The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

The course aims at supporting students to acquire new knowledge about vocational teaching and training, increase their understanding of its characteristics and critically re-examine their own views towards learning and teaching a trade or vocation.

CONTENT

Various trends, views and theories on learning and teaching. How do people learn, what can teachers do to help people learn? Curricula and their making. Writing instructional objectives. Teaching methods. Assessment. The use of IT for teaching. These themes will be studied both from the point of view of philosophy and didactics.

PROCESS

The course is divided into modules, each with its own theme. Students are supported in their learning through lectures, discussions, both on-line and locally. Students work in groups and individually on various projects.

I

The aim of this course is to deepen the students understanding of the pedagogy of vocational subjects and allow them to connect their own practical experience to topics, theories, and research on pedagogy and educational science.

The aim of the course is to provide students with training in vocational teaching at schools and assist them in developing their own theory of practice and professional identity as vocational teachers.

The module is organized as flipped classroom. Every other week students acquire information from videos and reading material. And every other week there will be real-time classroom or online activities. Students who are not able to participate in real-time activities will have to rely on self-study (journaling). Students can complete this module as distance learning.

Objective and course description

The object of this module is for students to gain practical and theoretical knowledge of policy planning, ideology, and support services for students with various learning needs in upper secondary schools.

The official education policy of inclusive education will be introduced together with the idea of universal design for learning, as well as laws and regulations that apply to students in upper secondary schools. In the module’s discussions, emphasis will be placed on the support services that secondary schools offer to students. The diversity of upper secondary school students will be discussed and explained how teachers can accommodate students on an individual basis. The participants in this module will also examine the causes and consequences of high drop-out rates in upper secondary schools.

The aim of this course is to deepen the students understanding of the pedagogy of vocational subjects and allow them to connect their own practical experience to topics, theories, and research on pedagogy and educational science.

The aim of the course is to provide students with training in vocational teaching at schools and assist them in developing their own theory of practice and professional identity as vocational teachers.

In project based learning students acquire knowledge and skills by working together on a certain task for longer time than is usually the case in schools. They seek answers to a probing question, solve a problem or create something which puts their originality and inventiveness to the test. Those participating in the course decide which project/s they tackle, how they organize their work and how they use ICT to gain and form the raw material or information which finally becomes a public product (e.g. a website or a documentary). Students must be very keen on finding answers to the question they focus on, find a solution to a problem which they deem worth their effort, or make an artistic piece of art which engages them deeply. In project work the key words are cooperation, initiative and open-mindedness. Students will do two projects, a short one, lasting about a month, and a longer one, lasting about three months.

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

xx

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

Sociology of education is the subject matter of this course. Fundamental theoretical perspectives will be introduced and explored in the context of various themes and educational debates through time. Among themes are the role and purpose of education, different trends in parenting, the foundation of schools and school systems, the role of families and society, access to education, modernization and individualism, equality, and social mobility. An emphasis will be on combining historical and theoretical perspectives on upbringing and education, where distinctive features of education will be explored in the context of societal development. The focus will be on the Icelandic context, but in relation to development in neighbouring countries. 

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

This course is intended to introduce students to Engineering Psychology and Human Factors. Engineering psychology focuses on how psychological research can be applied to the design and use of tools, technology, and man-made environment. In particular, how the understanding of the capabilities and limitations of human performance through research on perception, cognition, and behavior, can inform design with the aim of usability and accessibility. In this course the emphasis will be on how learning and design intersect. That is, how the design of educational settings and materials influence learning and how design must take prior knowledge and training into account, as well as accommodate learning.

The course is organized as a seminar and students are expected to both contribute and participate in the discussion. Student work mainly consists of readings, discussions in class and independent course work.

This course is intended for students in educational sciences, psychology, and engineering.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Aim: To prepare students for their teacher training. 

General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions. 

Support material: Websites and photocopies from the teacher. 

Method(s) of work: Lectures and craft.

The course deals with the internet as a platform for education and learning, with an emphasis on generative artificial intelligence, learning communities, heutagogy (self-determined learning), and digital citizenship. Students will learn about how informal and non-formal learning takes place in online environments, where individuals seek and acquire knowledge that is not linked to traditional teaching or curricula. Special emphasis will be placed on the design of formal learning environments that support informal and non-formal learning online. Theories and ideas about informal and non-formal learning will be explored, such as heutagogy, distributed cognition, and connectivist learning approaches. Various challenges related to internet use in contemporary society will also be explored, such as digital citizenship and information literacy. The practical aspects of the course will include the creation and use of open educational resources and software, design of learning environments online, as well as an examination of how artificial intelligence can affect learning and teaching in daily life.

Participants will develop digital portfolios to reflect their personal learning journey and will learn to evaluate and utilize technology to support and enhance their own learning. The course is designed to be accessible and flexible, offering a variety of assignments that can be adapted to the needs and interests of each student. Among other things, students will choose an open online course (MOOC) in their area of interest, which they will complete as part of the course.

