

- Do you want to teach in upper secondary schools?
- Are you interested in professional growth and development?
- Do you want to be licensed to teach your chosen subject?
- Do you want to help others learn?
- Do you want to be a teacher?
Students will improve their knowledge and skills in teaching and pedagogy, leaving them better equipped to work as teachers.
Programme structure
The programme is 120 ECTS and is organised as two years of full-time study or three or four years of part-time study.
The structure of the programme is either composite or integrated, depending on the nature of the Master’s thesis, see further in course catalogue. The professional training element of the programme is part of your specialisation, partly or fully including the Master’s thesis.
The programme is made up of:
- Core pedagogy courses, 40 ECTS
- Master’s thesis, 30-60 ECTS
- Courses in a chosen specialisation, 0-40 ECTS
- Courses in the subject of the Master’s thesis, 0-10 ECTS
- Elective courses in pedagogy, 20 ECTS
The specialisations offered are:
- Chemistry teaching (Faculty of Physical Sciences)
- Physics teaching (Faculty of Physical Sciences)
- Tourism studies teaching (Faculty of Life and Environmental Sciences)
- Economics teaching (Faculty of Economics)
- Earth sciences teaching (Faculty of Earth Sciences)
- Geography teaching (Faculty of Life and Environmental Sciences)
- Biology teaching (Faculty of Life and Environmental Sciences)
- Nutrition teaching (Faculty of Food Science and Nutrition)
- Psychology teaching (Faculty of Psychology)
- Mathematics teaching (Faculty of Physical Sciences)
- Computer science teaching (Faculty of Industrial Engineering, Mechanical Engineering and Computer Science)
- Business administration teaching (Faculty of Business Administration)
Organisation of teaching
Core courses are completed through face-to-face learning, as well as training placements in schools. Teaching arrangements may be different in the faculties responsible for teaching in your chosen specialisation.
Main objectives
Students will improve their knowledge and skills in teaching and pedagogy, leaving them better equipped to work as teachers.
Other
Upon graduation from teacher education at an Icelandic university, a teacher must possess proficiency in Icelandic equivalent to at least C1 in the Common European Framework of Reference for Languages, CEFR.
- Completing this programme qualifies you to apply for a teaching licence.
- Completing the programme may allow you to apply for doctoral studies.
- See doctoral programmes at UI
A bachelor ’s degree in the upper secondary school subject the applicant wants to specialise in, in general with a grade point average of at least 7.25 (first class).
For the MS degree, 120 ECTS must be completed, with a Master's thesis of at least 30 ECTS.
- 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
The programme is interdisciplinary but is managed in:
Specialisations are managed by the relevant faculty:
Programme structure
Check below to see how the programme is structured.
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Methods in Molecular Biology
- Graduate seminar in Ecology and Evolution
- Introduction to Research Studies and the Scientific Community
- Literature Study for the Master's Degree in Biology
- Research in molecular biology and biochemistry
- Not taught this semesterHuman Genetics
- Not taught this semesterEnvironmental Issues
- Spring 1
- Literature Study for the Master's Degree in Biology
- Research in molecular biology and biochemistry
- Graduate seminar in Ecology and Evolution
- Cell Biology II
- Not taught this semesterThe Vegetation and Soil of Iceland
- Not taught this semesterOrnithology
- Not taught this semesterEcotoxicology
- Molecular Genetics
- Mammalogy
Methods in Molecular Biology (LÍF118F)
Lectures: Theoretical basis of common molecular-biology techniques and their application in research. Course material provided by teachers. Laboratory practice in molecular biology techniques: Model organisms: E.coli, S. cerevisiae, C. reinhardtii, A. thaliana, C. elegans, D. melanogaster, M. musculus. Laboratory notebooks and standard operating procedures (SOP's), using online tools. Culture and storage of bacteria, yeasts and other eukaryotic organisms and cells. DNA and RNA isolation and quantification (Southern and Northern blotting, PCR, RT-PCR, qRT-PCR), restriction enzymes, DNA sequencing techniques and data analysis. Gene cloning and manipulation in bacteria yeasts and other eukaryotes. Protein expression and analysis. How to raise antibodies and use them. Western blotting, immunostaining, radioactive techniques. Microscopy in molecular biology. Methods used in recent research papers will be discussed. Essay and oral presentation discussing a selected technique. Problem based learning group assignment for graduate students: Experimental design and grant writing exercise with oral presentation of a research project.
Graduate seminar in Ecology and Evolution (LÍF119F)
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
Introduction to Research Studies and the Scientific Community (LÍF128F)
Introduction to Research Studies and the Scientific Community for M.sc. and Ph.D. students. The scientific community. Ethical, professional and practical information for research students. The research student's rights and responsibilities. Career opportunities. Lab safety and professionalism. Scientific method, conflict of interest and proper scientific conduct. What you can expect and not expect from supervisors. Duties and responsibilities of graduate students. Experimental design and how to write and publish results. Bibliographic software, tables and figure presentation. Techniques for poster and oral presentations. Writing scientific papers. Writing science proposals.
Grant writing and opportunities, cover letters, publishing environment and options. Thesis completion and responsibilities around graduation.
Format. Lectures, practicals, student projects and reviewing. Indvidual and group projects.
The course is run over 11 weeks in the fall.
Literature Study for the Master's Degree in Biology (LÍF112F)
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Research in molecular biology and biochemistry (LÍF114F)
This course is important for all graduate students in molecular biology and related fields. It is divided into two main parts: 1) presentation of a research article (journal club) and presentation of the research project (work in progress). For the research article students select a recent research article of interest and give a presentation on the aims and results. The goal is to train reading research articles in a critical way and present to others. The students have also as an assignment to bring up questions when other students present articles. The aim is to enhance critical approaches concerning scientific aims and methods used to reach the aims. In the project presentations students are expected to concentrate on the aims give a backgrounds and details of the methods used, results and the planned continuation. The students are expected to train in getting the message of the project in a clear way. The project presentation can lead to suggestion from other students that are useful for the approach.
This course is in English and has been on both spring and autumn term. The student can take this course four times giving max 8 ECTS.
Attendance is obligatory.
Human Genetics (LÍF513M)
Lectures: Mendelian genetics, organization of the human genome, structure of chromosomes, chromosomal changes and syndromes, gene mapping via association and whole genome sequencing methods, genetic analysis, genetic screening, genetics of simple and complex traits, genes and environment, cancer genetics, gene therapy, human and primate evolution, ethical issues concerning human genetics, informed consent and private information. Students are expected to have prior knowledge of the principles genetics.
Practical: Analyses of genetic data, study of chromosomal labelling, analyses of genetic associations and transcriptomes.
Environmental Issues (LÍF516M)
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
Literature Study for the Master's Degree in Biology (LÍF217F)
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Research in molecular biology and biochemistry (LÍF223F)
This seminar course is an important contribution to the education of all continuing students in the field of molecular biology. It is divided into two parts: journal club and work in progress. For the journal club students will present a recent article about an interesting area of research. The aim is to learn to read articles and to be able to present them to others. This should encourage students to be critical and ask questions about the methods used and the general approach of the research described. The work in progress part includes a detailed description of the project the student is working on, including aims, introduction, materials and methods and discussion with future work. The aim of this is to teach the student to present their work in a concise and organized manner. This also often helps to solve problems in the study due to the input of the other students and group leaders present.
The course is taught in english both in the autumn and spring semester. Students can take the course at least four times giving a total of 8 ECTS.
Graduate seminar in Ecology and Evolution (LÍF229F)
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
Cell Biology II (LÍF614M)
The emphasis is on research articles. Resent research in various field with links to cell biology are included but can vary between years. For each lecture max three research articles are included.
Each student gives a seminar on one research article with details on methods and results. The students write a report (essay) on the article and discusses the results in a critical way.
Examples of topics included in the course: innate immunity, prions, the proteins pontin and reptin, polarized epithelium, development of trachea, data analyses and gene expression, autophagy, the origin of the nucleus.
The Vegetation and Soil of Iceland (LÍF615M)
The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course.
Ornithology (LÍF619M)
Classification of birds, zoogeography, aspects of ecology and adaptations, including migration, social behaviour, food ecology, population dynamics, management. Field and laboratory work: Survey of the main families with an emphasis on Icelandic species. Field trips in SW-Iceland, partly during the semester and partly in May, after the examination period.
Ecotoxicology (LÍF620M)
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Molecular Genetics (LÍF644M)
Lectures: The molecular basis of life (chemical bonds, biological molecules, structure of DNA, RNA and proteins). Genomes and the flow of biological information. Chromosome structure and function, chromatin and nucleosomes. The cell cycle, DNA replication. Chromosome segregaition, Transcription. Regulation of transcription. RNA processing. Translation. Regulation of translation. Regulatory RNAs. Protein modification and targeting. DNA damage, checkpoints and DNA repair mechanisms. Repair of DNA double-strand breaks and homologous recombination. Mobile DNA elements. Tools and techniques in molecular Biology icluding Model organisms.
Seminar: Students present and discuss selected research papers and hand in a short essay.
Laboratory work: Work on molecular genetics project relevant to current research. Basic methods such as gene cloning, gene transfer and expression, PCR, sequencing, DNA isolation and restriction analysis, electrophoresis of DNA and proteins will be used.
Exam: Laboratory 10%, seminar 15%, written final exam 75%.
Mammalogy (LÍF661M)
- Classification and characteristics of mammals
- Focus on northern mammals
- Adaptation and specialization
- Energetics
- Compedition
- Teriitories and home-range
- Population ecology
- Methods for population estimates: a) counts, b) mark-recapture analyses, c) virtual population analyses
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- Pedagogy for Social Studies and practical training 1
- Introduction to Teaching
- Spring 1
- Pedagogy for social studies and practical training 2
- Curriculum and School Development in Secondary Schools
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Management of Innovation
- Innovation and Sustainability in Fisheries
- Corporate law and Bankruptcy Proceedings and Administration
- Introduction to Microeconomics and Corporate Finance
- Microeconomics of Competitiveness
- Not taught this semesterThe leader and leadership
- Assets, behavior and risk
- International Business
- Corporate Financing
- HR Leadership and Communication
- Qualitative research methods
- Marketing concept and market orientation
- Business Ethics
- Human Resource Management
- Spring 1
- International Taxation and Transfer-Pricing Methods
- Business Taxation
- Strategic Management
- Not taught this semesterFinancial Models in Excel
- Integrated marketing communications
- International Marketing
- Human Resource Development
- Applied Statistics
- Not taught this semesterMarketing Research (Master's Programme)
- Industrial and Organizational Psychology
- Strategy Execution and Performance
- Negotiation
- Labour Law
Management of Innovation (VIÐ307F)
The aim of the course is to give students an insight into management of innovation, whether it is development of a new product, technology or services. The course will discuss the nature of innovation, how the environment can support innovation and how it can aid in the management of the innovation process. The course will study both applied application of innovation as well as academic research of innovation and its management.
Innovation and Sustainability in Fisheries (VIÐ302M)
In this course, students will gain insight into one of the cornerstones of the Icelandic economy, fisheries and aquaculture. Emphasis is placed on innovation, sustainability, full utilization of marine products, and the opportunities presented by technological advancements, artificial intelligence, and the circular economy. Participants will also learn how Icelandic fisheries and aquaculture compete internationally, contribute to the United Nations’ Sustainable Development Goals, and utilize Icelandic ingenuity to create added value.
Through project-based learning, students will work on realistic projects in collaboration with companies and institutions in the industry, addressing real-world challenges related to marketing, sustainability, technological advancement, and full utilization for increased value creation.
Corporate law and Bankruptcy Proceedings and Administration (VIÐ121F)
The issues and legal sources of company law will be discussed. Different categories of companies and different points of view will be covered when resolving issues. The characteristics of the main types of financial companies will be explained. For discussion will be e.g. their financial basis and rules relating to the status of their counterparts, governance, the responsibilities of management and auditors and the legal status of members. The main topic of the course concerns private limited companies and public limited companies and the fundamentals that result from the limited liability of their owners, ie. on the protection of the funds of these companies. These are rules on the payment of share capital, registration of share capital, increase and decrease of share capital, own shares and rules on disbursement of capital with dividends or on dissolution of companies. The merger and division of public limited companies and the rules that must be met in that connection will be discussed. The moratorium, composition agreements and bankruptcy proceedings of companies will also be discussed. The role of auditors in connection with their work for companies will also be discussed.
Introduction to Microeconomics and Corporate Finance (VIÐ155M)
This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.
The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics
Organisation
The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.
The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.
The course cannot be used for credits in the master's programmes.
Microeconomics of Competitiveness (VIÐ174M)
The course is based on a series of cases according to the course outline. Each case is carefully prepared for this course and a guideline for the reading material is also provided and the readings are related to the cases in question. It is the case discussion that drives the learning process. The order of the cases reflect the design of the course. The first case addresses competitiveness from an overall point of view. Then the focus is on how international and specialized the distribution of the value chain has become in the developed countries, which has resulted in clusters and cluster activities. The cases also address the role of government and the role of institutes of collaboration. The cases covered address different key issues in many industries and in many parts of the world, both in developed and developing countries. The key subject is how to understand the key aspects of National Economic Strategy. The class uses the case teaching method (the Harvard model) and it is the students that do analyse the cases through their discussion which is facilitated by the teacher. The students also prepare an extensive team project (a cluster analysis) and present their results in class. In addition the student write an individual report on the subject.
The leader and leadership (VIÐ178F)
The development of knowledge about effective leadership has progressed in recent decades, from viewing leaders as unique great men with innate abilities to viewing leadership as a process of communication and collaboration through which leaders develop their strategies and priorities.
A successful leader enhances his own ability to motivate, mobilize and support staff for good deeds and cooperation towards an important purpose. Increased knowledge about factors that create effective leadership underscores the importance of leaders keeping up-to-date with the latest knowledge about effective priorities and using it to support the well-being and success of employees and workplaces.
This course will discuss leadership theories and effective leadership. It will shed light on which elements of leadership enhance the success of organizations and its link to, for example, the well-being of staff, efficient operations, equal opportunities, ethics, sustainability and the development of growth. Special emphasis will be placed on the focus and methods of servant leadership and its relationship to success.
The aim of the course is for students to understand the main characteristics and competences of leaders, to know the main leadership theories that have emerged in recent decades with an emphasis on the philosophy of servant leadership. The goal is for students to have an insight into the results of research on the relationship between a leader's focus and success in terms of employees, workplace culture, operations and the external environment of organizations.
Students examine real examples of individual leadership and leadership within organizations, examine their own priorities when it comes to leadership, and examine the main challenges facing leaders in business operations and public service leadership.
In this course, the state of knowledge in the field is communicated, student participation is activated in a conversation about the topic and about analyzes of cases that shed light on the manifestation and success of leadership based on diverse focuses and leadership theories. Curriculum and projects focus on theoretical and practical knowledge about leaders and leadership, and students examine new research in the field.
Assets, behavior and risk (VIÐ179F)
The course focuses on the nature and workings of international financial markets, in particular from the perspective of asset management. Topics covered include key theories on asset pricing and market efficiency, dynamic portfolio optimization, risk and return assessment, financial crises, behavioral finance, and ethical issues. The acquisition of technical expertise is emphasized; students should be able to systematically work on and apply the necessary formulas. In addition, emphasis is placed on students’ acquisition of solid understanding of the nature and workings of financial markets. The course is partly based on the BS course in Portfolio Management and students are expected to have completed this or a comparable course, or to familiarize themselves with the relevant material along with the material covered in this course.
This course is taught every other year.
International Business (VIÐ180F)
This course deals with the internationalization of firms, the global trade environment, strategic management of international firms, intercultural communication and other issues of international business. In the course cases and articles from scholarly journals will be used. The students will also carry out project work and in-class assignments, participate in discussions of cases etc. In this course students are expected to be very active in discussions and the course will be taught in English.
Corporate Financing (VIÐ181F)
Select topics from the BS course Finance II, but more in depth. Topics include cost of capital, evaluation and selection of financing alternatives for the long term and the short term, alternatives for the dividend policy and capital structure, bond issues, stock issues, credit rating, mergers and acquisitions, and financial restructuring. Corporate finance is discussed from the viewpoint of both the Chief Financial Officer, who needs to master both the practical and theoretical aspects of the position, as well as that of investors and creditors, who need to assess the credit rating and going concern.
HR Leadership and Communication (VIÐ182F)
In the foreground throughout the course is the role of the manager, at all levels of the hierarchy, its nature and its challenges. Human resource issues and communication are the focus area and connected to all of the course topics and assignments. The leadership role of the manager is examined; particularly in relation to general human resource management and the management of employees through reform projects and radical changes. Leadership is also examined in relation to successful teamwork and approaches to managing and solving conflicts and challenging human resource issues.
The main objective of the course is that the students gain knowledge of the meaning of the key concepts and a solid understanding of the theoretical principles, methods, and options that the manager can employ in order to successfully fulfil his/her role. Diverse teaching methods are used to encourage the interest, interaction, and participation of students.
Qualitative research methods (VIÐ184F)
The goal of the course is to give students insight into qualitative research methods, and their use in gatherin and analysing data on the individual and organizational level. Stuents will be trained in defining a research problems and presenting them in a research question. Students will further plann and execute data gethering and analysing, as well as presenting the findings in a written report. Students will learn about the strenghts and weaknesses of qualitative research so as to be able to chose the best method to study a given problem.
Marketing concept and market orientation (VIÐ185F)
The aim of the course is to underline the importance of scientific orientation in marketing and to give an overview of how theoretical and methodological knowledge can be applied to solve marketing problems. Main topics are: Antecedents and consequences of marketing orientation, competitive advantage and the development of market skills, understanding customers and managers, innovation and market intelligence, marketing communication.
Business Ethics (VIÐ191F)
The course covers ethical issues regarding business operations, executives’ connections with government, communication with government officials, and corporate social responsibility in general. A broad range of ethical concepts, codes of conduct, and business ethics will be discussed. Students will, furthermore, be introduced to different theories and analytical tools for use in handling ethical challenges in the business environment. Emphasis will be on case studies on ethical dilemmas in business operations. Guest lecturers will be sought from business and the community to share their practical experience and students will work on the solution of practical problems.
Human Resource Management (VIÐ194F)
The objective of this course is to familiarize students with the latest key theories in human resource management and that they gain understanding and proficiency in using key HRM theories. Theories of HRM are covered in detail and the goal is that students understand the importance of HRM as a field of study and as an important function within organizations. Key aspects of HRM will be covered and it is important that students familiarize themselves with the course concepts through lectures and discussion sessions where they will work on the solution of practical cases.
International Taxation and Transfer-Pricing Methods (VIÐ296F)
The course will cover in detail the rules of national law and international agreements on the conclusion and interpretation of double taxation agreements. The full tax liability of individuals and companies due to domicile in a state and its termination in one of the member states of a double taxation agreement will be discussed if a person or company is domiciled in two or more countries at the same time. Rules on limited tax liability and the division of taxing rights between member states of a double taxation treaty will be explained. Methods for mitigating double taxation under national law and a double taxation treaty will be discussed when income is taxed in two or more countries. It will be discussed how double taxation agreements can be used in tax planning with the establishment of companies in different countries. The impact of the EEC or ESS Convention on the tax laws of individual states, harmful tax competition and what has been done to eradicate it will be disclosed. Students will be trained in the use of double taxation agreements with problem solving solutions and realistic tasks. At the end of the course, it is assumed that the student has a good insight into the complex system that national law and double taxation agreements can spin on the financial measures of individuals and companies in modern society.
Transfer-Pricing Methods (TPM) often predict where profits and costs fall. TPM is an important factor in globalization, but TPM is governed by the rules of the home country and also the published rules of the OECD. TPM is closely related to tax law in the country in question. TPM rules are examined and their effects analyzed.
Business Taxation (VIÐ403M)
The course is intended as an introduction to tax law and tax practice applicable to business operations in Iceland and to offer some practice in solving simpler problems in this field. The term business operations refers on the one hand to various forms of legal persons and on the other hand to individual engaged in business operations or independent services in their own name. At the end of the course the student will be familiar with the taxes and duties levied on business operations in Iceland, the basic provisions of Icelandic law and other provisions on which the levy of the duty is based and certain procedures in solving tax problems.
