Validation of adult learning and skills
Interactive and empowering education I (UME001M)
The course Interactive and empowering education offers an opportunity to learn practical aspects of teaching, presentation and creative work with groups. The course is open to all students of the University of Iceland – and through Endurmenntun Háskóla Íslands – also others. It is offered both in the autumn and spring term. The course organisation is such that participants take three short practical courses, each one aimed at training a specific competence within the field of teaching, presentation and facilitation (see list below) to finish this course students finish at least three such courses.
The practical, competence courses fall into four categories and the student can take courses from all the categories or focus on one of them.
Interactive and empowering education
- Professional communication in learning and collaboration
- Activating methods for groups
- The teacher or leader as a facilitator
Presentation of learning materials
- Effective presentation
- Visual presentation for meetings and education
Democratic and creative methods with groups
- Open Space Technology
- The Pin Point method / Moderation
- World Café
- Creative Problem Solving
Information technology for learning and interactivity
- Actual technologies and methods for learning and teachng
- Effective video conferencing
- Creating learning materials with sound and image / video
Child protection - Children's rights and interests (KME118F)
The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Life Skills - The Self (SFG104F)
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Positive psychology and well-being (UME106F)
Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.
Language development (KME104F)
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.
Journalism 1 (BLF110F)
The aim of course is to introduce to students the journalistic profession with an emphasis on reporting and producing news for different media. Main concepts and methods in newswriting are discussed, such as news values, news gathering and news construction. Students will be trained in writing in a focused, accurate and articulate manner. Students will get a basic training in using social media to gather and distribute content.
Assignments. Students write news stories and articles for the study program´s online news site, and at times for other news media.
Adult Learners and human resource development (NAF003F)
This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.
The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.
Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.
Ethics and Society (MVS210F)
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Behavior and emotions in childhood: Challenges and interventions (MAL003F)
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
Democracy, human rights and young people's citizenship (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Social and emotional learning in education (UME208F)
Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.
Field evaluation (STM201F)
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Radio programming and broadcasting (BLF201M)
The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.
Quality and evaluation in continuing education (NAF001F)
The aims of this course are to prepare participants to use theories and methods to evaluate, assess and critically analize the results of educational programmes aimed at adults.
During this course participants acquaint themselves with central ideas of quality management and programme evaluation, and familiarize themselves with a few prominent models of quality assurance and evaluation. Participants engage themselves with the critical discussion on quality management with the aim of being able to critically discern founding ideas various models build on and their consequences.
Contents
Quality assurance and quality management, programme evaluation. Important ideas, models and methods for quality assurance and programme evaluation.
Inclusive education in a multicultural society: Theory and research (MAL104F)
Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Analysis of education needs (NAF201F)
One of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.
Form of instruction:
Blended learning: A mix of contact sessions and collaborative online learning.
Marketing and adult education (NAF005F)
Adult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.
In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners
Assessment and Validation of adult learning and skills (NAF004F)
This course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge. Assessment is a central aspect of all organized learning interventions. Professionals in this field therefore need to master various aspects of assessing learning achieved during specific courses or knowledge and skills acquired through informal ways. During this course students learn both theories and methods which can be seen as a useful basis to organize and carry out various forms of assessment of lerning, both formally and informally in various situations where adult knowledge and skills need to be measured for one reason or another.
- Fall
- FFU101MIntroduction to Parenting and Counseling for ParentsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.
Face-to-face learningDistance learningPrerequisitesMVS301F, MVS302FQualitative Research Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionAim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS301F, MVS302FQuantitative Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionQuantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
Not taught this semesterFFU101FReflective dialogue in parent educationMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe aim of this course is to deepen knowledge of reflective dialogue in parent education (RDPED) and support students in using the approach with parents, in group settings or individual counseling. Students are indroduced to the theoretical background of the RDPED approach and the hourglass method of reflective questioning. Students will have the opportunity to use the method with a parent group and/or in an individual interview, with or without videos. Students plan a teaching practice with a group or individul parents using the reflective dialogue approach.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU201FParent-child interactionMandatory (required) course15A mandatory (required) course for the programme15 ECTS, creditsCourse DescriptionStudents will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF002FInstructional design and learning processes with adult learnersMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionIn this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.
During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs asessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.
The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.