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

The course aims at supporting students to acquire new knowledge about vocational teaching and training, increase their understanding of its characteristics and critically re-examine their own views towards learning and teaching a trade or vocation.

CONTENT

Various trends, views and theories on learning and teaching. How do people learn, what can teachers do to help people learn? Curricula and their making. Writing instructional objectives. Teaching methods. Assessment. The use of IT for teaching. These themes will be studied both from the point of view of philosophy and didactics.

PROCESS

The course is divided into modules, each with its own theme. Students are supported in their learning through lectures, discussions, both on-line and locally. Students work in groups and individually on various projects.

I

The aim of this course is to deepen the students understanding of the pedagogy of vocational subjects and allow them to connect their own practical experience to topics, theories, and research on pedagogy and educational science.

The aim of the course is to provide students with training in vocational teaching at schools and assist them in developing their own theory of practice and professional identity as vocational teachers.

The module is organized as flipped classroom. Every other week students acquire information from videos and reading material. And every other week there will be real-time classroom or online activities. Students who are not able to participate in real-time activities will have to rely on self-study (journaling). Students can complete this module as distance learning.

Objective and course description

The object of this module is for students to gain practical and theoretical knowledge of policy planning, ideology, and support services for students with various learning needs in upper secondary schools.

The official education policy of inclusive education will be introduced together with the idea of universal design for learning, as well as laws and regulations that apply to students in upper secondary schools. In the module’s discussions, emphasis will be placed on the support services that secondary schools offer to students. The diversity of upper secondary school students will be discussed and explained how teachers can accommodate students on an individual basis. The participants in this module will also examine the causes and consequences of high drop-out rates in upper secondary schools.

The aim of this course is to deepen the students understanding of the pedagogy of vocational subjects and allow them to connect their own practical experience to topics, theories, and research on pedagogy and educational science.

The aim of the course is to provide students with training in vocational teaching at schools and assist them in developing their own theory of practice and professional identity as vocational teachers.

In project based learning students acquire knowledge and skills by working together on a certain task for longer time than is usually the case in schools. They seek answers to a probing question, solve a problem or create something which puts their originality and inventiveness to the test. Those participating in the course decide which project/s they tackle, how they organize their work and how they use ICT to gain and form the raw material or information which finally becomes a public product (e.g. a website or a documentary). Students must be very keen on finding answers to the question they focus on, find a solution to a problem which they deem worth their effort, or make an artistic piece of art which engages them deeply. In project work the key words are cooperation, initiative and open-mindedness. Students will do two projects, a short one, lasting about a month, and a longer one, lasting about three months.

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

xx

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

Sociology of education is the subject matter of this course. Fundamental theoretical perspectives will be introduced and explored in the context of various themes and educational debates through time. Among themes are the role and purpose of education, different trends in parenting, the foundation of schools and school systems, the role of families and society, access to education, modernization and individualism, equality, and social mobility. An emphasis will be on combining historical and theoretical perspectives on upbringing and education, where distinctive features of education will be explored in the context of societal development. The focus will be on the Icelandic context, but in relation to development in neighbouring countries. 

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

This course is intended to introduce students to Engineering Psychology and Human Factors. Engineering psychology focuses on how psychological research can be applied to the design and use of tools, technology, and man-made environment. In particular, how the understanding of the capabilities and limitations of human performance through research on perception, cognition, and behavior, can inform design with the aim of usability and accessibility. In this course the emphasis will be on how learning and design intersect. That is, how the design of educational settings and materials influence learning and how design must take prior knowledge and training into account, as well as accommodate learning.

The course is organized as a seminar and students are expected to both contribute and participate in the discussion. Student work mainly consists of readings, discussions in class and independent course work.

This course is intended for students in educational sciences, psychology, and engineering.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Aim: To prepare students for their teacher training. 

General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions. 

Support material: Websites and photocopies from the teacher. 

Method(s) of work: Lectures and craft.

The course deals with the internet as a platform for education and learning, with an emphasis on generative artificial intelligence, learning communities, heutagogy (self-determined learning), and digital citizenship. Students will learn about how informal and non-formal learning takes place in online environments, where individuals seek and acquire knowledge that is not linked to traditional teaching or curricula. Special emphasis will be placed on the design of formal learning environments that support informal and non-formal learning online. Theories and ideas about informal and non-formal learning will be explored, such as heutagogy, distributed cognition, and connectivist learning approaches. Various challenges related to internet use in contemporary society will also be explored, such as digital citizenship and information literacy. The practical aspects of the course will include the creation and use of open educational resources and software, design of learning environments online, as well as an examination of how artificial intelligence can affect learning and teaching in daily life.

Participants will develop digital portfolios to reflect their personal learning journey and will learn to evaluate and utilize technology to support and enhance their own learning. The course is designed to be accessible and flexible, offering a variety of assignments that can be adapted to the needs and interests of each student. Among other things, students will choose an open online course (MOOC) in their area of interest, which they will complete as part of the course.

