

- Do you have a BA in education studies?
- Would you like a more in-depth understanding of key topics in the fields of education, schools and personal development?
- Are you looking for a flexible programme?
- Do you work closely with children or young people?
This is an interdisciplinary Master's programme designed for students who have completed a BA in education studies or a related subject, educators and administrators at all levels of the education system, and other people who work closely with children and young people.
Assignments are linked to work within schools and other educational settings, as well as research in the field.
The programme gives students opportunities to deepen their understanding of key issues in the fields of education, schools and individual development. Students are also equipped for academic and research work in these areas.
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.
Students are able to focus on topics that suit their own interests, research topics or professional expertise.
Students choose between the following specialisations:
- Young people’s risk behavior and well-being
- Prosperity and diversity
- Social justice and critical studies
- Adult learning and human resource development
- Positive psychology in education
- Psychology in educational sciences
The structure of the programme varies according to specialisation, but is divided into:
- Mandatory courses
- Restricted electives
- Final thesis
- Elective courses
Organisation of teaching
Teaching and exams are in Icelandic.
Students can complete the programme at their own pace and there is a focus on flexibility, with a mix of face-to-face learning and distance learning.
Main objectives
This programme aims to prepare students for a range of careers involving research in childhood development and teaching, education and care, as well as careers that apply research to policy making and administration in the education system and other sectors.
Other
Also available:
Completing the programme allows you to apply for doctoral studies
In general, admission to a master's programme requires the applicant to have completed an undergraduate degree (B.Ed.,BA or BS) with a first class grade (7.25).
120 ECTS credits are required for the Master's degree.
- 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.
- First year
- Whole year courses
- Interactive and empowering education I
- Interactive and empowering education II
- Fall
- Not taught this semesterTeaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students
- Spring 1
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Year unspecified
- Qualitative Research Methods I
- Quantitative Methods I
- Inclusive Research methods
- Marketing and adult education
- Analysis of education needs
- Assessment and Validation of adult learning and skills
- Quality and evaluation in continuing education
- Theories in Sociology and Philosophy of Education
- Learning theories: Application and research
- Diversity and social justice
- Adult Learners and human resource development
- Inclusive education in a multicultural society: Theory and research
- Career Developement Theories
- Well-being of educators: Reflection and peer supervision
- Educational technology and innovation
- Positive psychology and well-being
- Universal Design
- Counselling Theories
- Teaching Icelandic as a second language
- Not taught this semesterEducation, Social Mobility and Social Stratification
- Not taught this semesterMulticultural society and migration
- Not taught this semesterSustainability education and learning
- Interdisciplinary Collaboration within Leisure- and School Systems
- Not taught this semesterTrans children and the society
Interactive and empowering education I (UME001M, UME007M)
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
Interactive and empowering education II (UME001M, UME007M)
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
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.
The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.
In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.
Teaching arrangement:
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.
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.
Queer pedagogy (SFG004M)
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Qualitative Research Methods I (MVS301F, MVS302F, ÞRS104F)
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, ÞRS104F)
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.
Inclusive Research methods (MVS301F, MVS302F, ÞRS104F)
In this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.
Marketing and adult education (NAF005F, NAF201F)
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
Analysis of education needs (NAF005F, 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.
Assessment and Validation of adult learning and skills (NAF004F, NAF001F)
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.
Quality and evaluation in continuing education (NAF004F, 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.
Theories in Sociology and Philosophy of Education (MVS101F, MVS009F, UME103F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Learning theories: Application and research (MVS101F, MVS009F, UME103F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Diversity and social justice (MVS101F, MVS009F, 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.
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.
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.
Career Developement Theories (NSR212F)
Theories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
Well-being of educators: Reflection and peer supervision (TÓS103F)
In this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.
Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.
Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.
The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.
Educational technology and innovation (SNU207F)
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
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.
Universal Design (ÞRS002M)
The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.
Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.
The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.
Counselling Theories (NSR007F)
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
Teaching Icelandic as a second language (ÍET102F)
Course description
This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.
Education, Social Mobility and Social Stratification (FÉL501M)
The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.
Multicultural society and migration (MAN017F, SFG207F)
Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.
The teaching methods are lectures and discussions.