Face-to-face learningDistance learningPrerequisites- Year unspecified
FFU102MThe competent parent? Discourses on parentingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionIn this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
Face-to-face learningDistance learningPrerequisites- Fall
- MVS301F, MVS302FQualitative Research Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS301F, MVS302FQuantitative Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionQuantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU301FParent education: Supporting parents in their roleMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionStudents will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.
NB The course is taught both in Icelandic and English.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU401LFinal projectMandatory (required) course40A mandatory (required) course for the programme40 ECTS, creditsCourse DescriptionThe MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Self-studyPrerequisitesPart of the total project/thesis credits- Spring 2
FFU401LFinal projectMandatory (required) course40A mandatory (required) course for the programme40 ECTS, creditsCourse DescriptionThe MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Self-studyPrerequisitesPart of the total project/thesis credits- Whole year courses
- UME001MInteractive and empowering education IElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course Interactive and empowering education offers an opportunity to learn practical aspects of teaching, presentation and creative work with groups. The course is open to all students of the University of Iceland – and through Endurmenntun Háskóla Íslands – also others. It is offered both in the autumn and spring term. The course organisation is such that participants take three short practical courses, each one aimed at training a specific competence within the field of teaching, presentation and facilitation (see list below) to finish this course students finish at least three such courses.
The practical, competence courses fall into four categories and the student can take courses from all the categories or focus on one of them.
Interactive and empowering education
- Professional communication in learning and collaboration
- Activating methods for groups
- The teacher or leader as a facilitator
Presentation of learning materials
- Effective presentation
- Visual presentation for meetings and education
Democratic and creative methods with groups
- Open Space Technology
- The Pin Point method / Moderation
- World Café
- Creative Problem Solving
Information technology for learning and interactivity
- Actual technologies and methods for learning and teachng
- Effective video conferencing
- Creating learning materials with sound and image / video
Face-to-face learningPrerequisitesAttendance required in class- Fall
KME118FChild protection - Children's rights and interestsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterSFG104FLife Skills - The SelfElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionContent: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisitesUME103FDiversity and social justiceElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionAim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in classUME106FPositive psychology and well-beingElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.Face-to-face learningDistance learningPrerequisitesAttendance required in classKME104FLanguage developmentElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.Distance learningPrerequisitesAttendance required in classNot taught this semesterBLF110FJournalism 1Elective course8Free elective course within the programme8 ECTS, creditsCourse DescriptionThe aim of course is to introduce to students the journalistic profession with an emphasis on reporting and producing news for different media. Main concepts and methods in newswriting are discussed, such as news values, news gathering and news construction. Students will be trained in writing in a focused, accurate and articulate manner. Students will get a basic training in using social media to gather and distribute content.
Assignments. Students write news stories and articles for the study program´s online news site, and at times for other news media.
Face-to-face learningPrerequisitesNAF003FAdult Learners and human resource developmentElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThis course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.
The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.
Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.
Face-to-face learningDistance learningPrerequisites- Spring 2
Course DescriptionIn this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterKME003MReligions in a multicultural societyElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionIn the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisitesMAL003FBehavior and emotions in childhood: Challenges and interventionsElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse DescriptionThe course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in classUME002FDemocracy, human rights and young people's citizenshipElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in classUME004MGender and educationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisitesUME208FSocial and emotional learning in educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionTheoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse DescriptionIn the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.Distance learningPrerequisitesUME206FRisk behavior and resilience among adolescentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Summer
BLF201MRadio programming and broadcastingElective course6Free elective course within the programme6 ECTS, creditsCourse DescriptionThe goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.
Face-to-face learningPrerequisitesAttendance required in class- Year unspecified
NAF001FQuality and evaluation in continuing educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe aims of this course are to prepare participants to use theories and methods to evaluate, assess and critically analize the results of educational programmes aimed at adults.
During this course participants acquaint themselves with central ideas of quality management and programme evaluation, and familiarize themselves with a few prominent models of quality assurance and evaluation. Participants engage themselves with the critical discussion on quality management with the aim of being able to critically discern founding ideas various models build on and their consequences.
Contents
Quality assurance and quality management, programme evaluation. Important ideas, models and methods for quality assurance and programme evaluation.Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesMAL104FInclusive education in a multicultural society: Theory and researchElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionIdeas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Distance learningPrerequisitesAttendance required in classNAF201FAnalysis of education needsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionOne of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.
Form of instruction:
Blended learning: A mix of contact sessions and collaborative online learning.Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesNot taught this semesterNAF005FMarketing and adult educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAdult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.