Strategic Management (VIÐ265F)
The aim of the course is through lectures, class discussions and teaching material to get the students to develop knowledge, skills and capabilities in strategy and strategic management. In addition to the reading material the course focuses on cases and examples from the business environment in Iceland. An emphasis is put on different theoretical perspectives in the course and different types of organisations. The approach to teaching is based on interactive participation, openess and inclusiveness. Empowerment of the student is the main goal – and for that to be realized it is necessary for all the participants to be fully committed to the course
Financial Models in Excel (VIÐ267F)
The purpose of the course is to teach students how to apply financial theory in practice. The course will present how to approach practical financial problems by using theory in the spreadsheet environment of Excel and in the coding environment of Visual Basic. Cornerstone financial models will be assessed using real world data. Upon completion of the course, students should be comfortable with pricing securities (bonds, stock, derivatives) and performing various types of risk evaluations. Topics covered include portfolio management and evaluation, assessment of equilibrium stock pricing models, option pricing (e.g. Monte Carlo), volatility predications (e.g. GARCH models), bond immunization strategies, term structure estimation, etc. In short, the purpose of the course is to help students learn how to use the tools necessary to use financial theory in a practical way which will benefit them in any finance or research related position.
Integrated marketing communications (VIÐ270F)
The course is based on the process of integrated marketing communications (IMC), focusing on analysis, goal setting, planning, and performance evaluation. The teaching methods encourage student participation. Lectures, discussions and work on projects. In addition to guest lecturers.
International Marketing (VIÐ271F)
The course is intended to provide students with the knowledge and skills to prepare and implement market expansion abroad and enable them to carry out professional marketing activities in foreign markets.
Through the course, students get a good insight into the opportunities and challenges inherent in the marketing activities of companies in international markets. Among other things, the influence of culture and various factors in the external environment will be discussed. Ways to obtain information about consumers and competitors in different markets will be covered. Students receive good training in analyzing different markets, determining a marketing strategy based on the analysis and designing tactics to implement the strategy.
Human Resource Development (VIÐ275F)
In the foreground throughout the course is strategic human resource development (SHRD). Emphasis is placed on analysing scholarly literature on the key concepts in order to develop sound understanding and fundamental ability to successfully manage learning and development of managers and the staff in organizations. Connections are made with learning theories, adult learning, and formal learning as well as informal workplace learning. A special emphasis is placed on the whole management process, i.e. the formulation of HRD strategy, needs analysis, design of studies, implementation, follow-up, and evaluation of results. Orientation and socialisation process for new employees will be in focus as well as competence development of managers/leaders. The course will be based on lectures, discussions, and research-based group work.
Applied Statistics (VIÐ278F)
The goal of this course is to strengthen the statistics and methodology knowledge of the students to enable them to better understand research methods and research findings. State-of-the-art research will be reviewed and the statistics and methodology required to conduct this research will be discussed. Students will also conduct their own research project in preparation for analytical work in their professional life and their Master’s thesis.
Marketing Research (Master's Programme) (VIÐ279F)
The aim of the course is to introduce to students how research methods in marketing can be used to increase the success of organizations and to give them insight into how to work with challenging research questions. The course is also intended to prepare students for working on independent research assignments.
The course is based on working on projects, aiming to build students’ competence in conducting research. Students design a research study and write a research proposal, plan and execute data gathering, analyze the data, present the results in a research report, and finally, present the research and findings in a seminar. In addition to this, students get comprehensive training in various analytical methods commonly used in marketing research. Data will be analyzed using the SPSS (or PSPP) software. Students will also get training in critical assessment of the quality of research and methodology used in various research.
Industrial and Organizational Psychology (VIÐ282F)
The aim of the course is that students gain theoretical and practical knowledge of human behavior in the workplace and can use that knowledge to enhance job satisfaction and performance of staff. The course will, among other things, review workplace studies, selection of personnel, evaluation of performance, motivation, job satisfaction, communication in the workplace, leadership and corporate culture. Certain concepts and theories in I/O Psychology will be thoroughly reviewed in order to understand and their limits and usefulness.
Strategy Execution and Performance (VIÐ283F)
The course covers the theories, tools, and ideologies on which strategy development and strategy implementation are based. Methods of analysis and preparation of strategic planning and its implementation are introduced. Different ways for companies to create and maintain a competitive advantage are discussed. Emphasis is placed on the aspects of strategy development related to strategy execution, performance measurement, and implementation and follow-up of strategy. Students get the opportunity to express themselves and apply strategic planning methods in project work with a company, organization, or non-profit organization. It is worth emphasizing that good policy work is based, among other things, on the students' previous experience and their knowledge of human resources, finance, marketing, operations, management, etc. Students will, therefore, build on their experience and previous studies. Work on the final project begins after the first week and lasts until the presentation in the last week of the course, but the presentations will be at the end of the course. The course's final project is discussed in more detail later in this syllabus.
Negotiation (VIÐ284F)
This course covers negotiation, with a focus on negotiating skills, behavior in negotiation, and the legal aspects of contracts. The objective of the course is to prepare students, through active practice, to be effective in identifying opportunities for creating value, solving conflicts, conducting negotiations, designing deals and implementing them. The course is based on lectures, practical assignments and simulations. Lectures introduce theories and concepts in the field of negotiation, as well as the structure and common terms of contracts. Simulations allow students to participate in realistic negotiations that address common issues that arise in real-life business negotiations.
Labour Law (VIÐ285F)
This course covers the main topics of labour law and laws to do with human resource issues in the public and private sector. Topics discussed include collective agreements, collective bargaining, the legal status of shop stewards, legal aspects of work suspensions, mediation in labour disputes, and Labour Court. Also discussed are the rights and duties of employees and employers, individual labour law, i.e. employee hiring, dismissal and termination of employment contracts, and the legal status of employees at the legal transfer of companies. Furthermore, equal rights, rights upon illness or accident, rights of leave, etc. are discussed. A special focus is on the rights and responsibilities of public-sector employees. The influence of European law and standards of the International Labour Organization on the Icelandic labour market are discussed.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Introduction to Quantum Mechanics
- Thermodynamics and Introduction to Statistical Mechanics
- Computational Chemistry G
- Inorganic Chemistry 3
- Inorganic Chemistry Laboratory 3
- Organic Chemistry 3
- Organic Chemistry Laboratory 3
- Biochemistry 1
- Biochemistry 3
- Applied Biochemistry
- Not taught this semesterEnergy Intensive Production Processes
- Engineering Materials
- Spring 1
- Not taught this semesterOrganic Chemistry 4
- Inorganic Chemistry 4
- Molecular spectroscopy and reaction dynamics
- Biochemistry 2
- Structure and Function of Proteins
- Biochemistry 4
- Not taught this semesterEcotoxicology
- Energy Processes
- Heat Transfer
Introduction to Quantum Mechanics (EÐL306G)
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Thermodynamics and Introduction to Statistical Mechanics (EFN307G)
Basic principles and mathematical methods in thermodynamics,laws of thermodynamics, state functions, Maxwell relations, equilibrium, phase transitions, quantum statistical mechanics, ideal and real gases, specific heat, rate theory, Bose and Fermi distributions.
Computational Chemistry G (EFN510G)
Methods for calculating and predicting properties of matter and the rate of transitions. Students will learn to use software for setting up and carrying out calculations of various organic and inorganic compounds and to interpret
the results for deeper insight and understanding of chemistry. Among the methods that will be introduced for calculating electron distribution are Hartree-Fock, density functional theory and perturbation theory (MP2). The compromises that need to be made in choosing basis sets and level of theory will be discussed. Among methods used to calculate structure of molecules and movement of atoms are minimization techniques, classical dynamics, vibrational mode analysis, Monte Carlo and transition state theory. The coursework includes laboratory exercises involving computer calculations.
Inorganic Chemistry 3 (EFN513M)
Reaction mechanisms in coordination chemistry. Stereochemistry of reactions. Organometallic chemistry. Organic ligands and nomenclature. General principles and survey of organometallic compounds. Organometallic reactions and mechanisms. Spectral analysis and characterization of organometallic complexes. Organometallic reactions and catalysis.
Inorganic Chemistry Laboratory 3 (EFN514M)
The objective of the laboratory work is to familiarize the students with synthetic inorganic chemistry. The students will prepare classical transition-metal complexes, main group and organometallic compounds. Common methods and techniques for handling air-sensitive inorganic compounds such as the use of a vacuum-line, reactions under inert atmosphere, high-temperature reactions and sublimation, will be introduced and used.
Organic Chemistry 3 (EFN515M)
Generation of carbanions and their reactions, such as alkylation of enolates, C vs. O alkylation, aldol condensation and acylation of carbons. Decarboxylation and formation of double bonds will also be covered, along with organometallic chemistry. General and specific laboratory techniques of synthesis and analysis and the use of databases (Scifinder). Spectroscopic identification of all compounds. 75% of homework must be turned in in order to be allowed to take the exam.
Organic Chemistry Laboratory 3 (EFN516M)
The students will be trained to work independently in the laboratory, which serves as preparation for research projects in graduate school or on the job. Instead of standard and well-tested protocols, like found in most undergraduate laboratory classes, general descriptions from books or journal articles will be used. Each student gets his own four-step synthesis project. The students will carry out the reactions, monitor their progress and isolate the products while documenting their work in their notebooks. They will solve problems that may come up while performing their experiments, including optimization of reaction conditions if the reactions don´t work as expected the first time around. The structures of the products will be verified by spectroscopic methods, in particular NMR.
The students will be shown how to find reaction conditions in journal articles using databases (Scifinder). The lectures will also cover how results are communicated in scientific journals. The students will write an article describing their synthetic work, instead of writing reports for each step. A template from Organic Letters will be used.
The synthesis projects are based on the material covered in EFN511G, where the theme is formation of C-C bonds, for example by alkylation of 1,3-dicarbonyl compounds, by the use of the Wittig and Grignard reactions, aldol condensations etc.
Biochemistry 1 (LEF302G)
A thorough treatment of the fundamentals of biochemistry - part one; structure and function of macromolecules. The scope of biochemistry. Water and its properties. Interactions in biomolecules. Amino acids, peptides and the structure of proteins. Protein function. Protein stability, folding, and dynamics related to function. Carbohydrates and glycobiology. Lipids, membranes and membrane proteins. Enzyme kinetics, regulation of enzyme activity, and mechanisms of enzyme catalysis. Signal transduction and membrane receptors. Structure of nucleic acids, stability, and basic recombinant technology. Final grade is combined from the final exam (85% ) and a midterm exam (15%).
Lectures:
Twice weekly (2 x 40 min.) Probelm solving class (2 x 40 min.) weekly.
Course evaluation:
Final exam (3 hours): 85% of final grade.
Midterm: 15% of final grade.
Textbook:
Nelson D.L. & Cox M.M. Lehninger: Principles of Biochemistry, 8th Edition, 2021
Biochemistry 3 (LEF501M)
Practical class with accompanying lectures where practical and theoretical aspects of the experiments are discussed. Enzyme purification by hydrophobic, ion-exchange, affinity and gel filtration chromatography. Gel electrophoresis. Enzyme kinetics and inhibitors. Specific chemical modification of enzymes. Thermal stability of proteins. Ligand-protein interactions. Immunoprecipitation. Restriction enzymes and agarose electrophoresis. Bioinformatics by computer.
Practical projects:
The following laboratory sessions are performed: Enzyme kinetics and the effect of inhibitors. Purification of enzymes by hydrophobic interactions, ion-exchange chromatography, affinity chromatography, and gel-filtration. Electrophoresis of protein and nucleic acids. Stability of proteins toward heating and urea/guanidinium assessed by activity measurements, UV-absorbance and circular dichroism. Determination of activation enery (Ea) and Gibb’s free energy. Specific reactions of amino acid side-chains in proteins for determining number of disulfide bonds and thiol groups. Action of reactive compounds as proteinase inhibitors differentiating between serine and cysteine proteases. Digestion of DNA by restriction enzymes and melting of DNA under various conditions that affect its stability. Preparation of samples for mass spectrometry by trypsin digestion and spotting of samples for MALDI-MS. Fingerprint identification using the computer program and database of Mascot. Bioinformatics and analysis of protein structures on the computer screen (e.q. BLAST, DeepView).
Applied Biochemistry (LEF509M)
Aimed at introducing students to aspects of applied biochemistry and biotechnology with emphasis on protein biotechnology. Lectures: Use of proteins in industry and medicine. Industrial use of enzymes. Enzyme reactors. Applications of immobilized enzymes. Biosensors. Use of recombinant DNA technology to genetically engineer organisms for production of biochemicals. Analytical biochemistry. Automaton in bioanalysis. Purification of bioproducts; scaling up of production lines and downstream processing. Tutorials: Recent research papers presented and discussed.
Teaching methods:
Lectures (about 40). Student lectures based on selected scientific papers.
The course is taught together with ILT102F - Introduction to Applied Biotechnology. Students can only take one of the courses, not both.
Energy Intensive Production Processes (VÉL102M)
The aim of the course is:- To give students overview of processes in materials engineering;- To encourage students to think about feasible ways to utilize renewable energy. The course will cover the industrial processes in some of the larger Icelandic companies, including the production of ferro-alloys, aluminium smelting, rockwool production, recycling of steel, algea and diatomitemining, and production of sodium chlorine, fertilizers, cement. The course will also cover some of the larger material engineering processes that are not in practice in Iceland but may be a feasible option for Icelandic industry. Students will get good overview of the processes, required materials, source of power and power consumption, pollution, products etc. Discussions will be held on the financial background for individual processes, covering aspects such as production cost, profit and the influences of market share changes. Grades are based on 2 larger projects the students work on through the semester. Field trips are an important part of the course.
Engineering Materials (VÉL301G)
The objective of the course is to teach the fundamental principles of materials science so the student can better understand material behavior and select appropriate materials for a given application. Theoretical basis is given for the understanding of material behaviour from a microscopic view. The course includes the following topics: crystalline structures, imperfections, diffusion, mechanical properties, deformation and strengthening mechanisms, fracture and fatique, phase diagrams, phase transformations, thermal processing of metal alloys, types of materials (metal alloys, polymers, ceramics, composites), corrosion and degradation of of materials. The course includes homework problems and practical classes in laboratory.
Organic Chemistry 4 (EFN608M)
The course is focused on modern methods to synthesise organic compounds with emphasis on systematic build-up of knowledge to deal with modern organic synthesis. This is added to knowledge based on previous courses in organic chemistry, Organic Chemistry 1, 2 and 3, being prerequisites to this course. The lectures will deal with various nucleophilic substitutions and electrophilic additions, modern organometallic chemistry, heterocycles, reduction and selective reducing agents, pericyclic reactions and the Woodward-Hoffmann rules, oxidations and rearrangements. Stereochemistry and stereocontrol will also be discussed and its importance in organic syntheses. Application of enzymes in organic sythesis will also be covered. Protective groups and their importance in organic sytnhesis will be discussed and systematic design and performance of organic synthesis such as umpolung, retrosynthesis, retrosynthetic analysis together with relevant concepts and theories. Finally, various classical organic synthesis of complicated natural products in historical perspectives will be described and discussed in details.
The course is intended for chemistry graduate students and students fulfillinng the prerequisites with the main aim to enable students to understand modern total synthesis of organic compounds.
Inorganic Chemistry 4 (EFN610M)
The aim of this course is to provide an overview of the diverse and fascinating discipline of advanced inorganic chemistry. The course is divided into three topics; 1) bioinorganic chemistry with emphasis on the reaction chemistry of metals in proteins; 2) Metal organic frameworks (MOFs): detailed description of the synthesis and structural analysis of MOFs and their functional properties such as gas adsorption and heterogeneous catalysis; 3) Chemistry and periodicity among metals and nonmetals. Inorganic cages, rings, and clusters. Inorganic polymers. Industrial production processes of metals and metalloids. Inorganic chemical industry in Iceland.
The focus is to provide students with the skills, knowledge and experience to develop their minds as professionals and independent researchers. This course will help students to understand and reason, how to approach a problem and evaluate their approaches by literature review followed by their analysis.
The minimum requirements for this course are Inorganic chemistry 1, 2 and 3. Although, the course is intended for graduate students in chemistry, it is open to others who fulfill the requirements. The main goals are to train students to read and analyse modern inorganic chemistry and chemical process in a meaningful and professional way.
Molecular spectroscopy and reaction dynamics (EFN612M)
The course deals with the determination of the structure, energy levels, and reaction dynamics of molecules using the spectra resulting from the interaction between electromagnetic radiation and matter. The fundamentals of quantum mechanics applied to molecular spectra as well as experimental aspects of modern spectroscopic methods will be covered. The focus is on rotational and vibrational spectroscopies, electronic spectroscopy including time-resolved and single-molecule techniques, nuclear magnetic resonance, and electron paramagnetic resonance. The course involves weekly assignments and visits to experimental labs.
Biochemistry 2 (LEF406G)
In this course, the main metabolic processes of cells are studied, with a focus on carbohydrate, fat, and protein metabolism, as well as the metabolic regulation of these processes. The course begins with a detailed examination of carbohydrate metabolism, including glycolysis (both aerobic and anaerobic), the citric acid cycle, and the pentose phosphate pathway. Then we continue into pathways such as gluconeogenesis, glycogen breakdown, and then into how carbohydrate metabolism is regulated.
Next, the focus shifts to fat metabolism, where the breakdown of triglycerides, fatty acid oxidation, and fatty acid synthesis are explained. Special emphasis is placed on the regulation of fat metabolism and the control of enzymes involved in these processes. Following this, protein metabolism is addressed, where protein hydrolysis, amino acid degradation, and the urea cycle are studied.
The course also covers the integration and regulation of metabolic pathways, with a focus on the complex regulation that occurs in the key steps of these pathways, considering both intracellular signals and hormones. It examines how these processes adapt to various conditions to maintain homeostasis and the effects of disruptions in their regulation. Lastly, photosynthesis and the Calvin cycle are covered.
This course is highly beneficial for those seeking an in-depth understanding of biochemical processes and the biochemistry of the human body.
Lectures are held twice a week (2 x 40 minutes) over 13-14 weeks.
Structure and Function of Proteins (LEF616M)
The characteristics of protein structures at the different structural levels. How structure determines the different properties of proteins. Structural classes of proteins and their characteristics. Relationship between molecular structure and biological function. Interactions that determine structural stability of proteins. Protein folding and unfolding. Effects of different parameters, e.g. temperature, pH, salts and denaturants on protein stability. Techniques used for determination structure and different properties proteins. Selected topics in protein structure function relationships.
Course plan: Lectures twice per week (2x40 min. each time). Computer lab once per week (2x40 min.). Lab sessions involve training using the WWW to study proteins. Tutorials and practice of using SwissPDBviewer program for solving specific assignments related to topics covered in lectures.
Biochemistry 4 (LEF617M)
This course focuses on methodology and recent innovations in biochemistry, emphasizing both analytical and computational techniques. It is divided into several modules, each taught by experts in their respective fields. While lectures form the core of the material, additional resources such as articles or book chapters may be assigned when appropriate. Practical demonstrations of research equipment may also be included. Students are expected to submit several written assignments throughout the semester.
The course will explore recent research in various specialized areas of biochemistry, and the content of the modules is regularly updated.
Topics covered may include single-molecule spectroscopy, protein mass spectrometry, structural biochemistry, binding affinity and thermodynamics, enzymology, and computational biochemistry.
Ecotoxicology (LÍF620M)
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Energy Processes (VÉL405G)
Goal: Enable the students to: 1: Study thermodynamics from the viewpoint of the second law of thermodynamics 2. Understand standard power cycles, and their use for analysis of power plants 3. Understand air conditioning systems and their necessity 4. Understand thermochemistry and be able to estimate heat release through combustion. Content: Work, heat and energy conversion. Exergy and anergy. Energy, energy price and energy quality. Standard power and refrigeration cycles. Steam power cycles, geothermal utilization. Gas mixtures, moist air, ventilation and air purifiers. The Mollier i-x chart. Thermochemistry, combustion and reactions, chemical equilibrium. New energy systems. Exercises, design project.