Sustainability education and learning (MAN017F, SFG207F)
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Trans children and the society (UME204M)
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
- Second year
- Whole year courses
- Interactive and empowering education I
- Interactive and empowering education II
- Fall
- Not taught this semesterTeaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students
- Final project
- Spring 1
- Queer pedagogy
- Final project
- Year unspecified
- Qualitative Research Methods I
- Quantitative Methods I
- Inclusive Research methods
- Marketing and adult education
- Analysis of education needs
- Assessment and Validation of adult learning and skills
- Quality and evaluation in continuing education
- Inclusive education in a multicultural society: Theory and research
- Career Developement Theories
- Well-being of educators: Reflection and peer supervision
- Educational technology and innovation
- Positive psychology and well-being
- Universal Design
- Counselling Theories
- Teaching Icelandic as a second language
- Not taught this semesterEducation, Social Mobility and Social Stratification
- Action research
- Not taught this semesterMulticultural society and migration
- Not taught this semesterSustainability education and learning
- Interdisciplinary Collaboration within Leisure- and School Systems
- Not taught this semesterTrans children and the society
Interactive and empowering education I (UME001M, UME007M)
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
Interactive and empowering education II (UME001M, UME007M)
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
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.
The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.
In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.
Teaching arrangement:
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.
Final project (UME401L)
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.
Queer pedagogy (SFG004M)
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Final project (UME401L)
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.
Qualitative Research Methods I (MVS301F, MVS302F, ÞRS104F)
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, ÞRS104F)
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.
Inclusive Research methods (MVS301F, MVS302F, ÞRS104F)
In this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.
Marketing and adult education (NAF005F, NAF201F)
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
Analysis of education needs (NAF005F, 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.
Assessment and Validation of adult learning and skills (NAF004F, NAF001F)
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.
Quality and evaluation in continuing education (NAF004F, 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.
Career Developement Theories (NSR212F)
Theories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
Well-being of educators: Reflection and peer supervision (TÓS103F)
In this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.
Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.
Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.
The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.
Educational technology and innovation (SNU207F)
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
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.
Universal Design (ÞRS002M)
The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.
Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.
The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.
Counselling Theories (NSR007F)
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
Teaching Icelandic as a second language (ÍET102F)
Course description
This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.
Education, Social Mobility and Social Stratification (FÉL501M)
The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Multicultural society and migration (MAN017F, SFG207F)
Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.
The teaching methods are lectures and discussions.
Sustainability education and learning (MAN017F, SFG207F)
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Trans children and the society (UME204M)
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
- Whole year courses
- UME001M, UME007MInteractive 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 classUME001M, UME007MInteractive and empowering education IIElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe 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
Not taught this semesterMAL004FTeaching and Designing Learning Spaces to Meet the Needs of Neurodivergent StudentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.
The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.
In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.
Teaching arrangement:
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Spring 2
NAF002FInstructional 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 learningPrerequisitesCourse DescriptionObjective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Year unspecified
MVS301F, MVS302F, ÞRS104FQualitative Research Methods IRestricted elective course10Restricted elective course, conditions apply10 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, MVS302F, ÞRS104FQuantitative Methods IRestricted elective course10Restricted elective course, conditions apply10 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 classMVS301F, MVS302F, ÞRS104FInclusive Research methodsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF005F, NAF201FMarketing and adult educationRestricted elective course5Restricted elective course, conditions apply5 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 semesterNAF005F, NAF201FAnalysis of education needsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNAF004F, NAF001FAssessment and Validation of adult learning and skillsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNot taught this semesterNAF004F, NAF001FQuality and evaluation in continuing educationRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesMVS101F, MVS009F, UME103FTheories in Sociology and Philosophy of EducationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS101F, MVS009F, UME103FLearning theories: Application and researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionObjectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS101F, MVS009F, UME103FDiversity and social justiceRestricted elective course10Restricted elective course, conditions apply10 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.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF003FAdult Learners and human resource developmentMandatory (required) course10A mandatory (required) course for 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 learningPrerequisitesMAL104FInclusive 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 classNSR212FCareer Developement TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
Face-to-face learningDistance learningPrerequisitesTÓS103FWell-being of educators: Reflection and peer supervisionElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionIn this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.
Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.
Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.
The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.
Face-to-face learningDistance learningPrerequisitesAttendance required in classSNU207FEducational technology and innovationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisitesUME106FPositive 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 classCourse DescriptionThe course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.
Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.
The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semesterNSR007FCounselling TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
Face-to-face learningPrerequisitesÍET102FTeaching Icelandic as a second languageElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionCourse description
This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterFÉL501MEducation, Social Mobility and Social StratificationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.