In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesNot taught this semesterNAF004FAssessment and Validation of adult learning and skillsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge. Assessment is a central aspect of all organized learning interventions. Professionals in this field therefore need to master various aspects of assessing learning achieved during specific courses or knowledge and skills acquired through informal ways. During this course students learn both theories and methods which can be seen as a useful basis to organize and carry out various forms of assessment of lerning, both formally and informally in various situations where adult knowledge and skills need to be measured for one reason or another.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesSecond year- Fall
- FFU101MIntroduction to Parenting and Counseling for ParentsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.
Face-to-face learningDistance learningPrerequisitesMVS301F, MVS302FQualitative Research Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionAim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS301F, MVS302FQuantitative Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionQuantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
Not taught this semesterFFU101FReflective dialogue in parent educationMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe aim of this course is to deepen knowledge of reflective dialogue in parent education (RDPED) and support students in using the approach with parents, in group settings or individual counseling. Students are indroduced to the theoretical background of the RDPED approach and the hourglass method of reflective questioning. Students will have the opportunity to use the method with a parent group and/or in an individual interview, with or without videos. Students plan a teaching practice with a group or individul parents using the reflective dialogue approach.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU201FParent-child interactionMandatory (required) course15A mandatory (required) course for the programme15 ECTS, creditsCourse DescriptionStudents will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF002FInstructional design and learning processes with adult learnersMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionIn this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.
During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs asessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.
The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.
Face-to-face learningDistance learningPrerequisites- Year unspecified
FFU102MThe competent parent? Discourses on parentingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionIn this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
Face-to-face learningDistance learningPrerequisites- Fall
- MVS301F, MVS302FQualitative Research Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS301F, MVS302FQuantitative Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionQuantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU301FParent education: Supporting parents in their roleMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionStudents will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.
NB The course is taught both in Icelandic and English.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU401LFinal projectMandatory (required) course40A mandatory (required) course for the programme40 ECTS, creditsCourse DescriptionThe MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Self-studyPrerequisitesPart of the total project/thesis credits- Spring 2
FFU401LFinal projectMandatory (required) course40A mandatory (required) course for the programme40 ECTS, creditsCourse DescriptionThe MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Self-studyPrerequisitesPart of the total project/thesis credits- Whole year courses
- UME001MInteractive and empowering education IElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course Interactive and empowering education offers an opportunity to learn practical aspects of teaching, presentation and creative work with groups. The course is open to all students of the University of Iceland – and through Endurmenntun Háskóla Íslands – also others. It is offered both in the autumn and spring term. The course organisation is such that participants take three short practical courses, each one aimed at training a specific competence within the field of teaching, presentation and facilitation (see list below) to finish this course students finish at least three such courses.
The practical, competence courses fall into four categories and the student can take courses from all the categories or focus on one of them.
Interactive and empowering education
- Professional communication in learning and collaboration
- Activating methods for groups
- The teacher or leader as a facilitator
Presentation of learning materials
- Effective presentation
- Visual presentation for meetings and education
Democratic and creative methods with groups
- Open Space Technology
- The Pin Point method / Moderation
- World Café
- Creative Problem Solving
Information technology for learning and interactivity
- Actual technologies and methods for learning and teachng
- Effective video conferencing
- Creating learning materials with sound and image / video
Face-to-face learningPrerequisitesAttendance required in class- Fall
KME118FChild protection - Children's rights and interestsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterSFG104FLife Skills - The SelfElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionContent: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisitesUME103FDiversity and social justiceElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionAim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in classUME106FPositive psychology and well-beingElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.Face-to-face learningDistance learningPrerequisitesAttendance required in classKME104FLanguage developmentElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.Distance learningPrerequisitesAttendance required in classNot taught this semesterBLF110FJournalism 1Elective course8Free elective course within the programme8 ECTS, creditsCourse DescriptionThe aim of course is to introduce to students the journalistic profession with an emphasis on reporting and producing news for different media. Main concepts and methods in newswriting are discussed, such as news values, news gathering and news construction. Students will be trained in writing in a focused, accurate and articulate manner. Students will get a basic training in using social media to gather and distribute content.
Assignments. Students write news stories and articles for the study program´s online news site, and at times for other news media.
Face-to-face learningPrerequisitesNAF003FAdult Learners and human resource developmentElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThis course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.
The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.
Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.