Heat Transfer (VÉL601G)
Heat conduction, one and two dimensional systems, steady and unsteady heat conduction, numerical analysis of heat conduction systems. Fins and enlarged heat transfer surfaces. Heat transfer by convection, laminar and turbulent flow. Free and forced convection. Evaporation and condensation. Thermal radiation, Stefan-Boltzmann's and Planck's laws. Thermal radiation properties of materials. Shape factors, radiative heat exchange between surfaces, radiation properties of gases. Heat exchangers and their design. Special topics in heat transfer.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- Pedagogy for Social Studies and practical training 1
- Introduction to Teaching
- Spring 1
- Pedagogy for social studies and practical training 2
- Curriculum and School Development in Secondary Schools
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Not taught this semesterCost Benefit Analysis
- Mathematics for Finance I
- Mathematics for Finance II
- Microeconomics for graduate students
- Spring 1
- The economics of decision making
- Macroeconomics for graduate students
- Fixed income analysis
- Financial institutions and markets
Cost Benefit Analysis (HAG101F)
The purpose of Cost benefit analysis is to facilitate social decision making. The purpose of the course in Cost benefit analysis is to introduce to the student the foundation of CBA. CBA is used in many applications where governmental agencies at all evels are involved. CBA is routinely used to assist in making decisions regarding highway projects, health-care projects and so on. CBA is also useful to evaluate projects involving environmental damage or renewal. Topics include: Conceptually correct measures of social surplus vs. measures actually used. Estimating consumer surplus, producer surplus, and government revenue (i.e., social surplus) in primary and secondary markets, the social discount rate, uncertainty and the value of information. Existence value, contingent valuation and the value of time,crime, life, noise, and other pleasures and pains.
Mathematics for Finance I (HAG122F)
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of statistical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in their jobs in the financial market.
In the statistical part of the course, ideas about continuous and sparse probability distributions, expected values, variance and standard deviation, confidence intervals, null hypotheses and linear regression analyses, both simple and multivariate, will be reviewed. The basic ideas of the Capital Asset Pricing Model (CAPM) will also be reviewed.
The pricing part of the course will deal with the pricing of futures contracts on shares, bonds and currency and interest rate swaps, the construction of interest rate curves, as well as the types and characteristics of options.
Mathematics for Finance II (HAG122M)
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of numerical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in the workplace.
The statistical part of the course will cover time series analysis. There, models such as auto regressive models (e. Auto regressive model, AR model) and models with moving averages (e. Moving-average model, MA model) will be introduced to play. Also the combination of ARMA, ARIMA and SARIMA models. Finally, conditional variance models or ARCH and GARCH models will be reviewed.
In the pricing section, we will cover binomial trees, Wiener processes, Ito's auxiliary theorem, the Black-Scoles-Merton model and the pricing of stock and currency options.
Microeconomics for graduate students (HAG125F)
This course will familiarize students with the basic foundations of microeconomic theory and how to apply that theory to analyse economic decision making, for both consumers and firms and organizations, and both in markets and the public sector. The topics cover both consumer and production theory, the different market structures, welfare economics, as well as analysing market changes and government intervention. In addition to the theoretical foundations of economic analysis, the course material will also encourage and engage students in discussion on applied microeconomics and students will be required to work on assignment/exercises.
The economics of decision making (HAG015F)
The course has three linked facets (taught in English) and is suitable for students of economics, business, finance and political science.
- how the human species makes decisions
- how the decision-weaknesses of others can be strategically exploited
- insights and tools to improve students’ own decision-making now and in the future.
“Decisions have consequences”. In addition to providing an increased understanding of the science of economic and financial decision-making, this course improves the decision-making of each participant. The ability to make better decisions conveys a life-long, and broad, competitive advantage.
The instructor is an experimental game theorist and practicing strategist and strategic consultant. The course combines new trends in behavioral game theory and scientific strategy with application in business and geopolitics.
The class is interactive. Attendance of at least 80% is required as part of the assessment. The course is thus not suitable for students who cannot attend much due to a conflicting schedule.
Course topics include:
- Controlling emotion
- Neurological research on intuition, and leveraging one's own intuition.
- Influencing the decisions of others.
- Improving the decisions of groups and teams.
- Bubbles and crashes in the financial markets: understanding and possibly profiting from cycles.
- The science of risk versus how humans usually think about risk
- Mass movements, mobs, violence and crowd control, and strategizing in such situations.
- Politics behind the scenes.
- How the human brain really makes decisions (as opposed to the standard economic model of optimization).
- Identifying common errors and traps that prevent effective decisions.
- Analyzing one's own decision-making processes and pinpointing problem areas.
- Techniques to improve one’s judgments and decisions.
Macroeconomics for graduate students (HAG229F)
This course covers the basic methodology of macroeconomics and trains students in applying this to analyse various economic phenomena. Main topics are long-term economic growth, optimal saving, dynamic optimization, sticky prices, credit rationing and market failure in financial markets, long-term unemployment and the natural rate of unemployment, short- and long-term fluctuations in employment and production.
Fixed income analysis (HAG230F)
In this course, the main types of fixed income instruments and interest rate derivatives will be covered. Emphasis will be placed on bonds in international context as well as the special features of the domestic bond market. Some of the issues covered will be: traditional, indexed-linked, callable and convertible bonds, credit and interest rate derivatives. Pricing, portfolio management and risk management for fixed income instruments and derivatives on those will also be covered.
Financial institutions and markets (HAG231F)
The main emphasis of the course is on the role of financial markets and institutions. The interplay between central bank and commercial banks is explored in relation to interest rate - and exchange rate determination. Furthermore, the connection between monetary and fiscal policy is mapped out, regarding both price and financial stability. The second emphasis of the course is on the role of the banking system in the economy and on the function of main asset markets. The main structural characteristics of Icelandic financial markets are described in comparison to foreign markets.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- Pedagogy for Social Studies and practical training 1
- Introduction to Teaching
- Spring 1
- Pedagogy for social studies and practical training 2
- Curriculum and School Development in Secondary Schools
- Year unspecified
- Research in Geography and Tourism 3
- Research in Geography and Tourism 4
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Research in Geography and Tourism 3 (LAN301F, LAN416F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Research in Geography and Tourism 4 (LAN301F, LAN416F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
- Second year
- Fall
- Not taught this semesterTourism and wilderness
- Not taught this semesterCities and urban environment
- Spring 1
- Not taught this semesterGeographical Information Systems 2
- Northern tourism: Performances and Experiences
- Natural hazards and society
- Not taught this semesterUrban and regional planning
- Year unspecified
- Research in Geography and Tourism 1
- Research in Geography and Tourism 2
- Research in Geography and Tourism 1
- Research in Geography and Tourism 2
- Research in Geography and Tourism 3
- Research in Geography and Tourism 4
Tourism and wilderness (LAN114F)
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Cities and urban environment (LAN512M)
Introduction to theories and methods of urban geography and urban design, for the analysis of city life and the urban environment, with emphasis on urban spaces and the street and neighbourhood scale.
The historical development of cities from the beginning of urbanization to the present day. Main subjects dealt with in urban geography and urban design for analysis and policy-making, such as different social groups and residence, employment and transport, sense of place and quality of urban spaces, art and culture in urban spaces, nature in the city, and city branding. Challenges that cities face in our time, such as those related to climate change, sustainability, and emerging technologies.
Lectures, seminars, and project work. Individual and group projects.
Geographical Information Systems 2 (LAN212F)
The course is project orientated; students work independently on projects under the guidance of the teacher. Guidance is primarily on technical and theoretical solutions from the geographical information system (GIS) point of view. Major part of the semester is focused on the students own projects, often in connection with their final thesis (MS or PhD). Student projects can come from any discipline but need to have a GIS perspective that needs to be solved.
Topics: Projections, geographical objects, attributes databases, topology, geographical fields, presentation of GIS data, 3D, Meta data, open source programmes.
There is no exam but evaluation of students is through final report and smaller projects during the semester. In the beginning of the semester students are required to have a description of their project along with an estimation of the geographical information (data) they need to solve it.
Northern tourism: Performances and Experiences (LAN214F)
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Natural hazards and society (LAN215F)
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Urban and regional planning (LAN624G)
Introduction to the discipline of spatial planning, key terms and issues, historical development, and governance in spatial planning.
Main focus of the course is on practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.
Students get to know and train in applying a range of different methods used in spatial planning for collection, analysis, and interpretation of information on the built environment, local community, nature and different interests regarding urban development and land use. Also, methods for developing and presenting planning policies and planning documents.
Lectures, seminars, and project work. Individual and group projects.
Research in Geography and Tourism 1 (LAN117F, LAN219F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Research in Geography and Tourism 2 (LAN117F, LAN219F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Research in Geography and Tourism 1 (LAN117F, LAN219F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Research in Geography and Tourism 2 (LAN117F, LAN219F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Research in Geography and Tourism 3 (LAN301F, LAN416F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Research in Geography and Tourism 4 (LAN301F, LAN416F)
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Classical Mechanics
- Introduction to Quantum Mechanics
- Not taught this semesterTheory of linear models
- Theoretical Statistics
- Not taught this semesterGeometry
- Not taught this semesterGraph Theory
- Formal Languages and Computability
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterStochastic Processes
- Spacetime Physics
- Electromagnetism 1
- Atmospheric Physics
- Not taught this semesterThermodynamics 1
- Operations Research
- Galois theory
- Introduction to Measure-Theoretic Probability
- Analysis of Algorithms
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Classical Mechanics (EÐL302G)
Newtonian dynamics of a particle in various coordinate systems. Harmonic, damped and forced oscillations of a pendulum. Nonlinear oscillations and chaos. Gravitation and tidal forces. Calculus of variations. Lagrangian and Hamiltonian dynamics, generalized coordinates and constraints. Central force motion and planetary orbits. Dynamics of a system of particles, collisions in a center-of-mass coordinate system and in a lab system. Motion in a non-inertial reference frame, Coriolis and centrifugal forces. Motion relative to the Earth. Mechanics of rigid bodies, inertia tensors and principal axes of inertia. Eulerian angles, and Euler's equations for a rigid body. Precession, motion of a symmetric top and stability of rigid body rotations. Coupled oscillations, eigenfrequencies and normal modes.
Introduction to Quantum Mechanics (EÐL306G)
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Theory of linear models (STÆ310M)
Simple and multiple linear regression, analysis of variance and covariance, inference, variances and covariances of estimators, influence and diagnostic analyses using residual and influence measures, simultaneous inference. General linear models as projections with ANOVA as special case, simultaneous inference of estimable functions. R is used in assignments. Solutions to assignments are returned in LaTeX and PDF format.
In addition selected topics will be visited, e.g. generalized linear models (GLMs), nonlinear regression and/or random/mixed effects models and/or bootstrap methods etc.
Students will present solutions to individually assigned
projects/exercises, each of which is handed in earlier through a web-page.
This course is taught in semesters of even-numbered years.
Theoretical Statistics (STÆ313M)
Likelihood, Sufficient Statistic, Sufficiency Principle, Nuisance Parameter, Conditioning Principle, Invariance Principle, Likelihood Theory. Hypothesis Testing, Simple and Composite Hypothesis, The Neyman-Pearson Lemma, Power, UMP-Test, Invariant Tests. Permutation Tests, Rank Tests. Interval Estimation, Confidence Interval, Confidence, Confidence Region. Point Estimation, Bias, Mean Square Error. Assignments are returned using LaTeX and consitute 20% of the final grade.
Geometry (STÆ508M)
The subject of the course is the foundations of geometry. Affine geometry: Axioms and models. Affine planes and their isomorphisms. Parallel transformations, translations, dilatations. Translation planes and vector addition. Desargue's theorem and coordinates over division rings. The theorem of Pappus. Finite affine planes and the theorem of Wedderburn. Isomorphisms and automorphisms of Desarguesian affine planes. Affine spaces of three and higher dimensions. Projective geometry: Projective planes. Duality principle. The connection between affine and projective planes. The Bruck-Ryser theorem. Automorphisms. The theorems of Desargues and Pappus and coordinates in projective planes. Classical geometry: Incidence axioms, order axioms, congruence axioms. Neutral geometry and neutral planes. Angles and congruence theorems. Different continuity axioms. Euclidean geometry, the theorem of Pappus and coordinates over pythagorean and euclidean fields. Ruler and compass constructions. Hyperbolic geometry, Hilbert's axiom. The end calculus of Hilbert and coordinates in hyperbolic geometry.
Graph Theory (STÆ520M)
Graphs, homomorphisms and isomorphisms of graphs. Subgraphs, spanning subgraphs. Paths, connected graphs. Directed graphs. Bipartite graphs. Euler graphs and Hamilton graphs; the theorems of Chvátal, Pósa, Ore and Dirac. Tournaments. Trees, spanning trees, the matrix-tree theorem, Cayley's theorem. Weighted graphs, the algorithms of Kruskal and Dijkstra. Networks, the max-flow-min-cut theorem, the algorithm of Ford and Fulkerson, Menger's theorem. Matchings, Berge's theorem, Hall's marriage theorem, the König-Egerváry theorem, the Kuhn-Munkres algorithm. Inseparable and two-connected graphs. Planar graphs, Euler's formula, Kuratowski's theorem, dual graphs. Embeddings of graphs in surfaces, the Ringel-Youngs-Mayer theorem. Colourings, Heawood's coloring theorem, Brooks's theorem, chromatic polynomial; edge colourings, Vizing's theorem.
Formal Languages and Computability (TÖL301G)
Finite state machines, regular languages and grammars, push-down automata, context-free languages and grammars, Turing machines, general languages and grammars, and their basic properties. Recursive and recursively enumerable languages, reduction between languages, connection to decision problems and proving unsolvability of such problems. The complexity classes P and NP, and NP-completeness. Examples of various models of computation.
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Stochastic Processes (STÆ415M)
Introduction to stochastic processes with main emphasis on Markov chains.
Subject matter: Hitting time, classification of states, irreducibility, period, recurrence (positive and null), transience, regeneration, coupling, stationarity, time-reversibility, coupling from the past, branching processes, queues, martingales, Brownian motion.
Spacetime Physics (EÐL205G)
Introduction to the theory of Special Relativity and some basic concepts of General Relativity.
The need for Special Relativity (light propagation and key historical experiments). Einstein's principle of relativity, time dilation and length contraction. The geometry of spacetime (Minkowski space), the Lorentz transformation and causality. Kinematics, dynamics and electromagnetism in Special Relativity.
A brief introduction to General Relativity.
Electromagnetism 1 (EÐL401G)
The equations of Laplace and Poisson. Magnetostatics. Induction. Maxwell's equations. Energy of the electromagnetic field. Poynting's theorem. Electromagnetic waves. Plane waves in dielectric and conducting media, reflection and refraction. Electromagnetic radiation and scattering. Damping.
Atmospheric Physics (EÐL401M)
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Thermodynamics 1 (EÐL402G)
Basic concepts of thermodynamic systems, the zeroth law of thermodynamics. Work, internal energy, heat, enthalpy, the first law of thermodynamics for closed and open systems. Ideal and real gases, equations of state. The second law of thermodynamics, entropy, available energy. Thermodynamic cycles and heat engines, cooling engines and heat pumps. Thermodynamic potentials, Maxwell relations. Mixture of ideal gases. Properties for water and steam. Chemical potentials, chemical reactions of ideal gases, the third law of thermodynamics.
Operations Research (IÐN401G)
This course will introduce the student to decision and optimization models in operations research. On completing the course the student will be able to formulate, analyze, and solve mathematical models, which represent real-world problems, and critically interpret their results. The course will cover linear programming and the simplex algorithm, as well as related analytical topics. It will also introduce special types of mathematical models, including transportation, assignment, network, and integer programming models. The student will become familiar with a modeling language for linear programming.
Galois theory (STÆ403M)
Selected topics in commutative algebra.
Subject matter: Fields and field extensions. Algeraic extensions, normal extensions and seperable extensions. Galois theory. Applications.
Noetherian rings. Hilbert's basis theorem and Hilbert's Nullstellensatz.
Introduction to Measure-Theoretic Probability (STÆ418M)
Probability based on measure-theory.
Subject matter: Probability, extension theorems, independence, expectation. The Borel-Cantelli theorem and the Kolmogorov 0-1 law. Inequalities and the weak and strong laws of large numbers. Convergence pointwise, in probability, with probability one, in distribtution, and in total variation. Coupling methods. The central limit theorem. Conditional probability and expectation.
Analysis of Algorithms (TÖL403G)
Methodology for the design of algorithms and the analysis of their time conplexity. Analysis of algorithms for sorting, searching, graph theory and matrix computations. Intractable problems, heuristics, and randomized algorithms.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Public Health: Science, Politics, Prevention
- Determinants of health, health promotion and disease prevention
- Immunology
- Not taught this semesterNutritional epidemiology
- Spring 1
- Epidemiology of Physical Activity
- Global Health
- Food innovation
Public Health: Science, Politics, Prevention (LÝÐ101F)
The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.
Determinants of health, health promotion and disease prevention (LÝÐ104F)
The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.
Immunology (LÆK025M)
The immune system, organs and cells. Innate immunity, phagocytes, complement, inflammation. Adaptive immunity, development and differentiation of lymphocytes. Specificity and antigen recognition, function of B- and T-cells. Immune responses, immunological memory, mucosal immunity. Immunological tolerance and immune regulation. Immune deficiency, hypersensitivity, autoimmunity and transplantation. Treatment and intervention of autoimmune and allergic diseases. Vaccination and protection from infections. Immunological methods and diagnostics. Students presentations and discussions of scientific articles under the teachers supervision.
Nutritional epidemiology (NÆR701F)
The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.
The course will cover the basics of epidemiology and nutritional epidemiology. Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced. The field nutrigenomics will be explained.
Epidemiology of Physical Activity (ÍÞH211F)
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Global Health (LÝÐ045F)
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Food innovation (MAT609M)
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Introduction to Teaching
- Spring 1
- The teaching of natural sciences and mathematics and practical training 2
- Curriculum and School Development in Secondary Schools
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Not taught this semesterComputational Physics F
- Condensed Matter Physics 1
- Spring 1
- Not taught this semesterSolid State Physics 2
- Atmospheric Physics
- Introduction to Astrophysics
- General Relativity
- Not taught this semesterMathematical Physics
- Modern Experimental Physics
Computational Physics F (EÐL114F)
Introduction to how numerical analysis is used to explore the properties of physical systems. Programming environment and graphical representation. The application of functional bases for solving models in quantum and statistical mechanics. Communication with Linux-clusters and remote machines. The course is taught in English or Icelandic according to the needs of the students.
Programming language: FORTRAN-2008 with OpenMP directives for parallel processing.
Condensed Matter Physics 1 (EÐL520M)
The course is an introduction to some basic concepts of condensed matter physics. Curriculum: Chemical bonds, crystal structure, crystal symmetry, the reciprocal lattice. Vibrational modes of crystals, phonons, specific heat, thermal conductivity. The free electron model, band structure of condensed matter, effective mass. Metals, insulators and semiconductors. The course includes three labs.
Solid State Physics 2 (EÐL206M)
The goal is to introduce the limits of single particle models of condensed matter and explore particle interactions. Curriculum: Electric- and magnetic susceptibility in insulating and semiconducting materials. Electron transport, the Boltzmann equation and the relaxation time approximation. Limits of single particle models. Interactions and many particle approximations. Exchange interaction and magnetic properties of condensed matter, Heisenberg model, spin waves. Superconductivity, the BCS model and the Ginzburg-Landau equation.
Atmospheric Physics (EÐL401M)
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Introduction to Astrophysics (EÐL407G)
An introduction to astrophysical problems with emphasis on underlying physical principles. -- The nature of stars. Equations of state, stellar energy generation, radiative transfer. Stellar structure and evolution. Gravitational collapse and supernova explosions. Physics of white dwarfs, neutron stars and black holes. Compact binary systems. X-ray sources. Pulsars. Galaxies, their structure, formation and evolution. Active galaxies. The interstellar medium. Cosmic magnetic fields. Cosmic rays. An introduction to physical cosmology.
General Relativity (EÐL610M)
This course provides a basic introduction to Einstein's relativity theory: Special relativity, four-vectors and tensors. General relativity, spacetime curvature, the equivalence principle, Einstein's equations, experimental tests within the solar system, gravitational waves, black holes, cosmology.