Face-to-face learningPrerequisitesNot taught this semesterMAN017F, SFG207FMulticultural society and migrationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionHuman mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.
The teaching methods are lectures and discussions.
Face-to-face learningDistance learningPrerequisitesMAN017F, SFG207FSustainability education and learningElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Face-to-face learningDistance learningPrerequisitesTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterUME204MTrans children and the societyElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
Distance learningPrerequisitesAttendance required in class- Whole year courses
- UME001M, UME007MInteractive 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 classUME001M, UME007MInteractive and empowering education IIElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe 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
Not taught this semesterMAL004FTeaching and Designing Learning Spaces to Meet the Needs of Neurodivergent StudentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.
The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.
In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.
Teaching arrangement:
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in classUME401LFinal 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
Course DescriptionObjective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in classUME401LFinal 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- Year unspecified
MVS301F, MVS302F, ÞRS104FQualitative Research Methods IRestricted elective course10Restricted elective course, conditions apply10 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, MVS302F, ÞRS104FQuantitative Methods IRestricted elective course10Restricted elective course, conditions apply10 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 classMVS301F, MVS302F, ÞRS104FInclusive Research methodsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF005F, NAF201FMarketing and adult educationRestricted elective course5Restricted elective course, conditions apply5 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 semesterNAF005F, NAF201FAnalysis of education needsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNAF004F, NAF001FAssessment and Validation of adult learning and skillsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNot taught this semesterNAF004F, NAF001FQuality and evaluation in continuing educationRestricted elective course5Restricted elective course, conditions apply5 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 classNSR212FCareer Developement TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
Face-to-face learningDistance learningPrerequisitesTÓS103FWell-being of educators: Reflection and peer supervisionElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionIn this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.
Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.
Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.
The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.
Face-to-face learningDistance learningPrerequisitesAttendance required in classSNU207FEducational technology and innovationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisitesUME106FPositive 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 classCourse DescriptionThe course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.
Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.
The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semesterNSR007FCounselling TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
Face-to-face learningPrerequisitesÍET102FTeaching Icelandic as a second languageElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionCourse description
This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterFÉL501MEducation, Social Mobility and Social StratificationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.
Face-to-face learningPrerequisitesMVS011FAction researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterMAN017F, SFG207FMulticultural society and migrationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionHuman mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.
The teaching methods are lectures and discussions.
Face-to-face learningDistance learningPrerequisitesMAN017F, SFG207FSustainability education and learningElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Face-to-face learningDistance learningPrerequisitesTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterUME204MTrans children and the societyElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
Distance learningPrerequisitesAttendance required in classSecond year- Whole year courses
- UME001M, UME007MInteractive 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 classUME001M, UME007MInteractive and empowering education IIElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe 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
Not taught this semesterMAL004FTeaching and Designing Learning Spaces to Meet the Needs of Neurodivergent StudentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.
The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.
In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.
Teaching arrangement:
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Spring 2
NAF002FInstructional 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 learningPrerequisitesCourse DescriptionObjective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Year unspecified
MVS301F, MVS302F, ÞRS104FQualitative Research Methods IRestricted elective course10Restricted elective course, conditions apply10 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, MVS302F, ÞRS104FQuantitative Methods IRestricted elective course10Restricted elective course, conditions apply10 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 classMVS301F, MVS302F, ÞRS104FInclusive Research methodsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF005F, NAF201FMarketing and adult educationRestricted elective course5Restricted elective course, conditions apply5 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 semesterNAF005F, NAF201FAnalysis of education needsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNAF004F, NAF001FAssessment and Validation of adult learning and skillsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNot taught this semesterNAF004F, NAF001FQuality and evaluation in continuing educationRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesMVS101F, MVS009F, UME103FTheories in Sociology and Philosophy of EducationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS101F, MVS009F, UME103FLearning theories: Application and researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionObjectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS101F, MVS009F, UME103FDiversity and social justiceRestricted elective course10Restricted elective course, conditions apply10 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.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF003FAdult Learners and human resource developmentMandatory (required) course10A mandatory (required) course for 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 learningPrerequisitesMAL104FInclusive 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 classNSR212FCareer Developement TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
Face-to-face learningDistance learningPrerequisitesTÓS103FWell-being of educators: Reflection and peer supervisionElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionIn this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.
Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.
Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.
The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.