Face-to-face learningDistance learningPrerequisites- Spring 2
Course DescriptionIn this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterKME003MReligions in a multicultural societyElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionIn the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisitesMAL003FBehavior and emotions in childhood: Challenges and interventionsElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse DescriptionThe course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in classUME002FDemocracy, human rights and young people's citizenshipElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in classUME004MGender and educationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisitesUME208FSocial and emotional learning in educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionTheoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse DescriptionIn the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.Distance learningPrerequisitesUME206FRisk behavior and resilience among adolescentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Summer
BLF201MRadio programming and broadcastingElective course6Free elective course within the programme6 ECTS, creditsCourse DescriptionThe goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.
Face-to-face learningPrerequisitesAttendance required in class- Year unspecified
NAF001FQuality and evaluation in continuing educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe aims of this course are to prepare participants to use theories and methods to evaluate, assess and critically analize the results of educational programmes aimed at adults.
During this course participants acquaint themselves with central ideas of quality management and programme evaluation, and familiarize themselves with a few prominent models of quality assurance and evaluation. Participants engage themselves with the critical discussion on quality management with the aim of being able to critically discern founding ideas various models build on and their consequences.
Contents
Quality assurance and quality management, programme evaluation. Important ideas, models and methods for quality assurance and programme evaluation.Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesMAL104FInclusive education in a multicultural society: Theory and researchElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionIdeas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Distance learningPrerequisitesAttendance required in classNAF201FAnalysis of education needsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionOne of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.
Form of instruction:
Blended learning: A mix of contact sessions and collaborative online learning.Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesNot taught this semesterNAF005FMarketing and adult educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAdult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.
In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesNot taught this semesterNAF004FAssessment and Validation of adult learning and skillsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge. Assessment is a central aspect of all organized learning interventions. Professionals in this field therefore need to master various aspects of assessing learning achieved during specific courses or knowledge and skills acquired through informal ways. During this course students learn both theories and methods which can be seen as a useful basis to organize and carry out various forms of assessment of lerning, both formally and informally in various situations where adult knowledge and skills need to be measured for one reason or another.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesYear unspecified- Fall
- FFU101MIntroduction to Parenting and Counseling for ParentsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.
Face-to-face learningDistance learningPrerequisitesMVS301F, MVS302FQualitative Research Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionAim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS301F, MVS302FQuantitative Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionQuantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
Not taught this semesterFFU101FReflective dialogue in parent educationMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe aim of this course is to deepen knowledge of reflective dialogue in parent education (RDPED) and support students in using the approach with parents, in group settings or individual counseling. Students are indroduced to the theoretical background of the RDPED approach and the hourglass method of reflective questioning. Students will have the opportunity to use the method with a parent group and/or in an individual interview, with or without videos. Students plan a teaching practice with a group or individul parents using the reflective dialogue approach.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU201FParent-child interactionMandatory (required) course15A mandatory (required) course for the programme15 ECTS, creditsCourse DescriptionStudents will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF002FInstructional design and learning processes with adult learnersMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionIn this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.
During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs asessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.
The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.
Face-to-face learningDistance learningPrerequisites- Year unspecified
FFU102MThe competent parent? Discourses on parentingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionIn this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
Face-to-face learningDistance learningPrerequisites- Fall
- MVS301F, MVS302FQualitative Research Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS301F, MVS302FQuantitative Methods IMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionQuantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU301FParent education: Supporting parents in their roleMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionStudents will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.
NB The course is taught both in Icelandic and English.
Face-to-face learningDistance learningPrerequisitesAttendance required in classFFU401LFinal projectMandatory (required) course40A mandatory (required) course for the programme40 ECTS, creditsCourse DescriptionThe MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Self-studyPrerequisitesPart of the total project/thesis credits- Spring 2
FFU401LFinal projectMandatory (required) course40A mandatory (required) course for the programme40 ECTS, creditsCourse DescriptionThe MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.
Self-studyPrerequisitesPart of the total project/thesis credits- Whole year courses
- UME001MInteractive and empowering education IElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course Interactive and empowering education offers an opportunity to learn practical aspects of teaching, presentation and creative work with groups. The course is open to all students of the University of Iceland – and through Endurmenntun Háskóla Íslands – also others. It is offered both in the autumn and spring term. The course organisation is such that participants take three short practical courses, each one aimed at training a specific competence within the field of teaching, presentation and facilitation (see list below) to finish this course students finish at least three such courses.
The practical, competence courses fall into four categories and the student can take courses from all the categories or focus on one of them.