Teachers: Benjamin Knorr and Ziqi Yan, postdocs at Nordita
Mathematical Physics (EÐL612M)
Continuum mechanics: Stress and strain, equations of motion. Seismic waves. Maxwell's equations and electromagnetic waves. Plane waves, reflection and refraction. Distributions and Fourier transforms. Fundamental solutions of linear partial differential equation. Waves in homogeneous media. Huygens' principle and Ásgeirsson's mean value theorem. Dispersion, phase and group velocities, Kramers-Kronig equations. The method of stationary phase. Surface waves on liquids.
Modern Experimental Physics (EÐL616M)
Presentation of important techniques used in experimental physics and of various phenomena related to the subject matter of the second and third year of the Physics curriculum. Six extensive experiments are made, most of which are related to active research in experimental physics at the Science Institute of the University of Iceland. The course emphasizes independence in carrying out the experiments, data analysis and literature search.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Nuclei and Particles
- General Chemistry 1
- Earth Dynamics
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- General Geophysics
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Nuclei and Particles (EÐL506G)
The course is devoted to the foundations of nuclear and elementary particle physics. It consists of the lectures on the corresponding theory and a laboratory of 2 week duration. In theoretical part students learn about basic ideas of nuclear physics, such as simplest nuclear models, basics of the scattering physics, types of elementary particles and their fundamental interactions. After that basics of the relativistic wave equations are introduced. The cases of Klein-Gordon, Higgs, and Dirac equations are considered. Higgs equation is used to introduce the fundamental concept of spontaneous symmetry breaking, necessary for the understanding of the appearance of a Higgs boson. Solution of the Dirac equation for free particles is analyzed, and related fundamental concepts of antiparticles, helicity and chirality are considered in detail.
General Chemistry 1 (EFN108G)
The basis of the atomic theory. Stoichiometry. Types of chemical reactions and solution stoichiometry. Properties of gases. Chemical equilibrium. Acids and bases. Applications of aqueous equilibria. Chemical thermodynamics. Enthropy, free energy and equilibrium. Electrochemistry. Chemical kinetics. Physical properties of solutions.
Earth Dynamics (JAR101G)
Geological processes and their development both in time and space in order to understand the role of endogenic processes in the evolution of the earth,e.g. plate tectonics; formation of continental and oceanic crust, their relative and absolute displacement and destruction. With this the students should be able to express themselves about geological processes by using geological terms, both in Icelandic as well as in English.
The main topics of the course include key aspects of the Earth's internal structure, with a focus on its layering and the properties of individual layers. The course covers early hypotheses about continental drift and the development of these theories, culminating in the plate tectonic theory, with a focus on explaining why and how the positions of tectonic plates—and consequently continents—are constantly changing. In the course key aspects of rock types, rock formations, and metamorphism. Volcanism is discussed, including its causes, distribution, and hazards, with special focus on Iceland. The course aims to explain the causes of earthquakes and their distribution, different types of seismic waves, and how this knowledge can be used to locate and assess earthquake magnitude. It covers the structure of the Earth's crust, faulting, folding, and mountain formation, along with the forces that drive these processes. Additionally, it discusses geochronology, age determination, and the geological timescale, i.e., the arrangement of geological strata in time and space.
Teaching Arrangement: This is a 7.5 ECTS course spanning 14 weeks. The course material is introduced in lectures, with selected reading assignments, practical exercises, and three field trips. The field trips are full-day excursions, taking place on during the first 4-5 weeks of the semester. Participation in field trips is mandatory. Practical exercises are conducted in the classroom and in the vicinity of the university. Students will complete multiple chocie exams weekly or every other week related to specific chapters in the textbook. Three whole days will be allocated to field trips were field observations and methods will be trained.
Teaching Statement: To achieve good results in the course, students need to actively participate in lectures and project work. Students gain knowledge in lectures, but it is necessary to do exercises and participate in field trips to increase understanding of concepts and train methods. Teachers will make course concepts and content accessible, but students are expected to study independently and ask questions if something is unclear. Teachers emphasize that students participate in the course evaluation if something needs to be improved. A midterm survey will be reviewed with the students.
Assessment: The course assessment is three-fold, and all parts must be completed with a minimum grade of 5 to pass the course.
- Multiple choice exams: 20%
- Reports from field trips and practical exercises: 30%
- Written final exam: 50%
Learning Outcomes:
After completing the course, the student should be able to
- Be able to use geological terminology to discuss Earth's natural processes.
- Explain the role of internal Earth forces and provide examples of the continuously changing appearance of rocks and landforms in time and space.
- Analyze the role of these processes in the formation of rock types, individual landforms, and landscape features, linking them to one or more internal Earth processes.
- Be able to read geological maps, measure and draw cross-sections, and analyze key characteristics of bedrock structures.
- Use a magnetic compass to determine, among other things, the strike and dip of rock layers and the orientation of other significant geological structures.
- Recognize key features of Icelandic rock types through field observations.
- Record and document their own observations in a field notebook
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
General Geophysics (JEÐ201G)
An introduction to the physics of the Earth. Origin and age of the Earth. Dating with radioactive elements. Gravity, shape and rotation of the Earth, the geomagnetic field, magnetic anomalies, palaeomagnetism, electric conductivity. Earthquakes, seismograph and seismic waves. Layered structure of the Earth, heat transport and the internal heat of the Earth. Geophysical research in Iceland.
Practicals including solving of problems set for each week and excercises in the use of geophysical instruments. Students write one essay on a selected topic in geophysics.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- Pedagogy for Social Studies and practical training 1
- Introduction to Teaching
- Spring 1
- Pedagogy for social studies and practical training 2
- Curriculum and School Development in Secondary Schools
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Research methods in Applied Behavioral Analysis
Research methods in Applied Behavioral Analysis (SÁL501M)
This course equips the students with understanding and knowledge of how various single-subject experimental designs can be used to study, monitor, and answer questions about the effects of interventions on behavior. The course includes coverage of the most common single-subject designs and reviews the most important issues in conducting research using single-case experimental designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. The learning arrangements consist of lectures and applied projects.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- First year
- Fall
- Pedagogy for Social Studies and practical training 1
- Introduction to Teaching
- Spring 1
- Pedagogy for social studies and practical training 2
- Curriculum and School Development in Secondary Schools
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Cultural and heritage tourism
- Not taught this semesterTourism and wilderness
- Spring 1
- Northern tourism: Performances and Experiences
- Natural hazards and society
- Environmental and social responsibility in tourism
Cultural and heritage tourism (FER110F)
The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage. Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.
Tourism and wilderness (LAN114F)
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Northern tourism: Performances and Experiences (LAN214F)
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Natural hazards and society (LAN215F)
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Environmental and social responsibility in tourism (LAN417F)
The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Differing perspectives on the history of Iceland in the Middle Ages
- Teaching of Biology
- Topics in social science education
- Not taught this semesterVarious approaches to teaching mathematics in upper secondary schools
- Not taught this semesterMathematics for diverse student group
- Working in inclusive practices
- Theories in Sociology and Philosophy of Education
- Adult Learners and human resource development
- Museums as a learning environment
- Not taught this semesterEducation, social justice and critical studies
- Life Skills - The Self
- Not taught this semesterTeaching about waves, light, sound and environment
- Not taught this semesterResearch and development in science education
- Information & Communication Technology (ICT) in Education and School Development
- Not taught this semesterTeaching of Earth science
- Development in educational institutions
- Diversity and social justice
- Spring 1
- Not taught this semesterEquity in education and equality for all
- Research with children and youths
- Youth culture and youth transition
- Critical Theories in education in an international context
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Outdoor Education and Green Design
- Learning theories: Application and research
- Action research
- Instructional design and learning processes with adult learners
- Queer pedagogy
- Upper secondary school students with special education needs
- Not taught this semesterResearch in mathematics education – the mathematics teacher
- Distance Education
- Education and education policies in a local and global context
- Global Citizenship Education – from policy to practice.
- Religions in a multicultural society
- Gender and education
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Year unspecified
- Computational thinking
- Equality and schooling
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Teaching of Biology (SNU701M)
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Topics in social science education (SFG107F)
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Various approaches to teaching mathematics in upper secondary schools (SNU503M)
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Mathematics for diverse student group (KME111F)
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Theories in Sociology and Philosophy of Education (MVS101F)
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.
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.
Museums as a learning environment (SAF016F)
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Education, social justice and critical studies (SFG102M)
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
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.
Teaching about waves, light, sound and environment (SNU003M)
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Research and development in science education (SNU004M)
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Teaching of Earth science (SNU502M)
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Research with children and youths (KME201F)
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:
- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Youth culture and youth transition (UME009M)
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Critical Theories in education in an international context (INT004F)
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Outdoor Education and Green Design (LVG006M)
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Learning theories: Application and research (MVS009F)
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.
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.
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.
Upper secondary school students with special education needs (MAL202F)
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Research in mathematics education – the mathematics teacher (SNU005M)
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Global Citizenship Education – from policy to practice. (UME002F)
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Religions in a multicultural society (KME003M)
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Computational thinking (SNU203M)
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1Mandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to TeachingMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2Mandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- LÍF118FMethods in Molecular BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Lectures: Theoretical basis of common molecular-biology techniques and their application in research. Course material provided by teachers. Laboratory practice in molecular biology techniques: Model organisms: E.coli, S. cerevisiae, C. reinhardtii, A. thaliana, C. elegans, D. melanogaster, M. musculus. Laboratory notebooks and standard operating procedures (SOP's), using online tools. Culture and storage of bacteria, yeasts and other eukaryotic organisms and cells. DNA and RNA isolation and quantification (Southern and Northern blotting, PCR, RT-PCR, qRT-PCR), restriction enzymes, DNA sequencing techniques and data analysis. Gene cloning and manipulation in bacteria yeasts and other eukaryotes. Protein expression and analysis. How to raise antibodies and use them. Western blotting, immunostaining, radioactive techniques. Microscopy in molecular biology. Methods used in recent research papers will be discussed. Essay and oral presentation discussing a selected technique. Problem based learning group assignment for graduate students: Experimental design and grant writing exercise with oral presentation of a research project.
Face-to-face learningPrerequisitesAttendance required in class - LÍF119FGraduate seminar in Ecology and EvolutionRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
PrerequisitesAttendance required in class - LÍF128FIntroduction to Research Studies and the Scientific CommunityRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
Introduction to Research Studies and the Scientific Community for M.sc. and Ph.D. students. The scientific community. Ethical, professional and practical information for research students. The research student's rights and responsibilities. Career opportunities. Lab safety and professionalism. Scientific method, conflict of interest and proper scientific conduct. What you can expect and not expect from supervisors. Duties and responsibilities of graduate students. Experimental design and how to write and publish results. Bibliographic software, tables and figure presentation. Techniques for poster and oral presentations. Writing scientific papers. Writing science proposals.
Grant writing and opportunities, cover letters, publishing environment and options. Thesis completion and responsibilities around graduation.
Format. Lectures, practicals, student projects and reviewing. Indvidual and group projects.
The course is run over 11 weeks in the fall.
Face-to-face learningDistance learningPrerequisites - LÍF112FLiterature Study for the Master's Degree in BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Prerequisites - LÍF114FResearch in molecular biology and biochemistryRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
This course is important for all graduate students in molecular biology and related fields. It is divided into two main parts: 1) presentation of a research article (journal club) and presentation of the research project (work in progress). For the research article students select a recent research article of interest and give a presentation on the aims and results. The goal is to train reading research articles in a critical way and present to others. The students have also as an assignment to bring up questions when other students present articles. The aim is to enhance critical approaches concerning scientific aims and methods used to reach the aims. In the project presentations students are expected to concentrate on the aims give a backgrounds and details of the methods used, results and the planned continuation. The students are expected to train in getting the message of the project in a clear way. The project presentation can lead to suggestion from other students that are useful for the approach.
This course is in English and has been on both spring and autumn term. The student can take this course four times giving max 8 ECTS.
Attendance is obligatory.
PrerequisitesAttendance required in class - Not taught this semesterLÍF513MHuman GeneticsRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Lectures: Mendelian genetics, organization of the human genome, structure of chromosomes, chromosomal changes and syndromes, gene mapping via association and whole genome sequencing methods, genetic analysis, genetic screening, genetics of simple and complex traits, genes and environment, cancer genetics, gene therapy, human and primate evolution, ethical issues concerning human genetics, informed consent and private information. Students are expected to have prior knowledge of the principles genetics.
Practical: Analyses of genetic data, study of chromosomal labelling, analyses of genetic associations and transcriptomes.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterLÍF516MEnvironmental IssuesRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
Face-to-face learningPrerequisites - Spring 2
- LÍF217FLiterature Study for the Master's Degree in BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Prerequisites - LÍF223FResearch in molecular biology and biochemistryRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
This seminar course is an important contribution to the education of all continuing students in the field of molecular biology. It is divided into two parts: journal club and work in progress. For the journal club students will present a recent article about an interesting area of research. The aim is to learn to read articles and to be able to present them to others. This should encourage students to be critical and ask questions about the methods used and the general approach of the research described. The work in progress part includes a detailed description of the project the student is working on, including aims, introduction, materials and methods and discussion with future work. The aim of this is to teach the student to present their work in a concise and organized manner. This also often helps to solve problems in the study due to the input of the other students and group leaders present.
The course is taught in english both in the autumn and spring semester. Students can take the course at least four times giving a total of 8 ECTS.
PrerequisitesAttendance required in class - LÍF229FGraduate seminar in Ecology and EvolutionRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
Face-to-face learningPrerequisitesAttendance required in class - LÍF614MCell Biology IIRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The emphasis is on research articles. Resent research in various field with links to cell biology are included but can vary between years. For each lecture max three research articles are included.
Each student gives a seminar on one research article with details on methods and results. The students write a report (essay) on the article and discusses the results in a critical way.
Examples of topics included in the course: innate immunity, prions, the proteins pontin and reptin, polarized epithelium, development of trachea, data analyses and gene expression, autophagy, the origin of the nucleus.
Face-to-face learningPrerequisites - Not taught this semesterLÍF615MThe Vegetation and Soil of IcelandRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course.
Face-to-face learningPrerequisites - Not taught this semesterLÍF619MOrnithologyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Classification of birds, zoogeography, aspects of ecology and adaptations, including migration, social behaviour, food ecology, population dynamics, management. Field and laboratory work: Survey of the main families with an emphasis on Icelandic species. Field trips in SW-Iceland, partly during the semester and partly in May, after the examination period.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterLÍF620MEcotoxicologyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - LÍF644MMolecular GeneticsRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Lectures: The molecular basis of life (chemical bonds, biological molecules, structure of DNA, RNA and proteins). Genomes and the flow of biological information. Chromosome structure and function, chromatin and nucleosomes. The cell cycle, DNA replication. Chromosome segregaition, Transcription. Regulation of transcription. RNA processing. Translation. Regulation of translation. Regulatory RNAs. Protein modification and targeting. DNA damage, checkpoints and DNA repair mechanisms. Repair of DNA double-strand breaks and homologous recombination. Mobile DNA elements. Tools and techniques in molecular Biology icluding Model organisms.
Seminar: Students present and discuss selected research papers and hand in a short essay.
Laboratory work: Work on molecular genetics project relevant to current research. Basic methods such as gene cloning, gene transfer and expression, PCR, sequencing, DNA isolation and restriction analysis, electrophoresis of DNA and proteins will be used.
Exam: Laboratory 10%, seminar 15%, written final exam 75%.
Face-to-face learningPrerequisites - LÍF661MMammalogyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
- Classification and characteristics of mammals
- Focus on northern mammals
- Adaptation and specialization
- Energetics
- Compedition
- Teriitories and home-range
- Population ecology
- Methods for population estimates: a) counts, b) mark-recapture analyses, c) virtual population analyses
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites
- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle AgesElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - Course Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science educationElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schoolsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student groupElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practicesElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of EducationElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource developmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studiesElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The SelfElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environmentElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science educationElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School DevelopmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth scienceElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutionsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justiceElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for allElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youthsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transitionElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international contextElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated InstructionElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green DesignElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and researchElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learnersElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needsElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacherElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - Course Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global contextElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice.Elective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural societyElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and educationElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogueElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescentsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinkingElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schoolingElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1Mandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to TeachingMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2Mandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- LÍF118FMethods in Molecular BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Lectures: Theoretical basis of common molecular-biology techniques and their application in research. Course material provided by teachers. Laboratory practice in molecular biology techniques: Model organisms: E.coli, S. cerevisiae, C. reinhardtii, A. thaliana, C. elegans, D. melanogaster, M. musculus. Laboratory notebooks and standard operating procedures (SOP's), using online tools. Culture and storage of bacteria, yeasts and other eukaryotic organisms and cells. DNA and RNA isolation and quantification (Southern and Northern blotting, PCR, RT-PCR, qRT-PCR), restriction enzymes, DNA sequencing techniques and data analysis. Gene cloning and manipulation in bacteria yeasts and other eukaryotes. Protein expression and analysis. How to raise antibodies and use them. Western blotting, immunostaining, radioactive techniques. Microscopy in molecular biology. Methods used in recent research papers will be discussed. Essay and oral presentation discussing a selected technique. Problem based learning group assignment for graduate students: Experimental design and grant writing exercise with oral presentation of a research project.
Face-to-face learningPrerequisitesAttendance required in class - LÍF119FGraduate seminar in Ecology and EvolutionRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
PrerequisitesAttendance required in class - LÍF128FIntroduction to Research Studies and the Scientific CommunityRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
Introduction to Research Studies and the Scientific Community for M.sc. and Ph.D. students. The scientific community. Ethical, professional and practical information for research students. The research student's rights and responsibilities. Career opportunities. Lab safety and professionalism. Scientific method, conflict of interest and proper scientific conduct. What you can expect and not expect from supervisors. Duties and responsibilities of graduate students. Experimental design and how to write and publish results. Bibliographic software, tables and figure presentation. Techniques for poster and oral presentations. Writing scientific papers. Writing science proposals.
Grant writing and opportunities, cover letters, publishing environment and options. Thesis completion and responsibilities around graduation.
Format. Lectures, practicals, student projects and reviewing. Indvidual and group projects.
The course is run over 11 weeks in the fall.
Face-to-face learningDistance learningPrerequisites - LÍF112FLiterature Study for the Master's Degree in BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Prerequisites - LÍF114FResearch in molecular biology and biochemistryRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
This course is important for all graduate students in molecular biology and related fields. It is divided into two main parts: 1) presentation of a research article (journal club) and presentation of the research project (work in progress). For the research article students select a recent research article of interest and give a presentation on the aims and results. The goal is to train reading research articles in a critical way and present to others. The students have also as an assignment to bring up questions when other students present articles. The aim is to enhance critical approaches concerning scientific aims and methods used to reach the aims. In the project presentations students are expected to concentrate on the aims give a backgrounds and details of the methods used, results and the planned continuation. The students are expected to train in getting the message of the project in a clear way. The project presentation can lead to suggestion from other students that are useful for the approach.
This course is in English and has been on both spring and autumn term. The student can take this course four times giving max 8 ECTS.
Attendance is obligatory.
PrerequisitesAttendance required in class - Not taught this semesterLÍF513MHuman GeneticsRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Lectures: Mendelian genetics, organization of the human genome, structure of chromosomes, chromosomal changes and syndromes, gene mapping via association and whole genome sequencing methods, genetic analysis, genetic screening, genetics of simple and complex traits, genes and environment, cancer genetics, gene therapy, human and primate evolution, ethical issues concerning human genetics, informed consent and private information. Students are expected to have prior knowledge of the principles genetics.
Practical: Analyses of genetic data, study of chromosomal labelling, analyses of genetic associations and transcriptomes.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterLÍF516MEnvironmental IssuesRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
Face-to-face learningPrerequisites - Spring 2
- LÍF217FLiterature Study for the Master's Degree in BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Prerequisites - LÍF223FResearch in molecular biology and biochemistryRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
This seminar course is an important contribution to the education of all continuing students in the field of molecular biology. It is divided into two parts: journal club and work in progress. For the journal club students will present a recent article about an interesting area of research. The aim is to learn to read articles and to be able to present them to others. This should encourage students to be critical and ask questions about the methods used and the general approach of the research described. The work in progress part includes a detailed description of the project the student is working on, including aims, introduction, materials and methods and discussion with future work. The aim of this is to teach the student to present their work in a concise and organized manner. This also often helps to solve problems in the study due to the input of the other students and group leaders present.