Face-to-face learningDistance learningPrerequisitesAttendance required in classSNU207FEducational technology and innovationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisitesUME106FPositive 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 classCourse DescriptionThe course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.
Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.
The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semesterNSR007FCounselling TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
Face-to-face learningPrerequisitesÍET102FTeaching Icelandic as a second languageElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionCourse description
This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterFÉL501MEducation, Social Mobility and Social StratificationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.
Face-to-face learningPrerequisitesNot taught this semesterMAN017F, SFG207FMulticultural society and migrationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionHuman mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.
The teaching methods are lectures and discussions.
Face-to-face learningDistance learningPrerequisitesMAN017F, SFG207FSustainability education and learningElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Face-to-face learningDistance learningPrerequisitesTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterUME204MTrans children and the societyElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
Distance learningPrerequisitesAttendance required in class- Whole year courses
- UME001M, UME007MInteractive 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 classUME001M, UME007MInteractive and empowering education IIElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe 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
Not taught this semesterMAL004FTeaching and Designing Learning Spaces to Meet the Needs of Neurodivergent StudentsElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.
The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.
In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.
Teaching arrangement:
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in classUME401LFinal 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
Course DescriptionObjective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in classUME401LFinal 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- Year unspecified
MVS301F, MVS302F, ÞRS104FQualitative Research Methods IRestricted elective course10Restricted elective course, conditions apply10 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, MVS302F, ÞRS104FQuantitative Methods IRestricted elective course10Restricted elective course, conditions apply10 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 classMVS301F, MVS302F, ÞRS104FInclusive Research methodsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNAF005F, NAF201FMarketing and adult educationRestricted elective course5Restricted elective course, conditions apply5 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 semesterNAF005F, NAF201FAnalysis of education needsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNAF004F, NAF001FAssessment and Validation of adult learning and skillsRestricted elective course5Restricted elective course, conditions apply5 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 metPrerequisitesNot taught this semesterNAF004F, NAF001FQuality and evaluation in continuing educationRestricted elective course5Restricted elective course, conditions apply5 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 classNSR212FCareer Developement TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionTheories of career development and construction are at the core of this course, with emphasis on the latest theoretical contributions in the field. The scientific foundations of career development theories are thoroughly discussed. Application of theories in career counseling and guidance is emphasized, methods and tools. Research based on career development theories and their application are introduced and evaluated. Current theoretical concerns and disputes are discussed.
Face-to-face learningDistance learningPrerequisitesTÓS103FWell-being of educators: Reflection and peer supervisionElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionIn this course, the focus is on three main areas: Peer supervision, trauma-informed approach, and the development of learning communities with an emphasis on inter-professional collaboration. The course will also explore laws regarding the integration of services for the well-being of children, considering the enhancement of social and emotional skills in school and leisure activities.
Students receive training in acquiring peer supervision and engaging in in-depth discussions within their work, involving practical exercises in groups. Students become acquainted with a trauma-informed approach within school and leisure activities and work on a plan for a child, a group of children or a workplace, keeping this approach at the forefront.
Inter-professional collaboration is discussed, emphasizing its significance in the successful implementation of new legislation concerning the integration of services for the well-being of children and youth. Additionally, students receive guidance on how to take initiative in the development of learning communities within their workplaces.
The aim of the course content is to enhance students' abilities to promote their own well-being and that of their peers in their workplace and take on leadership roles in school and leisure activities related to enhancing the social and emotional skills of children and youth.
Face-to-face learningDistance learningPrerequisitesAttendance required in classSNU207FEducational technology and innovationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisitesUME106FPositive 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 classCourse DescriptionThe course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.
Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.
The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semesterNSR007FCounselling TheoriesElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
Face-to-face learningPrerequisitesÍET102FTeaching Icelandic as a second languageElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionCourse description
This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.
Face-to-face learningDistance learningPrerequisitesNot taught this semesterFÉL501MEducation, Social Mobility and Social StratificationElective course10Free elective course within the programme10 ECTS, creditsCourse DescriptionThe apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.
Face-to-face learningPrerequisitesMVS011FAction researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterMAN017F, SFG207FMulticultural society and migrationElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionHuman mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.
The teaching methods are lectures and discussions.
Face-to-face learningDistance learningPrerequisitesMAN017F, SFG207FSustainability education and learningElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Face-to-face learningDistance learningPrerequisitesTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterUME204MTrans children and the societyElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionAim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
Distance learningPrerequisitesAttendance required in class