The competent parent? Discourses on parenting (FFU102M)

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Parent education: Supporting parents in their role (FFU301F)

Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

NB The course is taught both in Icelandic and English.

Marketing and adult education (NAF005F)

Adult educators can profit from ideas and tools both from the disciplin of Marketing as well as Andragogy in order to plan and promote learning opportunities: programs and courses, for adult learners.

In this course participants will learn how to combine ideas developed within the field of marketing with similar ideas developed within the field of andragogy, when planning and implementing courses and programmes for adult learners

Life Skills - The Self (SFG104F)

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

Parenting in a global context (INT505M)

This course explores parenting roles and experiences across diverse and international contexts. Students will expand their awareness of a range of parenting roles, values, and perspectives and consider multiple cultural, social, political and ecological factors which may influence parenting. Such factors include cultural traditions and expectations of parents, children, and the parent-child relationship. Students will also reflect on how their own experiences with and perspectives on parenting and family life may influence their lens for viewing parental practices and connecting with children and families. 

Journalism 1 (BLF110F)

The aim of course is to introduce to students the journalistic profession with an emphasis on reporting and producing news for different media.  Main concepts and methods in newswriting are discussed, such as news values, news gathering and news construction. Students will be trained in writing in a focused, accurate and articulate manner.  Students will get a basic training in using social media to gather and distribute content.

Assignments. Students write news stories and articles for the study program´s online news site, and at times for other news media.

Analysis of education needs (NAF201F)

One of the first steps in designing learning activities for adults is to analyse and assess learning needs the potential learners might have. Recently the task of analysing and assessing learning needs has become a task adult educators have to take on in cooperation with their or their organisations clients. Companies which contact so called "learning providers" more and more expect their partners to enter into cooperation with them in order to talormake learning interventions aimed at raising the competencies of their staff.

Form of instruction: 
Blended learning: A mix of contact sessions and collaborative online learning.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Instructional design and learning processes with adult learners (NAF002F)

In this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.

During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs assessment 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.

Reflective dialogue in parent education (FFU101F)

The aim of this course is to deepen knowledge of reflective dialogue in parent education (RDPED) and support students in using the approach with parents, in group settings or individual counseling. Students are indroduced to the theoretical background of the RDPED approach and the hourglass method of reflective questioning. Students will have the opportunity to use the method with a parent group and/or in an individual interview, with or without videos. Students plan a teaching practice with a group or individul parents using the reflective dialogue approach.

Radio programming and broadcasting (BLF201M)

The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.

Interactive and empowering education I (UME001M)

The course Interactive and empowering education offers an opportunity to learn practical aspects of teaching, presentation and creative work with groups. The course is open to all students of the University of Iceland – and through Endurmenntun Háskóla Íslands – also others. It is offered both in the autumn and spring term. The course organisation is such that participants take three short practical courses, each one aimed at training a specific competence within the field of teaching, presentation and facilitation (see list below) to finish this course students finish at least three such courses. 

The practical, competence courses fall into four categories and the student can take courses from all the categories or focus on one of them. 

Interactive and empowering education 

• Professional communication in learning and collaboration
• Activating methods for groups
• The teacher or leader as a facilitator

Presentation of learning materials

• Effective presentation
• Visual presentation for meetings and education

Democratic and creative methods with groups

• Open Space Technology
• The Pin Point method / Moderation
• World Café
• Creative Problem Solving

Information technology for learning and interactivity

• Actual technologies and methods for learning and teachng
• Effective video conferencing
• Creating learning materials with sound and image / video