The course is taught in english both in the autumn and spring semester. Students can take the course at least four times giving a total of 8 ECTS.
PrerequisitesAttendance required in class - LÍF229FGraduate seminar in Ecology and EvolutionRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
Face-to-face learningPrerequisitesAttendance required in class - LÍF614MCell Biology IIRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The emphasis is on research articles. Resent research in various field with links to cell biology are included but can vary between years. For each lecture max three research articles are included.
Each student gives a seminar on one research article with details on methods and results. The students write a report (essay) on the article and discusses the results in a critical way.
Examples of topics included in the course: innate immunity, prions, the proteins pontin and reptin, polarized epithelium, development of trachea, data analyses and gene expression, autophagy, the origin of the nucleus.
Face-to-face learningPrerequisites - Not taught this semesterLÍF615MThe Vegetation and Soil of IcelandRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course.
Face-to-face learningPrerequisites - Not taught this semesterLÍF619MOrnithologyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Classification of birds, zoogeography, aspects of ecology and adaptations, including migration, social behaviour, food ecology, population dynamics, management. Field and laboratory work: Survey of the main families with an emphasis on Icelandic species. Field trips in SW-Iceland, partly during the semester and partly in May, after the examination period.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterLÍF620MEcotoxicologyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - LÍF644MMolecular GeneticsRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Lectures: The molecular basis of life (chemical bonds, biological molecules, structure of DNA, RNA and proteins). Genomes and the flow of biological information. Chromosome structure and function, chromatin and nucleosomes. The cell cycle, DNA replication. Chromosome segregaition, Transcription. Regulation of transcription. RNA processing. Translation. Regulation of translation. Regulatory RNAs. Protein modification and targeting. DNA damage, checkpoints and DNA repair mechanisms. Repair of DNA double-strand breaks and homologous recombination. Mobile DNA elements. Tools and techniques in molecular Biology icluding Model organisms.
Seminar: Students present and discuss selected research papers and hand in a short essay.
Laboratory work: Work on molecular genetics project relevant to current research. Basic methods such as gene cloning, gene transfer and expression, PCR, sequencing, DNA isolation and restriction analysis, electrophoresis of DNA and proteins will be used.
Exam: Laboratory 10%, seminar 15%, written final exam 75%.
Face-to-face learningPrerequisites - LÍF661MMammalogyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
- Classification and characteristics of mammals
- Focus on northern mammals
- Adaptation and specialization
- Energetics
- Compedition
- Teriitories and home-range
- Population ecology
- Methods for population estimates: a) counts, b) mark-recapture analyses, c) virtual population analyses
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites
- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle AgesElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - Course Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science educationElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schoolsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student groupElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practicesElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of EducationElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource developmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studiesElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The SelfElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environmentElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science educationElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School DevelopmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth scienceElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutionsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justiceElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for allElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youthsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transitionElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international contextElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated InstructionElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green DesignElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and researchElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learnersElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needsElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacherElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - Course Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global contextElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice.Elective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural societyElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and educationElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogueElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescentsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinkingElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schoolingElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1Mandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to TeachingMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2Mandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- LÍF118FMethods in Molecular BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Lectures: Theoretical basis of common molecular-biology techniques and their application in research. Course material provided by teachers. Laboratory practice in molecular biology techniques: Model organisms: E.coli, S. cerevisiae, C. reinhardtii, A. thaliana, C. elegans, D. melanogaster, M. musculus. Laboratory notebooks and standard operating procedures (SOP's), using online tools. Culture and storage of bacteria, yeasts and other eukaryotic organisms and cells. DNA and RNA isolation and quantification (Southern and Northern blotting, PCR, RT-PCR, qRT-PCR), restriction enzymes, DNA sequencing techniques and data analysis. Gene cloning and manipulation in bacteria yeasts and other eukaryotes. Protein expression and analysis. How to raise antibodies and use them. Western blotting, immunostaining, radioactive techniques. Microscopy in molecular biology. Methods used in recent research papers will be discussed. Essay and oral presentation discussing a selected technique. Problem based learning group assignment for graduate students: Experimental design and grant writing exercise with oral presentation of a research project.
Face-to-face learningPrerequisitesAttendance required in class - LÍF119FGraduate seminar in Ecology and EvolutionRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
PrerequisitesAttendance required in class - LÍF128FIntroduction to Research Studies and the Scientific CommunityRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
Introduction to Research Studies and the Scientific Community for M.sc. and Ph.D. students. The scientific community. Ethical, professional and practical information for research students. The research student's rights and responsibilities. Career opportunities. Lab safety and professionalism. Scientific method, conflict of interest and proper scientific conduct. What you can expect and not expect from supervisors. Duties and responsibilities of graduate students. Experimental design and how to write and publish results. Bibliographic software, tables and figure presentation. Techniques for poster and oral presentations. Writing scientific papers. Writing science proposals.
Grant writing and opportunities, cover letters, publishing environment and options. Thesis completion and responsibilities around graduation.
Format. Lectures, practicals, student projects and reviewing. Indvidual and group projects.
The course is run over 11 weeks in the fall.
Face-to-face learningDistance learningPrerequisites - LÍF112FLiterature Study for the Master's Degree in BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Prerequisites - LÍF114FResearch in molecular biology and biochemistryRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
This course is important for all graduate students in molecular biology and related fields. It is divided into two main parts: 1) presentation of a research article (journal club) and presentation of the research project (work in progress). For the research article students select a recent research article of interest and give a presentation on the aims and results. The goal is to train reading research articles in a critical way and present to others. The students have also as an assignment to bring up questions when other students present articles. The aim is to enhance critical approaches concerning scientific aims and methods used to reach the aims. In the project presentations students are expected to concentrate on the aims give a backgrounds and details of the methods used, results and the planned continuation. The students are expected to train in getting the message of the project in a clear way. The project presentation can lead to suggestion from other students that are useful for the approach.
This course is in English and has been on both spring and autumn term. The student can take this course four times giving max 8 ECTS.
Attendance is obligatory.
PrerequisitesAttendance required in class - Not taught this semesterLÍF513MHuman GeneticsRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Lectures: Mendelian genetics, organization of the human genome, structure of chromosomes, chromosomal changes and syndromes, gene mapping via association and whole genome sequencing methods, genetic analysis, genetic screening, genetics of simple and complex traits, genes and environment, cancer genetics, gene therapy, human and primate evolution, ethical issues concerning human genetics, informed consent and private information. Students are expected to have prior knowledge of the principles genetics.
Practical: Analyses of genetic data, study of chromosomal labelling, analyses of genetic associations and transcriptomes.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterLÍF516MEnvironmental IssuesRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
Face-to-face learningPrerequisites - Spring 2
- LÍF217FLiterature Study for the Master's Degree in BiologyRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral examination.
Prerequisites - LÍF223FResearch in molecular biology and biochemistryRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
This seminar course is an important contribution to the education of all continuing students in the field of molecular biology. It is divided into two parts: journal club and work in progress. For the journal club students will present a recent article about an interesting area of research. The aim is to learn to read articles and to be able to present them to others. This should encourage students to be critical and ask questions about the methods used and the general approach of the research described. The work in progress part includes a detailed description of the project the student is working on, including aims, introduction, materials and methods and discussion with future work. The aim of this is to teach the student to present their work in a concise and organized manner. This also often helps to solve problems in the study due to the input of the other students and group leaders present.
The course is taught in english both in the autumn and spring semester. Students can take the course at least four times giving a total of 8 ECTS.
PrerequisitesAttendance required in class - LÍF229FGraduate seminar in Ecology and EvolutionRestricted elective course2Restricted elective course, conditions apply2 ECTS, creditsCourse Description
Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students get training in presenting their research and discussing research articles.
The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology.
The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course.
Face-to-face learningPrerequisitesAttendance required in class - LÍF614MCell Biology IIRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The emphasis is on research articles. Resent research in various field with links to cell biology are included but can vary between years. For each lecture max three research articles are included.
Each student gives a seminar on one research article with details on methods and results. The students write a report (essay) on the article and discusses the results in a critical way.
Examples of topics included in the course: innate immunity, prions, the proteins pontin and reptin, polarized epithelium, development of trachea, data analyses and gene expression, autophagy, the origin of the nucleus.
Face-to-face learningPrerequisites - Not taught this semesterLÍF615MThe Vegetation and Soil of IcelandRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course.
Face-to-face learningPrerequisites - Not taught this semesterLÍF619MOrnithologyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Classification of birds, zoogeography, aspects of ecology and adaptations, including migration, social behaviour, food ecology, population dynamics, management. Field and laboratory work: Survey of the main families with an emphasis on Icelandic species. Field trips in SW-Iceland, partly during the semester and partly in May, after the examination period.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterLÍF620MEcotoxicologyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - LÍF644MMolecular GeneticsRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Lectures: The molecular basis of life (chemical bonds, biological molecules, structure of DNA, RNA and proteins). Genomes and the flow of biological information. Chromosome structure and function, chromatin and nucleosomes. The cell cycle, DNA replication. Chromosome segregaition, Transcription. Regulation of transcription. RNA processing. Translation. Regulation of translation. Regulatory RNAs. Protein modification and targeting. DNA damage, checkpoints and DNA repair mechanisms. Repair of DNA double-strand breaks and homologous recombination. Mobile DNA elements. Tools and techniques in molecular Biology icluding Model organisms.
Seminar: Students present and discuss selected research papers and hand in a short essay.
Laboratory work: Work on molecular genetics project relevant to current research. Basic methods such as gene cloning, gene transfer and expression, PCR, sequencing, DNA isolation and restriction analysis, electrophoresis of DNA and proteins will be used.
Exam: Laboratory 10%, seminar 15%, written final exam 75%.
Face-to-face learningPrerequisites - LÍF661MMammalogyRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
- Classification and characteristics of mammals
- Focus on northern mammals
- Adaptation and specialization
- Energetics
- Compedition
- Teriitories and home-range
- Population ecology
- Methods for population estimates: a) counts, b) mark-recapture analyses, c) virtual population analyses
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites
- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle AgesElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - Course Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science educationElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schoolsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student groupElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practicesElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of EducationElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource developmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studiesElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The SelfElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environmentElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science educationElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School DevelopmentElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth scienceElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutionsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justiceElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for allElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youthsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transitionElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international contextElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated InstructionElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green DesignElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and researchElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learnersElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needsElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacherElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - Course Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global contextElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice.Elective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural societyElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and educationElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogueElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescentsElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinkingElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schoolingElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- VIÐ307FManagement of Innovation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to give students an insight into management of innovation, whether it is development of a new product, technology or services. The course will discuss the nature of innovation, how the environment can support innovation and how it can aid in the management of the innovation process. The course will study both applied application of innovation as well as academic research of innovation and its management.
Face-to-face learningPrerequisitesAttendance required in classCourse taught in period I - VIÐ302MInnovation and Sustainability in Fisheries hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In this course, students will gain insight into one of the cornerstones of the Icelandic economy, fisheries and aquaculture. Emphasis is placed on innovation, sustainability, full utilization of marine products, and the opportunities presented by technological advancements, artificial intelligence, and the circular economy. Participants will also learn how Icelandic fisheries and aquaculture compete internationally, contribute to the United Nations’ Sustainable Development Goals, and utilize Icelandic ingenuity to create added value.
Through project-based learning, students will work on realistic projects in collaboration with companies and institutions in the industry, addressing real-world challenges related to marketing, sustainability, technological advancement, and full utilization for increased value creation.
Distance learningPrerequisites - VIÐ121FCorporate law and Bankruptcy Proceedings and Administration hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The issues and legal sources of company law will be discussed. Different categories of companies and different points of view will be covered when resolving issues. The characteristics of the main types of financial companies will be explained. For discussion will be e.g. their financial basis and rules relating to the status of their counterparts, governance, the responsibilities of management and auditors and the legal status of members. The main topic of the course concerns private limited companies and public limited companies and the fundamentals that result from the limited liability of their owners, ie. on the protection of the funds of these companies. These are rules on the payment of share capital, registration of share capital, increase and decrease of share capital, own shares and rules on disbursement of capital with dividends or on dissolution of companies. The merger and division of public limited companies and the rules that must be met in that connection will be discussed. The moratorium, composition agreements and bankruptcy proceedings of companies will also be discussed. The role of auditors in connection with their work for companies will also be discussed.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ155MIntroduction to Microeconomics and Corporate Finance hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.
The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economicsOrganisation
The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.
The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.
The course cannot be used for credits in the master's programmes.
Online learningPrerequisites - VIÐ174MMicroeconomics of Competitiveness hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is based on a series of cases according to the course outline. Each case is carefully prepared for this course and a guideline for the reading material is also provided and the readings are related to the cases in question. It is the case discussion that drives the learning process. The order of the cases reflect the design of the course. The first case addresses competitiveness from an overall point of view. Then the focus is on how international and specialized the distribution of the value chain has become in the developed countries, which has resulted in clusters and cluster activities. The cases also address the role of government and the role of institutes of collaboration. The cases covered address different key issues in many industries and in many parts of the world, both in developed and developing countries. The key subject is how to understand the key aspects of National Economic Strategy. The class uses the case teaching method (the Harvard model) and it is the students that do analyse the cases through their discussion which is facilitated by the teacher. The students also prepare an extensive team project (a cluster analysis) and present their results in class. In addition the student write an individual report on the subject.
Face-to-face learningPrerequisitesCourse taught in period I - Not taught this semesterVIÐ178FThe leader and leadership hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The development of knowledge about effective leadership has progressed in recent decades, from viewing leaders as unique great men with innate abilities to viewing leadership as a process of communication and collaboration through which leaders develop their strategies and priorities.
A successful leader enhances his own ability to motivate, mobilize and support staff for good deeds and cooperation towards an important purpose. Increased knowledge about factors that create effective leadership underscores the importance of leaders keeping up-to-date with the latest knowledge about effective priorities and using it to support the well-being and success of employees and workplaces.
This course will discuss leadership theories and effective leadership. It will shed light on which elements of leadership enhance the success of organizations and its link to, for example, the well-being of staff, efficient operations, equal opportunities, ethics, sustainability and the development of growth. Special emphasis will be placed on the focus and methods of servant leadership and its relationship to success.
The aim of the course is for students to understand the main characteristics and competences of leaders, to know the main leadership theories that have emerged in recent decades with an emphasis on the philosophy of servant leadership. The goal is for students to have an insight into the results of research on the relationship between a leader's focus and success in terms of employees, workplace culture, operations and the external environment of organizations.
Students examine real examples of individual leadership and leadership within organizations, examine their own priorities when it comes to leadership, and examine the main challenges facing leaders in business operations and public service leadership.
In this course, the state of knowledge in the field is communicated, student participation is activated in a conversation about the topic and about analyzes of cases that shed light on the manifestation and success of leadership based on diverse focuses and leadership theories. Curriculum and projects focus on theoretical and practical knowledge about leaders and leadership, and students examine new research in the field.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ179FAssets, behavior and risk hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course focuses on the nature and workings of international financial markets, in particular from the perspective of asset management. Topics covered include key theories on asset pricing and market efficiency, dynamic portfolio optimization, risk and return assessment, financial crises, behavioral finance, and ethical issues. The acquisition of technical expertise is emphasized; students should be able to systematically work on and apply the necessary formulas. In addition, emphasis is placed on students’ acquisition of solid understanding of the nature and workings of financial markets. The course is partly based on the BS course in Portfolio Management and students are expected to have completed this or a comparable course, or to familiarize themselves with the relevant material along with the material covered in this course.
This course is taught every other year.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ180FInternational Business hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course deals with the internationalization of firms, the global trade environment, strategic management of international firms, intercultural communication and other issues of international business. In the course cases and articles from scholarly journals will be used. The students will also carry out project work and in-class assignments, participate in discussions of cases etc. In this course students are expected to be very active in discussions and the course will be taught in English.
Face-to-face learningPrerequisitesAttendance required in classCourse taught in period II - VIÐ181FCorporate Financing hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
Select topics from the BS course Finance II, but more in depth. Topics include cost of capital, evaluation and selection of financing alternatives for the long term and the short term, alternatives for the dividend policy and capital structure, bond issues, stock issues, credit rating, mergers and acquisitions, and financial restructuring. Corporate finance is discussed from the viewpoint of both the Chief Financial Officer, who needs to master both the practical and theoretical aspects of the position, as well as that of investors and creditors, who need to assess the credit rating and going concern.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ182FHR Leadership and Communication hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In the foreground throughout the course is the role of the manager, at all levels of the hierarchy, its nature and its challenges. Human resource issues and communication are the focus area and connected to all of the course topics and assignments. The leadership role of the manager is examined; particularly in relation to general human resource management and the management of employees through reform projects and radical changes. Leadership is also examined in relation to successful teamwork and approaches to managing and solving conflicts and challenging human resource issues.
The main objective of the course is that the students gain knowledge of the meaning of the key concepts and a solid understanding of the theoretical principles, methods, and options that the manager can employ in order to successfully fulfil his/her role. Diverse teaching methods are used to encourage the interest, interaction, and participation of students.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ184FQualitative research methods hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The goal of the course is to give students insight into qualitative research methods, and their use in gatherin and analysing data on the individual and organizational level. Stuents will be trained in defining a research problems and presenting them in a research question. Students will further plann and execute data gethering and analysing, as well as presenting the findings in a written report. Students will learn about the strenghts and weaknesses of qualitative research so as to be able to chose the best method to study a given problem.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ185FMarketing concept and market orientation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to underline the importance of scientific orientation in marketing and to give an overview of how theoretical and methodological knowledge can be applied to solve marketing problems. Main topics are: Antecedents and consequences of marketing orientation, competitive advantage and the development of market skills, understanding customers and managers, innovation and market intelligence, marketing communication.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ191FBusiness Ethics hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course covers ethical issues regarding business operations, executives’ connections with government, communication with government officials, and corporate social responsibility in general. A broad range of ethical concepts, codes of conduct, and business ethics will be discussed. Students will, furthermore, be introduced to different theories and analytical tools for use in handling ethical challenges in the business environment. Emphasis will be on case studies on ethical dilemmas in business operations. Guest lecturers will be sought from business and the community to share their practical experience and students will work on the solution of practical problems.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ194FHuman Resource Management hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The objective of this course is to familiarize students with the latest key theories in human resource management and that they gain understanding and proficiency in using key HRM theories. Theories of HRM are covered in detail and the goal is that students understand the importance of HRM as a field of study and as an important function within organizations. Key aspects of HRM will be covered and it is important that students familiarize themselves with the course concepts through lectures and discussion sessions where they will work on the solution of practical cases.
Face-to-face learningPrerequisitesCourse taught in period I - Spring 2
- VIÐ296FInternational Taxation and Transfer-Pricing Methods hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover in detail the rules of national law and international agreements on the conclusion and interpretation of double taxation agreements. The full tax liability of individuals and companies due to domicile in a state and its termination in one of the member states of a double taxation agreement will be discussed if a person or company is domiciled in two or more countries at the same time. Rules on limited tax liability and the division of taxing rights between member states of a double taxation treaty will be explained. Methods for mitigating double taxation under national law and a double taxation treaty will be discussed when income is taxed in two or more countries. It will be discussed how double taxation agreements can be used in tax planning with the establishment of companies in different countries. The impact of the EEC or ESS Convention on the tax laws of individual states, harmful tax competition and what has been done to eradicate it will be disclosed. Students will be trained in the use of double taxation agreements with problem solving solutions and realistic tasks. At the end of the course, it is assumed that the student has a good insight into the complex system that national law and double taxation agreements can spin on the financial measures of individuals and companies in modern society.