Interactive and empowering education
- Professional communication in learning and collaboration
- Activating methods for groups
- The teacher or leader as a facilitator
Presentation of learning materials
- Effective presentation
- Visual presentation for meetings and education
Democratic and creative methods with groups
- Open Space Technology
- The Pin Point method / Moderation
- World Café
- Creative Problem Solving
Information technology for learning and interactivity
- Actual technologies and methods for learning and teachng
- Effective video conferencing
- Creating learning materials with sound and image / video
Face-to-face learningPrerequisitesAttendance required in class- Fall
KME118FChild protection - Children's rights and interestsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterSFG104FLife Skills - The SelfElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionContent: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisitesUME103FDiversity and social justiceElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionAim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in classUME106FPositive psychology and well-beingElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.Face-to-face learningDistance learningPrerequisitesAttendance required in classKME104FLanguage developmentElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.Distance learningPrerequisitesAttendance required in classNot taught this semesterBLF110FJournalism 1Elective course8Free elective course within the programme8 ECTS, creditsCourse DescriptionThe aim of course is to introduce to students the journalistic profession with an emphasis on reporting and producing news for different media. Main concepts and methods in newswriting are discussed, such as news values, news gathering and news construction. Students will be trained in writing in a focused, accurate and articulate manner. Students will get a basic training in using social media to gather and distribute content.
Assignments. Students write news stories and articles for the study program´s online news site, and at times for other news media.
Face-to-face learningPrerequisitesNAF003FAdult Learners and human resource developmentElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThis course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.
The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.
Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.
Face-to-face learningDistance learningPrerequisites- Spring 2
Course DescriptionIn this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterKME003MReligions in a multicultural societyElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionIn the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisitesMAL003FBehavior and emotions in childhood: Challenges and interventionsElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse DescriptionThe course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in classUME002FDemocracy, human rights and young people's citizenshipElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in classUME004MGender and educationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisitesUME208FSocial and emotional learning in educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionTheoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse DescriptionIn the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.Distance learningPrerequisitesUME206FRisk behavior and resilience among adolescentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Summer
BLF201MRadio programming and broadcastingElective course6Free elective course within the programme6 ECTS, creditsCourse DescriptionThe goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.
Face-to-face learningPrerequisitesAttendance required in class- Year unspecified
NAF001FQuality and evaluation in continuing educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe aims of this course are to prepare participants to use theories and methods to evaluate, assess and critically analize the results of educational programmes aimed at adults.
During this course participants acquaint themselves with central ideas of quality management and programme evaluation, and familiarize themselves with a few prominent models of quality assurance and evaluation. Participants engage themselves with the critical discussion on quality management with the aim of being able to critically discern founding ideas various models build on and their consequences.
Contents
Quality assurance and quality management, programme evaluation. Important ideas, models and methods for quality assurance and programme evaluation.Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesMAL104FInclusive education in a multicultural society: Theory and researchElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionIdeas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Distance learningPrerequisitesAttendance required in classNAF201FAnalysis of education needsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionOne of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.
Form of instruction:
Blended learning: A mix of contact sessions and collaborative online learning.Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesNot taught this semesterNAF005FMarketing and adult educationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAdult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.
In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesNot taught this semesterNAF004FAssessment and Validation of adult learning and skillsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge. Assessment is a central aspect of all organized learning interventions. Professionals in this field therefore need to master various aspects of assessing learning achieved during specific courses or knowledge and skills acquired through informal ways. During this course students learn both theories and methods which can be seen as a useful basis to organize and carry out various forms of assessment of lerning, both formally and informally in various situations where adult knowledge and skills need to be measured for one reason or another.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAdditional information The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Potential careers:
- Preschools
- Compulsory schools
- Upper secondary schools
- Healthcare institutions
- Social institutions
- Religious institutions
This list is not exhaustive
The organisation for students of pedagogy and education studies at UI is called Tumi. Tumi organises workplace tours, annual galas, pub quizzes and end-of-exams parties. Tumi works with other student organisations at the School to put on several joint events. Tumi also advocates for members and is there to advise students.
Students' comments Students appreciate the University of Iceland for its strong academic reputation, modern campus facilities, close-knit community, and affordable tuition.Helpful content Study wheel
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School of Education8:15 am - 3 pm.General ServiceStudents can use the Service Desk as the point of access for all services. Students can drop in at the University Centre or use the WebChat on this page.
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