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

The course aims at supporting students to acquire new knowledge about vocational teaching and training, increase their understanding of its characteristics and critically re-examine their own views towards learning and teaching a trade or vocation.

CONTENT

Various trends, views and theories on learning and teaching. How do people learn, what can teachers do to help people learn? Curricula and their making. Writing instructional objectives. Teaching methods. Assessment. The use of IT for teaching. These themes will be studied both from the point of view of philosophy and didactics.

PROCESS

The course is divided into modules, each with its own theme. Students are supported in their learning through lectures, discussions, both on-line and locally. Students work in groups and individually on various projects.

I

The aim of this course is to deepen the students understanding of the pedagogy of vocational subjects and allow them to connect their own practical experience to topics, theories, and research on pedagogy and educational science.

The aim of the course is to provide students with training in vocational teaching at schools and assist them in developing their own theory of practice and professional identity as vocational teachers.

The module is organized as flipped classroom. Every other week students acquire information from videos and reading material. And every other week there will be real-time classroom or online activities. Students who are not able to participate in real-time activities will have to rely on self-study (journaling). Students can complete this module as distance learning.

Objective and course description

The object of this module is for students to gain practical and theoretical knowledge of policy planning, ideology, and support services for students with various learning needs in upper secondary schools.

The official education policy of inclusive education will be introduced together with the idea of universal design for learning, as well as laws and regulations that apply to students in upper secondary schools. In the module’s discussions, emphasis will be placed on the support services that secondary schools offer to students. The diversity of upper secondary school students will be discussed and explained how teachers can accommodate students on an individual basis. The participants in this module will also examine the causes and consequences of high drop-out rates in upper secondary schools.

The aim of this course is to deepen the students understanding of the pedagogy of vocational subjects and allow them to connect their own practical experience to topics, theories, and research on pedagogy and educational science.

The aim of the course is to provide students with training in vocational teaching at schools and assist them in developing their own theory of practice and professional identity as vocational teachers.

In project based learning students acquire knowledge and skills by working together on a certain task for longer time than is usually the case in schools. They seek answers to a probing question, solve a problem or create something which puts their originality and inventiveness to the test. Those participating in the course decide which project/s they tackle, how they organize their work and how they use ICT to gain and form the raw material or information which finally becomes a public product (e.g. a website or a documentary). Students must be very keen on finding answers to the question they focus on, find a solution to a problem which they deem worth their effort, or make an artistic piece of art which engages them deeply. In project work the key words are cooperation, initiative and open-mindedness. Students will do two projects, a short one, lasting about a month, and a longer one, lasting about three months.

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

xx

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group.

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary currents in an ideological context.

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and (iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, Key, Neill and Freire.

Sociology of education is the subject matter of this course. Fundamental theoretical perspectives will be introduced and explored in the context of various themes and educational debates through time. Among themes are the role and purpose of education, different trends in parenting, the foundation of schools and school systems, the role of families and society, access to education, modernization and individualism, equality, and social mobility. An emphasis will be on combining historical and theoretical perspectives on upbringing and education, where distinctive features of education will be explored in the context of societal development. The focus will be on the Icelandic context, but in relation to development in neighbouring countries. 

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

This course is intended to introduce students to Engineering Psychology and Human Factors. Engineering psychology focuses on how psychological research can be applied to the design and use of tools, technology, and man-made environment. In particular, how the understanding of the capabilities and limitations of human performance through research on perception, cognition, and behavior, can inform design with the aim of usability and accessibility. In this course the emphasis will be on how learning and design intersect. That is, how the design of educational settings and materials influence learning and how design must take prior knowledge and training into account, as well as accommodate learning.

The course is organized as a seminar and students are expected to both contribute and participate in the discussion. Student work mainly consists of readings, discussions in class and independent course work.

This course is intended for students in educational sciences, psychology, and engineering.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Aim: To prepare students for their teacher training. 

General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions. 

Support material: Websites and photocopies from the teacher. 

Method(s) of work: Lectures and craft.

The course deals with the internet as a platform for education and learning, with an emphasis on generative artificial intelligence, learning communities, heutagogy (self-determined learning), and digital citizenship. Students will learn about how informal and non-formal learning takes place in online environments, where individuals seek and acquire knowledge that is not linked to traditional teaching or curricula. Special emphasis will be placed on the design of formal learning environments that support informal and non-formal learning online. Theories and ideas about informal and non-formal learning will be explored, such as heutagogy, distributed cognition, and connectivist learning approaches. Various challenges related to internet use in contemporary society will also be explored, such as digital citizenship and information literacy. The practical aspects of the course will include the creation and use of open educational resources and software, design of learning environments online, as well as an examination of how artificial intelligence can affect learning and teaching in daily life.

Participants will develop digital portfolios to reflect their personal learning journey and will learn to evaluate and utilize technology to support and enhance their own learning. The course is designed to be accessible and flexible, offering a variety of assignments that can be adapted to the needs and interests of each student. Among other things, students will choose an open online course (MOOC) in their area of interest, which they will complete as part of the course.