Transfer-Pricing Methods (TPM) often predict where profits and costs fall. TPM is an important factor in globalization, but TPM is governed by the rules of the home country and also the published rules of the OECD. TPM is closely related to tax law in the country in question. TPM rules are examined and their effects analyzed.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ403MBusiness Taxation hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course is intended as an introduction to tax law and tax practice applicable to business operations in Iceland and to offer some practice in solving simpler problems in this field. The term business operations refers on the one hand to various forms of legal persons and on the other hand to individual engaged in business operations or independent services in their own name. At the end of the course the student will be familiar with the taxes and duties levied on business operations in Iceland, the basic provisions of Icelandic law and other provisions on which the levy of the duty is based and certain procedures in solving tax problems.
Face-to-face learningPrerequisites - VIÐ265FStrategic Management hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is through lectures, class discussions and teaching material to get the students to develop knowledge, skills and capabilities in strategy and strategic management. In addition to the reading material the course focuses on cases and examples from the business environment in Iceland. An emphasis is put on different theoretical perspectives in the course and different types of organisations. The approach to teaching is based on interactive participation, openess and inclusiveness. Empowerment of the student is the main goal – and for that to be realized it is necessary for all the participants to be fully committed to the course
Face-to-face learningPrerequisitesCourse taught in period IV - Not taught this semesterVIÐ267FFinancial Models in Excel hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The purpose of the course is to teach students how to apply financial theory in practice. The course will present how to approach practical financial problems by using theory in the spreadsheet environment of Excel and in the coding environment of Visual Basic. Cornerstone financial models will be assessed using real world data. Upon completion of the course, students should be comfortable with pricing securities (bonds, stock, derivatives) and performing various types of risk evaluations. Topics covered include portfolio management and evaluation, assessment of equilibrium stock pricing models, option pricing (e.g. Monte Carlo), volatility predications (e.g. GARCH models), bond immunization strategies, term structure estimation, etc. In short, the purpose of the course is to help students learn how to use the tools necessary to use financial theory in a practical way which will benefit them in any finance or research related position.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ270FIntegrated marketing communications hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is based on the process of integrated marketing communications (IMC), focusing on analysis, goal setting, planning, and performance evaluation. The teaching methods encourage student participation. Lectures, discussions and work on projects. In addition to guest lecturers.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ271FInternational Marketing hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is intended to provide students with the knowledge and skills to prepare and implement market expansion abroad and enable them to carry out professional marketing activities in foreign markets.
Through the course, students get a good insight into the opportunities and challenges inherent in the marketing activities of companies in international markets. Among other things, the influence of culture and various factors in the external environment will be discussed. Ways to obtain information about consumers and competitors in different markets will be covered. Students receive good training in analyzing different markets, determining a marketing strategy based on the analysis and designing tactics to implement the strategy.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ275FHuman Resource Development hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In the foreground throughout the course is strategic human resource development (SHRD). Emphasis is placed on analysing scholarly literature on the key concepts in order to develop sound understanding and fundamental ability to successfully manage learning and development of managers and the staff in organizations. Connections are made with learning theories, adult learning, and formal learning as well as informal workplace learning. A special emphasis is placed on the whole management process, i.e. the formulation of HRD strategy, needs analysis, design of studies, implementation, follow-up, and evaluation of results. Orientation and socialisation process for new employees will be in focus as well as competence development of managers/leaders. The course will be based on lectures, discussions, and research-based group work.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ278FApplied Statistics hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The goal of this course is to strengthen the statistics and methodology knowledge of the students to enable them to better understand research methods and research findings. State-of-the-art research will be reviewed and the statistics and methodology required to conduct this research will be discussed. Students will also conduct their own research project in preparation for analytical work in their professional life and their Master’s thesis.
Face-to-face learningPrerequisitesCourse taught in period IV - Not taught this semesterVIÐ279FMarketing Research (Master's Programme) hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to introduce to students how research methods in marketing can be used to increase the success of organizations and to give them insight into how to work with challenging research questions. The course is also intended to prepare students for working on independent research assignments.
The course is based on working on projects, aiming to build students’ competence in conducting research. Students design a research study and write a research proposal, plan and execute data gathering, analyze the data, present the results in a research report, and finally, present the research and findings in a seminar. In addition to this, students get comprehensive training in various analytical methods commonly used in marketing research. Data will be analyzed using the SPSS (or PSPP) software. Students will also get training in critical assessment of the quality of research and methodology used in various research.Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ282FIndustrial and Organizational Psychology hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is that students gain theoretical and practical knowledge of human behavior in the workplace and can use that knowledge to enhance job satisfaction and performance of staff. The course will, among other things, review workplace studies, selection of personnel, evaluation of performance, motivation, job satisfaction, communication in the workplace, leadership and corporate culture. Certain concepts and theories in I/O Psychology will be thoroughly reviewed in order to understand and their limits and usefulness.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ283FStrategy Execution and Performance hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course covers the theories, tools, and ideologies on which strategy development and strategy implementation are based. Methods of analysis and preparation of strategic planning and its implementation are introduced. Different ways for companies to create and maintain a competitive advantage are discussed. Emphasis is placed on the aspects of strategy development related to strategy execution, performance measurement, and implementation and follow-up of strategy. Students get the opportunity to express themselves and apply strategic planning methods in project work with a company, organization, or non-profit organization. It is worth emphasizing that good policy work is based, among other things, on the students' previous experience and their knowledge of human resources, finance, marketing, operations, management, etc. Students will, therefore, build on their experience and previous studies. Work on the final project begins after the first week and lasts until the presentation in the last week of the course, but the presentations will be at the end of the course. The course's final project is discussed in more detail later in this syllabus.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ284FNegotiation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers negotiation, with a focus on negotiating skills, behavior in negotiation, and the legal aspects of contracts. The objective of the course is to prepare students, through active practice, to be effective in identifying opportunities for creating value, solving conflicts, conducting negotiations, designing deals and implementing them. The course is based on lectures, practical assignments and simulations. Lectures introduce theories and concepts in the field of negotiation, as well as the structure and common terms of contracts. Simulations allow students to participate in realistic negotiations that address common issues that arise in real-life business negotiations.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ285FLabour Law hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers the main topics of labour law and laws to do with human resource issues in the public and private sector. Topics discussed include collective agreements, collective bargaining, the legal status of shop stewards, legal aspects of work suspensions, mediation in labour disputes, and Labour Court. Also discussed are the rights and duties of employees and employers, individual labour law, i.e. employee hiring, dismissal and termination of employment contracts, and the legal status of employees at the legal transfer of companies. Furthermore, equal rights, rights upon illness or accident, rights of leave, etc. are discussed. A special focus is on the rights and responsibilities of public-sector employees. The influence of European law and standards of the International Labour Organization on the Icelandic labour market are discussed.
Face-to-face learningPrerequisitesCourse taught in period III
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- VIÐ307FManagement of Innovation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to give students an insight into management of innovation, whether it is development of a new product, technology or services. The course will discuss the nature of innovation, how the environment can support innovation and how it can aid in the management of the innovation process. The course will study both applied application of innovation as well as academic research of innovation and its management.
Face-to-face learningPrerequisitesAttendance required in classCourse taught in period I - VIÐ302MInnovation and Sustainability in Fisheries hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In this course, students will gain insight into one of the cornerstones of the Icelandic economy, fisheries and aquaculture. Emphasis is placed on innovation, sustainability, full utilization of marine products, and the opportunities presented by technological advancements, artificial intelligence, and the circular economy. Participants will also learn how Icelandic fisheries and aquaculture compete internationally, contribute to the United Nations’ Sustainable Development Goals, and utilize Icelandic ingenuity to create added value.
Through project-based learning, students will work on realistic projects in collaboration with companies and institutions in the industry, addressing real-world challenges related to marketing, sustainability, technological advancement, and full utilization for increased value creation.
Distance learningPrerequisites - VIÐ121FCorporate law and Bankruptcy Proceedings and Administration hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The issues and legal sources of company law will be discussed. Different categories of companies and different points of view will be covered when resolving issues. The characteristics of the main types of financial companies will be explained. For discussion will be e.g. their financial basis and rules relating to the status of their counterparts, governance, the responsibilities of management and auditors and the legal status of members. The main topic of the course concerns private limited companies and public limited companies and the fundamentals that result from the limited liability of their owners, ie. on the protection of the funds of these companies. These are rules on the payment of share capital, registration of share capital, increase and decrease of share capital, own shares and rules on disbursement of capital with dividends or on dissolution of companies. The merger and division of public limited companies and the rules that must be met in that connection will be discussed. The moratorium, composition agreements and bankruptcy proceedings of companies will also be discussed. The role of auditors in connection with their work for companies will also be discussed.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ155MIntroduction to Microeconomics and Corporate Finance hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.
The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economicsOrganisation
The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.
The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.
The course cannot be used for credits in the master's programmes.
Online learningPrerequisites - VIÐ174MMicroeconomics of Competitiveness hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is based on a series of cases according to the course outline. Each case is carefully prepared for this course and a guideline for the reading material is also provided and the readings are related to the cases in question. It is the case discussion that drives the learning process. The order of the cases reflect the design of the course. The first case addresses competitiveness from an overall point of view. Then the focus is on how international and specialized the distribution of the value chain has become in the developed countries, which has resulted in clusters and cluster activities. The cases also address the role of government and the role of institutes of collaboration. The cases covered address different key issues in many industries and in many parts of the world, both in developed and developing countries. The key subject is how to understand the key aspects of National Economic Strategy. The class uses the case teaching method (the Harvard model) and it is the students that do analyse the cases through their discussion which is facilitated by the teacher. The students also prepare an extensive team project (a cluster analysis) and present their results in class. In addition the student write an individual report on the subject.
Face-to-face learningPrerequisitesCourse taught in period I - Not taught this semesterVIÐ178FThe leader and leadership hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The development of knowledge about effective leadership has progressed in recent decades, from viewing leaders as unique great men with innate abilities to viewing leadership as a process of communication and collaboration through which leaders develop their strategies and priorities.
A successful leader enhances his own ability to motivate, mobilize and support staff for good deeds and cooperation towards an important purpose. Increased knowledge about factors that create effective leadership underscores the importance of leaders keeping up-to-date with the latest knowledge about effective priorities and using it to support the well-being and success of employees and workplaces.
This course will discuss leadership theories and effective leadership. It will shed light on which elements of leadership enhance the success of organizations and its link to, for example, the well-being of staff, efficient operations, equal opportunities, ethics, sustainability and the development of growth. Special emphasis will be placed on the focus and methods of servant leadership and its relationship to success.
The aim of the course is for students to understand the main characteristics and competences of leaders, to know the main leadership theories that have emerged in recent decades with an emphasis on the philosophy of servant leadership. The goal is for students to have an insight into the results of research on the relationship between a leader's focus and success in terms of employees, workplace culture, operations and the external environment of organizations.
Students examine real examples of individual leadership and leadership within organizations, examine their own priorities when it comes to leadership, and examine the main challenges facing leaders in business operations and public service leadership.
In this course, the state of knowledge in the field is communicated, student participation is activated in a conversation about the topic and about analyzes of cases that shed light on the manifestation and success of leadership based on diverse focuses and leadership theories. Curriculum and projects focus on theoretical and practical knowledge about leaders and leadership, and students examine new research in the field.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ179FAssets, behavior and risk hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course focuses on the nature and workings of international financial markets, in particular from the perspective of asset management. Topics covered include key theories on asset pricing and market efficiency, dynamic portfolio optimization, risk and return assessment, financial crises, behavioral finance, and ethical issues. The acquisition of technical expertise is emphasized; students should be able to systematically work on and apply the necessary formulas. In addition, emphasis is placed on students’ acquisition of solid understanding of the nature and workings of financial markets. The course is partly based on the BS course in Portfolio Management and students are expected to have completed this or a comparable course, or to familiarize themselves with the relevant material along with the material covered in this course.
This course is taught every other year.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ180FInternational Business hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course deals with the internationalization of firms, the global trade environment, strategic management of international firms, intercultural communication and other issues of international business. In the course cases and articles from scholarly journals will be used. The students will also carry out project work and in-class assignments, participate in discussions of cases etc. In this course students are expected to be very active in discussions and the course will be taught in English.
Face-to-face learningPrerequisitesAttendance required in classCourse taught in period II - VIÐ181FCorporate Financing hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
Select topics from the BS course Finance II, but more in depth. Topics include cost of capital, evaluation and selection of financing alternatives for the long term and the short term, alternatives for the dividend policy and capital structure, bond issues, stock issues, credit rating, mergers and acquisitions, and financial restructuring. Corporate finance is discussed from the viewpoint of both the Chief Financial Officer, who needs to master both the practical and theoretical aspects of the position, as well as that of investors and creditors, who need to assess the credit rating and going concern.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ182FHR Leadership and Communication hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In the foreground throughout the course is the role of the manager, at all levels of the hierarchy, its nature and its challenges. Human resource issues and communication are the focus area and connected to all of the course topics and assignments. The leadership role of the manager is examined; particularly in relation to general human resource management and the management of employees through reform projects and radical changes. Leadership is also examined in relation to successful teamwork and approaches to managing and solving conflicts and challenging human resource issues.
The main objective of the course is that the students gain knowledge of the meaning of the key concepts and a solid understanding of the theoretical principles, methods, and options that the manager can employ in order to successfully fulfil his/her role. Diverse teaching methods are used to encourage the interest, interaction, and participation of students.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ184FQualitative research methods hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The goal of the course is to give students insight into qualitative research methods, and their use in gatherin and analysing data on the individual and organizational level. Stuents will be trained in defining a research problems and presenting them in a research question. Students will further plann and execute data gethering and analysing, as well as presenting the findings in a written report. Students will learn about the strenghts and weaknesses of qualitative research so as to be able to chose the best method to study a given problem.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ185FMarketing concept and market orientation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to underline the importance of scientific orientation in marketing and to give an overview of how theoretical and methodological knowledge can be applied to solve marketing problems. Main topics are: Antecedents and consequences of marketing orientation, competitive advantage and the development of market skills, understanding customers and managers, innovation and market intelligence, marketing communication.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ191FBusiness Ethics hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course covers ethical issues regarding business operations, executives’ connections with government, communication with government officials, and corporate social responsibility in general. A broad range of ethical concepts, codes of conduct, and business ethics will be discussed. Students will, furthermore, be introduced to different theories and analytical tools for use in handling ethical challenges in the business environment. Emphasis will be on case studies on ethical dilemmas in business operations. Guest lecturers will be sought from business and the community to share their practical experience and students will work on the solution of practical problems.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ194FHuman Resource Management hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The objective of this course is to familiarize students with the latest key theories in human resource management and that they gain understanding and proficiency in using key HRM theories. Theories of HRM are covered in detail and the goal is that students understand the importance of HRM as a field of study and as an important function within organizations. Key aspects of HRM will be covered and it is important that students familiarize themselves with the course concepts through lectures and discussion sessions where they will work on the solution of practical cases.
Face-to-face learningPrerequisitesCourse taught in period I - Spring 2
- VIÐ296FInternational Taxation and Transfer-Pricing Methods hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover in detail the rules of national law and international agreements on the conclusion and interpretation of double taxation agreements. The full tax liability of individuals and companies due to domicile in a state and its termination in one of the member states of a double taxation agreement will be discussed if a person or company is domiciled in two or more countries at the same time. Rules on limited tax liability and the division of taxing rights between member states of a double taxation treaty will be explained. Methods for mitigating double taxation under national law and a double taxation treaty will be discussed when income is taxed in two or more countries. It will be discussed how double taxation agreements can be used in tax planning with the establishment of companies in different countries. The impact of the EEC or ESS Convention on the tax laws of individual states, harmful tax competition and what has been done to eradicate it will be disclosed. Students will be trained in the use of double taxation agreements with problem solving solutions and realistic tasks. At the end of the course, it is assumed that the student has a good insight into the complex system that national law and double taxation agreements can spin on the financial measures of individuals and companies in modern society.
Transfer-Pricing Methods (TPM) often predict where profits and costs fall. TPM is an important factor in globalization, but TPM is governed by the rules of the home country and also the published rules of the OECD. TPM is closely related to tax law in the country in question. TPM rules are examined and their effects analyzed.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ403MBusiness Taxation hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course is intended as an introduction to tax law and tax practice applicable to business operations in Iceland and to offer some practice in solving simpler problems in this field. The term business operations refers on the one hand to various forms of legal persons and on the other hand to individual engaged in business operations or independent services in their own name. At the end of the course the student will be familiar with the taxes and duties levied on business operations in Iceland, the basic provisions of Icelandic law and other provisions on which the levy of the duty is based and certain procedures in solving tax problems.
Face-to-face learningPrerequisites - VIÐ265FStrategic Management hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is through lectures, class discussions and teaching material to get the students to develop knowledge, skills and capabilities in strategy and strategic management. In addition to the reading material the course focuses on cases and examples from the business environment in Iceland. An emphasis is put on different theoretical perspectives in the course and different types of organisations. The approach to teaching is based on interactive participation, openess and inclusiveness. Empowerment of the student is the main goal – and for that to be realized it is necessary for all the participants to be fully committed to the course
Face-to-face learningPrerequisitesCourse taught in period IV - Not taught this semesterVIÐ267FFinancial Models in Excel hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The purpose of the course is to teach students how to apply financial theory in practice. The course will present how to approach practical financial problems by using theory in the spreadsheet environment of Excel and in the coding environment of Visual Basic. Cornerstone financial models will be assessed using real world data. Upon completion of the course, students should be comfortable with pricing securities (bonds, stock, derivatives) and performing various types of risk evaluations. Topics covered include portfolio management and evaluation, assessment of equilibrium stock pricing models, option pricing (e.g. Monte Carlo), volatility predications (e.g. GARCH models), bond immunization strategies, term structure estimation, etc. In short, the purpose of the course is to help students learn how to use the tools necessary to use financial theory in a practical way which will benefit them in any finance or research related position.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ270FIntegrated marketing communications hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is based on the process of integrated marketing communications (IMC), focusing on analysis, goal setting, planning, and performance evaluation. The teaching methods encourage student participation. Lectures, discussions and work on projects. In addition to guest lecturers.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ271FInternational Marketing hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is intended to provide students with the knowledge and skills to prepare and implement market expansion abroad and enable them to carry out professional marketing activities in foreign markets.
Through the course, students get a good insight into the opportunities and challenges inherent in the marketing activities of companies in international markets. Among other things, the influence of culture and various factors in the external environment will be discussed. Ways to obtain information about consumers and competitors in different markets will be covered. Students receive good training in analyzing different markets, determining a marketing strategy based on the analysis and designing tactics to implement the strategy.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ275FHuman Resource Development hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In the foreground throughout the course is strategic human resource development (SHRD). Emphasis is placed on analysing scholarly literature on the key concepts in order to develop sound understanding and fundamental ability to successfully manage learning and development of managers and the staff in organizations. Connections are made with learning theories, adult learning, and formal learning as well as informal workplace learning. A special emphasis is placed on the whole management process, i.e. the formulation of HRD strategy, needs analysis, design of studies, implementation, follow-up, and evaluation of results. Orientation and socialisation process for new employees will be in focus as well as competence development of managers/leaders. The course will be based on lectures, discussions, and research-based group work.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ278FApplied Statistics hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The goal of this course is to strengthen the statistics and methodology knowledge of the students to enable them to better understand research methods and research findings. State-of-the-art research will be reviewed and the statistics and methodology required to conduct this research will be discussed. Students will also conduct their own research project in preparation for analytical work in their professional life and their Master’s thesis.
Face-to-face learningPrerequisitesCourse taught in period IV - Not taught this semesterVIÐ279FMarketing Research (Master's Programme) hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to introduce to students how research methods in marketing can be used to increase the success of organizations and to give them insight into how to work with challenging research questions. The course is also intended to prepare students for working on independent research assignments.
The course is based on working on projects, aiming to build students’ competence in conducting research. Students design a research study and write a research proposal, plan and execute data gathering, analyze the data, present the results in a research report, and finally, present the research and findings in a seminar. In addition to this, students get comprehensive training in various analytical methods commonly used in marketing research. Data will be analyzed using the SPSS (or PSPP) software. Students will also get training in critical assessment of the quality of research and methodology used in various research.Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ282FIndustrial and Organizational Psychology hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is that students gain theoretical and practical knowledge of human behavior in the workplace and can use that knowledge to enhance job satisfaction and performance of staff. The course will, among other things, review workplace studies, selection of personnel, evaluation of performance, motivation, job satisfaction, communication in the workplace, leadership and corporate culture. Certain concepts and theories in I/O Psychology will be thoroughly reviewed in order to understand and their limits and usefulness.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ283FStrategy Execution and Performance hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course covers the theories, tools, and ideologies on which strategy development and strategy implementation are based. Methods of analysis and preparation of strategic planning and its implementation are introduced. Different ways for companies to create and maintain a competitive advantage are discussed. Emphasis is placed on the aspects of strategy development related to strategy execution, performance measurement, and implementation and follow-up of strategy. Students get the opportunity to express themselves and apply strategic planning methods in project work with a company, organization, or non-profit organization. It is worth emphasizing that good policy work is based, among other things, on the students' previous experience and their knowledge of human resources, finance, marketing, operations, management, etc. Students will, therefore, build on their experience and previous studies. Work on the final project begins after the first week and lasts until the presentation in the last week of the course, but the presentations will be at the end of the course. The course's final project is discussed in more detail later in this syllabus.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ284FNegotiation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers negotiation, with a focus on negotiating skills, behavior in negotiation, and the legal aspects of contracts. The objective of the course is to prepare students, through active practice, to be effective in identifying opportunities for creating value, solving conflicts, conducting negotiations, designing deals and implementing them. The course is based on lectures, practical assignments and simulations. Lectures introduce theories and concepts in the field of negotiation, as well as the structure and common terms of contracts. Simulations allow students to participate in realistic negotiations that address common issues that arise in real-life business negotiations.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ285FLabour Law hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers the main topics of labour law and laws to do with human resource issues in the public and private sector. Topics discussed include collective agreements, collective bargaining, the legal status of shop stewards, legal aspects of work suspensions, mediation in labour disputes, and Labour Court. Also discussed are the rights and duties of employees and employers, individual labour law, i.e. employee hiring, dismissal and termination of employment contracts, and the legal status of employees at the legal transfer of companies. Furthermore, equal rights, rights upon illness or accident, rights of leave, etc. are discussed. A special focus is on the rights and responsibilities of public-sector employees. The influence of European law and standards of the International Labour Organization on the Icelandic labour market are discussed.
Face-to-face learningPrerequisitesCourse taught in period III
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- VIÐ307FManagement of Innovation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to give students an insight into management of innovation, whether it is development of a new product, technology or services. The course will discuss the nature of innovation, how the environment can support innovation and how it can aid in the management of the innovation process. The course will study both applied application of innovation as well as academic research of innovation and its management.
Face-to-face learningPrerequisitesAttendance required in classCourse taught in period I - VIÐ302MInnovation and Sustainability in Fisheries hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In this course, students will gain insight into one of the cornerstones of the Icelandic economy, fisheries and aquaculture. Emphasis is placed on innovation, sustainability, full utilization of marine products, and the opportunities presented by technological advancements, artificial intelligence, and the circular economy. Participants will also learn how Icelandic fisheries and aquaculture compete internationally, contribute to the United Nations’ Sustainable Development Goals, and utilize Icelandic ingenuity to create added value.
Through project-based learning, students will work on realistic projects in collaboration with companies and institutions in the industry, addressing real-world challenges related to marketing, sustainability, technological advancement, and full utilization for increased value creation.
Distance learningPrerequisites - VIÐ121FCorporate law and Bankruptcy Proceedings and Administration hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The issues and legal sources of company law will be discussed. Different categories of companies and different points of view will be covered when resolving issues. The characteristics of the main types of financial companies will be explained. For discussion will be e.g. their financial basis and rules relating to the status of their counterparts, governance, the responsibilities of management and auditors and the legal status of members. The main topic of the course concerns private limited companies and public limited companies and the fundamentals that result from the limited liability of their owners, ie. on the protection of the funds of these companies. These are rules on the payment of share capital, registration of share capital, increase and decrease of share capital, own shares and rules on disbursement of capital with dividends or on dissolution of companies. The merger and division of public limited companies and the rules that must be met in that connection will be discussed. The moratorium, composition agreements and bankruptcy proceedings of companies will also be discussed. The role of auditors in connection with their work for companies will also be discussed.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ155MIntroduction to Microeconomics and Corporate Finance hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.
The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economicsOrganisation
The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.
The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.
The course cannot be used for credits in the master's programmes.
Online learningPrerequisites - VIÐ174MMicroeconomics of Competitiveness hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is based on a series of cases according to the course outline. Each case is carefully prepared for this course and a guideline for the reading material is also provided and the readings are related to the cases in question. It is the case discussion that drives the learning process. The order of the cases reflect the design of the course. The first case addresses competitiveness from an overall point of view. Then the focus is on how international and specialized the distribution of the value chain has become in the developed countries, which has resulted in clusters and cluster activities. The cases also address the role of government and the role of institutes of collaboration. The cases covered address different key issues in many industries and in many parts of the world, both in developed and developing countries. The key subject is how to understand the key aspects of National Economic Strategy. The class uses the case teaching method (the Harvard model) and it is the students that do analyse the cases through their discussion which is facilitated by the teacher. The students also prepare an extensive team project (a cluster analysis) and present their results in class. In addition the student write an individual report on the subject.
Face-to-face learningPrerequisitesCourse taught in period I - Not taught this semesterVIÐ178FThe leader and leadership hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The development of knowledge about effective leadership has progressed in recent decades, from viewing leaders as unique great men with innate abilities to viewing leadership as a process of communication and collaboration through which leaders develop their strategies and priorities.
A successful leader enhances his own ability to motivate, mobilize and support staff for good deeds and cooperation towards an important purpose. Increased knowledge about factors that create effective leadership underscores the importance of leaders keeping up-to-date with the latest knowledge about effective priorities and using it to support the well-being and success of employees and workplaces.
This course will discuss leadership theories and effective leadership. It will shed light on which elements of leadership enhance the success of organizations and its link to, for example, the well-being of staff, efficient operations, equal opportunities, ethics, sustainability and the development of growth. Special emphasis will be placed on the focus and methods of servant leadership and its relationship to success.
The aim of the course is for students to understand the main characteristics and competences of leaders, to know the main leadership theories that have emerged in recent decades with an emphasis on the philosophy of servant leadership. The goal is for students to have an insight into the results of research on the relationship between a leader's focus and success in terms of employees, workplace culture, operations and the external environment of organizations.
Students examine real examples of individual leadership and leadership within organizations, examine their own priorities when it comes to leadership, and examine the main challenges facing leaders in business operations and public service leadership.
In this course, the state of knowledge in the field is communicated, student participation is activated in a conversation about the topic and about analyzes of cases that shed light on the manifestation and success of leadership based on diverse focuses and leadership theories. Curriculum and projects focus on theoretical and practical knowledge about leaders and leadership, and students examine new research in the field.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ179FAssets, behavior and risk hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course focuses on the nature and workings of international financial markets, in particular from the perspective of asset management. Topics covered include key theories on asset pricing and market efficiency, dynamic portfolio optimization, risk and return assessment, financial crises, behavioral finance, and ethical issues. The acquisition of technical expertise is emphasized; students should be able to systematically work on and apply the necessary formulas. In addition, emphasis is placed on students’ acquisition of solid understanding of the nature and workings of financial markets. The course is partly based on the BS course in Portfolio Management and students are expected to have completed this or a comparable course, or to familiarize themselves with the relevant material along with the material covered in this course.
This course is taught every other year.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ180FInternational Business hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course deals with the internationalization of firms, the global trade environment, strategic management of international firms, intercultural communication and other issues of international business. In the course cases and articles from scholarly journals will be used. The students will also carry out project work and in-class assignments, participate in discussions of cases etc. In this course students are expected to be very active in discussions and the course will be taught in English.
Face-to-face learningPrerequisitesAttendance required in classCourse taught in period II - VIÐ181FCorporate Financing hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
Select topics from the BS course Finance II, but more in depth. Topics include cost of capital, evaluation and selection of financing alternatives for the long term and the short term, alternatives for the dividend policy and capital structure, bond issues, stock issues, credit rating, mergers and acquisitions, and financial restructuring. Corporate finance is discussed from the viewpoint of both the Chief Financial Officer, who needs to master both the practical and theoretical aspects of the position, as well as that of investors and creditors, who need to assess the credit rating and going concern.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ182FHR Leadership and Communication hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In the foreground throughout the course is the role of the manager, at all levels of the hierarchy, its nature and its challenges. Human resource issues and communication are the focus area and connected to all of the course topics and assignments. The leadership role of the manager is examined; particularly in relation to general human resource management and the management of employees through reform projects and radical changes. Leadership is also examined in relation to successful teamwork and approaches to managing and solving conflicts and challenging human resource issues.
The main objective of the course is that the students gain knowledge of the meaning of the key concepts and a solid understanding of the theoretical principles, methods, and options that the manager can employ in order to successfully fulfil his/her role. Diverse teaching methods are used to encourage the interest, interaction, and participation of students.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ184FQualitative research methods hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The goal of the course is to give students insight into qualitative research methods, and their use in gatherin and analysing data on the individual and organizational level. Stuents will be trained in defining a research problems and presenting them in a research question. Students will further plann and execute data gethering and analysing, as well as presenting the findings in a written report. Students will learn about the strenghts and weaknesses of qualitative research so as to be able to chose the best method to study a given problem.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ185FMarketing concept and market orientation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to underline the importance of scientific orientation in marketing and to give an overview of how theoretical and methodological knowledge can be applied to solve marketing problems. Main topics are: Antecedents and consequences of marketing orientation, competitive advantage and the development of market skills, understanding customers and managers, innovation and market intelligence, marketing communication.
Face-to-face learningPrerequisitesCourse taught in period I - VIÐ191FBusiness Ethics hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course covers ethical issues regarding business operations, executives’ connections with government, communication with government officials, and corporate social responsibility in general. A broad range of ethical concepts, codes of conduct, and business ethics will be discussed. Students will, furthermore, be introduced to different theories and analytical tools for use in handling ethical challenges in the business environment. Emphasis will be on case studies on ethical dilemmas in business operations. Guest lecturers will be sought from business and the community to share their practical experience and students will work on the solution of practical problems.
Face-to-face learningPrerequisitesCourse taught in period II - VIÐ194FHuman Resource Management hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The objective of this course is to familiarize students with the latest key theories in human resource management and that they gain understanding and proficiency in using key HRM theories. Theories of HRM are covered in detail and the goal is that students understand the importance of HRM as a field of study and as an important function within organizations. Key aspects of HRM will be covered and it is important that students familiarize themselves with the course concepts through lectures and discussion sessions where they will work on the solution of practical cases.
Face-to-face learningPrerequisitesCourse taught in period I - Spring 2
- VIÐ296FInternational Taxation and Transfer-Pricing Methods hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover in detail the rules of national law and international agreements on the conclusion and interpretation of double taxation agreements. The full tax liability of individuals and companies due to domicile in a state and its termination in one of the member states of a double taxation agreement will be discussed if a person or company is domiciled in two or more countries at the same time. Rules on limited tax liability and the division of taxing rights between member states of a double taxation treaty will be explained. Methods for mitigating double taxation under national law and a double taxation treaty will be discussed when income is taxed in two or more countries. It will be discussed how double taxation agreements can be used in tax planning with the establishment of companies in different countries. The impact of the EEC or ESS Convention on the tax laws of individual states, harmful tax competition and what has been done to eradicate it will be disclosed. Students will be trained in the use of double taxation agreements with problem solving solutions and realistic tasks. At the end of the course, it is assumed that the student has a good insight into the complex system that national law and double taxation agreements can spin on the financial measures of individuals and companies in modern society.
Transfer-Pricing Methods (TPM) often predict where profits and costs fall. TPM is an important factor in globalization, but TPM is governed by the rules of the home country and also the published rules of the OECD. TPM is closely related to tax law in the country in question. TPM rules are examined and their effects analyzed.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ403MBusiness Taxation hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course is intended as an introduction to tax law and tax practice applicable to business operations in Iceland and to offer some practice in solving simpler problems in this field. The term business operations refers on the one hand to various forms of legal persons and on the other hand to individual engaged in business operations or independent services in their own name. At the end of the course the student will be familiar with the taxes and duties levied on business operations in Iceland, the basic provisions of Icelandic law and other provisions on which the levy of the duty is based and certain procedures in solving tax problems.
Face-to-face learningPrerequisites - VIÐ265FStrategic Management hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is through lectures, class discussions and teaching material to get the students to develop knowledge, skills and capabilities in strategy and strategic management. In addition to the reading material the course focuses on cases and examples from the business environment in Iceland. An emphasis is put on different theoretical perspectives in the course and different types of organisations. The approach to teaching is based on interactive participation, openess and inclusiveness. Empowerment of the student is the main goal – and for that to be realized it is necessary for all the participants to be fully committed to the course
Face-to-face learningPrerequisitesCourse taught in period IV - Not taught this semesterVIÐ267FFinancial Models in Excel hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The purpose of the course is to teach students how to apply financial theory in practice. The course will present how to approach practical financial problems by using theory in the spreadsheet environment of Excel and in the coding environment of Visual Basic. Cornerstone financial models will be assessed using real world data. Upon completion of the course, students should be comfortable with pricing securities (bonds, stock, derivatives) and performing various types of risk evaluations. Topics covered include portfolio management and evaluation, assessment of equilibrium stock pricing models, option pricing (e.g. Monte Carlo), volatility predications (e.g. GARCH models), bond immunization strategies, term structure estimation, etc. In short, the purpose of the course is to help students learn how to use the tools necessary to use financial theory in a practical way which will benefit them in any finance or research related position.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ270FIntegrated marketing communications hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is based on the process of integrated marketing communications (IMC), focusing on analysis, goal setting, planning, and performance evaluation. The teaching methods encourage student participation. Lectures, discussions and work on projects. In addition to guest lecturers.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ271FInternational Marketing hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course is intended to provide students with the knowledge and skills to prepare and implement market expansion abroad and enable them to carry out professional marketing activities in foreign markets.
Through the course, students get a good insight into the opportunities and challenges inherent in the marketing activities of companies in international markets. Among other things, the influence of culture and various factors in the external environment will be discussed. Ways to obtain information about consumers and competitors in different markets will be covered. Students receive good training in analyzing different markets, determining a marketing strategy based on the analysis and designing tactics to implement the strategy.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ275FHuman Resource Development hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In the foreground throughout the course is strategic human resource development (SHRD). Emphasis is placed on analysing scholarly literature on the key concepts in order to develop sound understanding and fundamental ability to successfully manage learning and development of managers and the staff in organizations. Connections are made with learning theories, adult learning, and formal learning as well as informal workplace learning. A special emphasis is placed on the whole management process, i.e. the formulation of HRD strategy, needs analysis, design of studies, implementation, follow-up, and evaluation of results. Orientation and socialisation process for new employees will be in focus as well as competence development of managers/leaders. The course will be based on lectures, discussions, and research-based group work.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ278FApplied Statistics hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The goal of this course is to strengthen the statistics and methodology knowledge of the students to enable them to better understand research methods and research findings. State-of-the-art research will be reviewed and the statistics and methodology required to conduct this research will be discussed. Students will also conduct their own research project in preparation for analytical work in their professional life and their Master’s thesis.
Face-to-face learningPrerequisitesCourse taught in period IV - Not taught this semesterVIÐ279FMarketing Research (Master's Programme) hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is to introduce to students how research methods in marketing can be used to increase the success of organizations and to give them insight into how to work with challenging research questions. The course is also intended to prepare students for working on independent research assignments.
The course is based on working on projects, aiming to build students’ competence in conducting research. Students design a research study and write a research proposal, plan and execute data gathering, analyze the data, present the results in a research report, and finally, present the research and findings in a seminar. In addition to this, students get comprehensive training in various analytical methods commonly used in marketing research. Data will be analyzed using the SPSS (or PSPP) software. Students will also get training in critical assessment of the quality of research and methodology used in various research.Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ282FIndustrial and Organizational Psychology hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The aim of the course is that students gain theoretical and practical knowledge of human behavior in the workplace and can use that knowledge to enhance job satisfaction and performance of staff. The course will, among other things, review workplace studies, selection of personnel, evaluation of performance, motivation, job satisfaction, communication in the workplace, leadership and corporate culture. Certain concepts and theories in I/O Psychology will be thoroughly reviewed in order to understand and their limits and usefulness.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ283FStrategy Execution and Performance hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course covers the theories, tools, and ideologies on which strategy development and strategy implementation are based. Methods of analysis and preparation of strategic planning and its implementation are introduced. Different ways for companies to create and maintain a competitive advantage are discussed. Emphasis is placed on the aspects of strategy development related to strategy execution, performance measurement, and implementation and follow-up of strategy. Students get the opportunity to express themselves and apply strategic planning methods in project work with a company, organization, or non-profit organization. It is worth emphasizing that good policy work is based, among other things, on the students' previous experience and their knowledge of human resources, finance, marketing, operations, management, etc. Students will, therefore, build on their experience and previous studies. Work on the final project begins after the first week and lasts until the presentation in the last week of the course, but the presentations will be at the end of the course. The course's final project is discussed in more detail later in this syllabus.
Face-to-face learningPrerequisitesCourse taught in period IV - VIÐ284FNegotiation hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers negotiation, with a focus on negotiating skills, behavior in negotiation, and the legal aspects of contracts. The objective of the course is to prepare students, through active practice, to be effective in identifying opportunities for creating value, solving conflicts, conducting negotiations, designing deals and implementing them. The course is based on lectures, practical assignments and simulations. Lectures introduce theories and concepts in the field of negotiation, as well as the structure and common terms of contracts. Simulations allow students to participate in realistic negotiations that address common issues that arise in real-life business negotiations.
Face-to-face learningPrerequisitesCourse taught in period III - VIÐ285FLabour Law hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers the main topics of labour law and laws to do with human resource issues in the public and private sector. Topics discussed include collective agreements, collective bargaining, the legal status of shop stewards, legal aspects of work suspensions, mediation in labour disputes, and Labour Court. Also discussed are the rights and duties of employees and employers, individual labour law, i.e. employee hiring, dismissal and termination of employment contracts, and the legal status of employees at the legal transfer of companies. Furthermore, equal rights, rights upon illness or accident, rights of leave, etc. are discussed. A special focus is on the rights and responsibilities of public-sector employees. The influence of European law and standards of the International Labour Organization on the Icelandic labour market are discussed.
Face-to-face learningPrerequisitesCourse taught in period III
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- EÐL306GIntroduction to Quantum Mechanics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Face-to-face learningPrerequisites - EFN307GThermodynamics and Introduction to Statistical Mechanics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Basic principles and mathematical methods in thermodynamics,laws of thermodynamics, state functions, Maxwell relations, equilibrium, phase transitions, quantum statistical mechanics, ideal and real gases, specific heat, rate theory, Bose and Fermi distributions.
Face-to-face learningPrerequisites - EFN510GComputational Chemistry G hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Methods for calculating and predicting properties of matter and the rate of transitions. Students will learn to use software for setting up and carrying out calculations of various organic and inorganic compounds and to interpret
the results for deeper insight and understanding of chemistry. Among the methods that will be introduced for calculating electron distribution are Hartree-Fock, density functional theory and perturbation theory (MP2). The compromises that need to be made in choosing basis sets and level of theory will be discussed. Among methods used to calculate structure of molecules and movement of atoms are minimization techniques, classical dynamics, vibrational mode analysis, Monte Carlo and transition state theory. The coursework includes laboratory exercises involving computer calculations.Face-to-face learningPrerequisites - EFN513MInorganic Chemistry 3 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Reaction mechanisms in coordination chemistry. Stereochemistry of reactions. Organometallic chemistry. Organic ligands and nomenclature. General principles and survey of organometallic compounds. Organometallic reactions and mechanisms. Spectral analysis and characterization of organometallic complexes. Organometallic reactions and catalysis.
Face-to-face learningPrerequisites - EFN514MInorganic Chemistry Laboratory 3 hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The objective of the laboratory work is to familiarize the students with synthetic inorganic chemistry. The students will prepare classical transition-metal complexes, main group and organometallic compounds. Common methods and techniques for handling air-sensitive inorganic compounds such as the use of a vacuum-line, reactions under inert atmosphere, high-temperature reactions and sublimation, will be introduced and used.
Face-to-face learningPrerequisitesAttendance required in class - EFN515MOrganic Chemistry 3 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Generation of carbanions and their reactions, such as alkylation of enolates, C vs. O alkylation, aldol condensation and acylation of carbons. Decarboxylation and formation of double bonds will also be covered, along with organometallic chemistry. General and specific laboratory techniques of synthesis and analysis and the use of databases (Scifinder). Spectroscopic identification of all compounds. 75% of homework must be turned in in order to be allowed to take the exam.
Face-to-face learningPrerequisites - EFN516MOrganic Chemistry Laboratory 3 hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The students will be trained to work independently in the laboratory, which serves as preparation for research projects in graduate school or on the job. Instead of standard and well-tested protocols, like found in most undergraduate laboratory classes, general descriptions from books or journal articles will be used. Each student gets his own four-step synthesis project. The students will carry out the reactions, monitor their progress and isolate the products while documenting their work in their notebooks. They will solve problems that may come up while performing their experiments, including optimization of reaction conditions if the reactions don´t work as expected the first time around. The structures of the products will be verified by spectroscopic methods, in particular NMR.
The students will be shown how to find reaction conditions in journal articles using databases (Scifinder). The lectures will also cover how results are communicated in scientific journals. The students will write an article describing their synthetic work, instead of writing reports for each step. A template from Organic Letters will be used.
The synthesis projects are based on the material covered in EFN511G, where the theme is formation of C-C bonds, for example by alkylation of 1,3-dicarbonyl compounds, by the use of the Wittig and Grignard reactions, aldol condensations etc.
Face-to-face learningPrerequisitesAttendance required in class - LEF302GBiochemistry 1 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
A thorough treatment of the fundamentals of biochemistry - part one; structure and function of macromolecules. The scope of biochemistry. Water and its properties. Interactions in biomolecules. Amino acids, peptides and the structure of proteins. Protein function. Protein stability, folding, and dynamics related to function. Carbohydrates and glycobiology. Lipids, membranes and membrane proteins. Enzyme kinetics, regulation of enzyme activity, and mechanisms of enzyme catalysis. Signal transduction and membrane receptors. Structure of nucleic acids, stability, and basic recombinant technology. Final grade is combined from the final exam (85% ) and a midterm exam (15%).
Lectures:
Twice weekly (2 x 40 min.) Probelm solving class (2 x 40 min.) weekly.Course evaluation:
Final exam (3 hours): 85% of final grade.
Midterm: 15% of final grade.Textbook:
Nelson D.L. & Cox M.M. Lehninger: Principles of Biochemistry, 8th Edition, 2021Face-to-face learningPrerequisites - LEF501MBiochemistry 3 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Practical class with accompanying lectures where practical and theoretical aspects of the experiments are discussed. Enzyme purification by hydrophobic, ion-exchange, affinity and gel filtration chromatography. Gel electrophoresis. Enzyme kinetics and inhibitors. Specific chemical modification of enzymes. Thermal stability of proteins. Ligand-protein interactions. Immunoprecipitation. Restriction enzymes and agarose electrophoresis. Bioinformatics by computer.
Practical projects:
The following laboratory sessions are performed: Enzyme kinetics and the effect of inhibitors. Purification of enzymes by hydrophobic interactions, ion-exchange chromatography, affinity chromatography, and gel-filtration. Electrophoresis of protein and nucleic acids. Stability of proteins toward heating and urea/guanidinium assessed by activity measurements, UV-absorbance and circular dichroism. Determination of activation enery (Ea) and Gibb’s free energy. Specific reactions of amino acid side-chains in proteins for determining number of disulfide bonds and thiol groups. Action of reactive compounds as proteinase inhibitors differentiating between serine and cysteine proteases. Digestion of DNA by restriction enzymes and melting of DNA under various conditions that affect its stability. Preparation of samples for mass spectrometry by trypsin digestion and spotting of samples for MALDI-MS. Fingerprint identification using the computer program and database of Mascot. Bioinformatics and analysis of protein structures on the computer screen (e.q. BLAST, DeepView).Face-to-face learningPrerequisites - LEF509MApplied Biochemistry hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Aimed at introducing students to aspects of applied biochemistry and biotechnology with emphasis on protein biotechnology. Lectures: Use of proteins in industry and medicine. Industrial use of enzymes. Enzyme reactors. Applications of immobilized enzymes. Biosensors. Use of recombinant DNA technology to genetically engineer organisms for production of biochemicals. Analytical biochemistry. Automaton in bioanalysis. Purification of bioproducts; scaling up of production lines and downstream processing. Tutorials: Recent research papers presented and discussed.
Teaching methods:
Lectures (about 40). Student lectures based on selected scientific papers.The course is taught together with ILT102F - Introduction to Applied Biotechnology. Students can only take one of the courses, not both.
Face-to-face learningPrerequisites - Not taught this semesterVÉL102MEnergy Intensive Production Processes hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of the course is:- To give students overview of processes in materials engineering;- To encourage students to think about feasible ways to utilize renewable energy. The course will cover the industrial processes in some of the larger Icelandic companies, including the production of ferro-alloys, aluminium smelting, rockwool production, recycling of steel, algea and diatomitemining, and production of sodium chlorine, fertilizers, cement. The course will also cover some of the larger material engineering processes that are not in practice in Iceland but may be a feasible option for Icelandic industry. Students will get good overview of the processes, required materials, source of power and power consumption, pollution, products etc. Discussions will be held on the financial background for individual processes, covering aspects such as production cost, profit and the influences of market share changes. Grades are based on 2 larger projects the students work on through the semester. Field trips are an important part of the course.
Face-to-face learningPrerequisites - VÉL301GEngineering Materials hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objective of the course is to teach the fundamental principles of materials science so the student can better understand material behavior and select appropriate materials for a given application. Theoretical basis is given for the understanding of material behaviour from a microscopic view. The course includes the following topics: crystalline structures, imperfections, diffusion, mechanical properties, deformation and strengthening mechanisms, fracture and fatique, phase diagrams, phase transformations, thermal processing of metal alloys, types of materials (metal alloys, polymers, ceramics, composites), corrosion and degradation of of materials. The course includes homework problems and practical classes in laboratory.
Face-to-face learningPrerequisites - Spring 2
- Not taught this semesterEFN608MOrganic Chemistry 4 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is focused on modern methods to synthesise organic compounds with emphasis on systematic build-up of knowledge to deal with modern organic synthesis. This is added to knowledge based on previous courses in organic chemistry, Organic Chemistry 1, 2 and 3, being prerequisites to this course. The lectures will deal with various nucleophilic substitutions and electrophilic additions, modern organometallic chemistry, heterocycles, reduction and selective reducing agents, pericyclic reactions and the Woodward-Hoffmann rules, oxidations and rearrangements. Stereochemistry and stereocontrol will also be discussed and its importance in organic syntheses. Application of enzymes in organic sythesis will also be covered. Protective groups and their importance in organic sytnhesis will be discussed and systematic design and performance of organic synthesis such as umpolung, retrosynthesis, retrosynthetic analysis together with relevant concepts and theories. Finally, various classical organic synthesis of complicated natural products in historical perspectives will be described and discussed in details.
The course is intended for chemistry graduate students and students fulfillinng the prerequisites with the main aim to enable students to understand modern total synthesis of organic compounds.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EFN610MInorganic Chemistry 4 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The aim of this course is to provide an overview of the diverse and fascinating discipline of advanced inorganic chemistry. The course is divided into three topics; 1) bioinorganic chemistry with emphasis on the reaction chemistry of metals in proteins; 2) Metal organic frameworks (MOFs): detailed description of the synthesis and structural analysis of MOFs and their functional properties such as gas adsorption and heterogeneous catalysis; 3) Chemistry and periodicity among metals and nonmetals. Inorganic cages, rings, and clusters. Inorganic polymers. Industrial production processes of metals and metalloids. Inorganic chemical industry in Iceland.
The focus is to provide students with the skills, knowledge and experience to develop their minds as professionals and independent researchers. This course will help students to understand and reason, how to approach a problem and evaluate their approaches by literature review followed by their analysis.
The minimum requirements for this course are Inorganic chemistry 1, 2 and 3. Although, the course is intended for graduate students in chemistry, it is open to others who fulfill the requirements. The main goals are to train students to read and analyse modern inorganic chemistry and chemical process in a meaningful and professional way.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EFN612MMolecular spectroscopy and reaction dynamics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course deals with the determination of the structure, energy levels, and reaction dynamics of molecules using the spectra resulting from the interaction between electromagnetic radiation and matter. The fundamentals of quantum mechanics applied to molecular spectra as well as experimental aspects of modern spectroscopic methods will be covered. The focus is on rotational and vibrational spectroscopies, electronic spectroscopy including time-resolved and single-molecule techniques, nuclear magnetic resonance, and electron paramagnetic resonance. The course involves weekly assignments and visits to experimental labs.
Face-to-face learningPrerequisites - LEF406GBiochemistry 2 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
In this course, the main metabolic processes of cells are studied, with a focus on carbohydrate, fat, and protein metabolism, as well as the metabolic regulation of these processes. The course begins with a detailed examination of carbohydrate metabolism, including glycolysis (both aerobic and anaerobic), the citric acid cycle, and the pentose phosphate pathway. Then we continue into pathways such as gluconeogenesis, glycogen breakdown, and then into how carbohydrate metabolism is regulated.
Next, the focus shifts to fat metabolism, where the breakdown of triglycerides, fatty acid oxidation, and fatty acid synthesis are explained. Special emphasis is placed on the regulation of fat metabolism and the control of enzymes involved in these processes. Following this, protein metabolism is addressed, where protein hydrolysis, amino acid degradation, and the urea cycle are studied.
The course also covers the integration and regulation of metabolic pathways, with a focus on the complex regulation that occurs in the key steps of these pathways, considering both intracellular signals and hormones. It examines how these processes adapt to various conditions to maintain homeostasis and the effects of disruptions in their regulation. Lastly, photosynthesis and the Calvin cycle are covered.
This course is highly beneficial for those seeking an in-depth understanding of biochemical processes and the biochemistry of the human body.
Lectures are held twice a week (2 x 40 minutes) over 13-14 weeks.
Face-to-face learningPrerequisites - LEF616MStructure and Function of Proteins hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The characteristics of protein structures at the different structural levels. How structure determines the different properties of proteins. Structural classes of proteins and their characteristics. Relationship between molecular structure and biological function. Interactions that determine structural stability of proteins. Protein folding and unfolding. Effects of different parameters, e.g. temperature, pH, salts and denaturants on protein stability. Techniques used for determination structure and different properties proteins. Selected topics in protein structure function relationships.
Course plan: Lectures twice per week (2x40 min. each time). Computer lab once per week (2x40 min.). Lab sessions involve training using the WWW to study proteins. Tutorials and practice of using SwissPDBviewer program for solving specific assignments related to topics covered in lectures.
Face-to-face learningPrerequisites - LEF617MBiochemistry 4 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
This course focuses on methodology and recent innovations in biochemistry, emphasizing both analytical and computational techniques. It is divided into several modules, each taught by experts in their respective fields. While lectures form the core of the material, additional resources such as articles or book chapters may be assigned when appropriate. Practical demonstrations of research equipment may also be included. Students are expected to submit several written assignments throughout the semester.
The course will explore recent research in various specialized areas of biochemistry, and the content of the modules is regularly updated.
Topics covered may include single-molecule spectroscopy, protein mass spectrometry, structural biochemistry, binding affinity and thermodynamics, enzymology, and computational biochemistry.
Face-to-face learningPrerequisites - Not taught this semesterLÍF620MEcotoxicology hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Face-to-face learningPrerequisites - VÉL405GEnergy Processes hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Goal: Enable the students to: 1: Study thermodynamics from the viewpoint of the second law of thermodynamics 2. Understand standard power cycles, and their use for analysis of power plants 3. Understand air conditioning systems and their necessity 4. Understand thermochemistry and be able to estimate heat release through combustion. Content: Work, heat and energy conversion. Exergy and anergy. Energy, energy price and energy quality. Standard power and refrigeration cycles. Steam power cycles, geothermal utilization. Gas mixtures, moist air, ventilation and air purifiers. The Mollier i-x chart. Thermochemistry, combustion and reactions, chemical equilibrium. New energy systems. Exercises, design project.
Face-to-face learningPrerequisites - VÉL601GHeat Transfer hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Heat conduction, one and two dimensional systems, steady and unsteady heat conduction, numerical analysis of heat conduction systems. Fins and enlarged heat transfer surfaces. Heat transfer by convection, laminar and turbulent flow. Free and forced convection. Evaporation and condensation. Thermal radiation, Stefan-Boltzmann's and Planck's laws. Thermal radiation properties of materials. Shape factors, radiative heat exchange between surfaces, radiation properties of gases. Heat exchangers and their design. Special topics in heat transfer.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- EÐL306GIntroduction to Quantum Mechanics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Face-to-face learningPrerequisites - EFN307GThermodynamics and Introduction to Statistical Mechanics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Basic principles and mathematical methods in thermodynamics,laws of thermodynamics, state functions, Maxwell relations, equilibrium, phase transitions, quantum statistical mechanics, ideal and real gases, specific heat, rate theory, Bose and Fermi distributions.
Face-to-face learningPrerequisites - EFN510GComputational Chemistry G hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Methods for calculating and predicting properties of matter and the rate of transitions. Students will learn to use software for setting up and carrying out calculations of various organic and inorganic compounds and to interpret
the results for deeper insight and understanding of chemistry. Among the methods that will be introduced for calculating electron distribution are Hartree-Fock, density functional theory and perturbation theory (MP2). The compromises that need to be made in choosing basis sets and level of theory will be discussed. Among methods used to calculate structure of molecules and movement of atoms are minimization techniques, classical dynamics, vibrational mode analysis, Monte Carlo and transition state theory. The coursework includes laboratory exercises involving computer calculations.Face-to-face learningPrerequisites - EFN513MInorganic Chemistry 3 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Reaction mechanisms in coordination chemistry. Stereochemistry of reactions. Organometallic chemistry. Organic ligands and nomenclature. General principles and survey of organometallic compounds. Organometallic reactions and mechanisms. Spectral analysis and characterization of organometallic complexes. Organometallic reactions and catalysis.
Face-to-face learningPrerequisites - EFN514MInorganic Chemistry Laboratory 3 hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The objective of the laboratory work is to familiarize the students with synthetic inorganic chemistry. The students will prepare classical transition-metal complexes, main group and organometallic compounds. Common methods and techniques for handling air-sensitive inorganic compounds such as the use of a vacuum-line, reactions under inert atmosphere, high-temperature reactions and sublimation, will be introduced and used.
Face-to-face learningPrerequisitesAttendance required in class - EFN515MOrganic Chemistry 3 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Generation of carbanions and their reactions, such as alkylation of enolates, C vs. O alkylation, aldol condensation and acylation of carbons. Decarboxylation and formation of double bonds will also be covered, along with organometallic chemistry. General and specific laboratory techniques of synthesis and analysis and the use of databases (Scifinder). Spectroscopic identification of all compounds. 75% of homework must be turned in in order to be allowed to take the exam.
Face-to-face learningPrerequisites - EFN516MOrganic Chemistry Laboratory 3 hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The students will be trained to work independently in the laboratory, which serves as preparation for research projects in graduate school or on the job. Instead of standard and well-tested protocols, like found in most undergraduate laboratory classes, general descriptions from books or journal articles will be used. Each student gets his own four-step synthesis project. The students will carry out the reactions, monitor their progress and isolate the products while documenting their work in their notebooks. They will solve problems that may come up while performing their experiments, including optimization of reaction conditions if the reactions don´t work as expected the first time around. The structures of the products will be verified by spectroscopic methods, in particular NMR.
The students will be shown how to find reaction conditions in journal articles using databases (Scifinder). The lectures will also cover how results are communicated in scientific journals. The students will write an article describing their synthetic work, instead of writing reports for each step. A template from Organic Letters will be used.
The synthesis projects are based on the material covered in EFN511G, where the theme is formation of C-C bonds, for example by alkylation of 1,3-dicarbonyl compounds, by the use of the Wittig and Grignard reactions, aldol condensations etc.
Face-to-face learningPrerequisitesAttendance required in class - LEF302GBiochemistry 1 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
A thorough treatment of the fundamentals of biochemistry - part one; structure and function of macromolecules. The scope of biochemistry. Water and its properties. Interactions in biomolecules. Amino acids, peptides and the structure of proteins. Protein function. Protein stability, folding, and dynamics related to function. Carbohydrates and glycobiology. Lipids, membranes and membrane proteins. Enzyme kinetics, regulation of enzyme activity, and mechanisms of enzyme catalysis. Signal transduction and membrane receptors. Structure of nucleic acids, stability, and basic recombinant technology. Final grade is combined from the final exam (85% ) and a midterm exam (15%).
Lectures:
Twice weekly (2 x 40 min.) Probelm solving class (2 x 40 min.) weekly.Course evaluation:
Final exam (3 hours): 85% of final grade.
Midterm: 15% of final grade.Textbook:
Nelson D.L. & Cox M.M. Lehninger: Principles of Biochemistry, 8th Edition, 2021Face-to-face learningPrerequisites - LEF501MBiochemistry 3 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Practical class with accompanying lectures where practical and theoretical aspects of the experiments are discussed. Enzyme purification by hydrophobic, ion-exchange, affinity and gel filtration chromatography. Gel electrophoresis. Enzyme kinetics and inhibitors. Specific chemical modification of enzymes. Thermal stability of proteins. Ligand-protein interactions. Immunoprecipitation. Restriction enzymes and agarose electrophoresis. Bioinformatics by computer.
Practical projects:
The following laboratory sessions are performed: Enzyme kinetics and the effect of inhibitors. Purification of enzymes by hydrophobic interactions, ion-exchange chromatography, affinity chromatography, and gel-filtration. Electrophoresis of protein and nucleic acids. Stability of proteins toward heating and urea/guanidinium assessed by activity measurements, UV-absorbance and circular dichroism. Determination of activation enery (Ea) and Gibb’s free energy. Specific reactions of amino acid side-chains in proteins for determining number of disulfide bonds and thiol groups. Action of reactive compounds as proteinase inhibitors differentiating between serine and cysteine proteases. Digestion of DNA by restriction enzymes and melting of DNA under various conditions that affect its stability. Preparation of samples for mass spectrometry by trypsin digestion and spotting of samples for MALDI-MS. Fingerprint identification using the computer program and database of Mascot. Bioinformatics and analysis of protein structures on the computer screen (e.q. BLAST, DeepView).Face-to-face learningPrerequisites - LEF509MApplied Biochemistry hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Aimed at introducing students to aspects of applied biochemistry and biotechnology with emphasis on protein biotechnology. Lectures: Use of proteins in industry and medicine. Industrial use of enzymes. Enzyme reactors. Applications of immobilized enzymes. Biosensors. Use of recombinant DNA technology to genetically engineer organisms for production of biochemicals. Analytical biochemistry. Automaton in bioanalysis. Purification of bioproducts; scaling up of production lines and downstream processing. Tutorials: Recent research papers presented and discussed.
Teaching methods:
Lectures (about 40). Student lectures based on selected scientific papers.The course is taught together with ILT102F - Introduction to Applied Biotechnology. Students can only take one of the courses, not both.
Face-to-face learningPrerequisites - Not taught this semesterVÉL102MEnergy Intensive Production Processes hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of the course is:- To give students overview of processes in materials engineering;- To encourage students to think about feasible ways to utilize renewable energy. The course will cover the industrial processes in some of the larger Icelandic companies, including the production of ferro-alloys, aluminium smelting, rockwool production, recycling of steel, algea and diatomitemining, and production of sodium chlorine, fertilizers, cement. The course will also cover some of the larger material engineering processes that are not in practice in Iceland but may be a feasible option for Icelandic industry. Students will get good overview of the processes, required materials, source of power and power consumption, pollution, products etc. Discussions will be held on the financial background for individual processes, covering aspects such as production cost, profit and the influences of market share changes. Grades are based on 2 larger projects the students work on through the semester. Field trips are an important part of the course.
Face-to-face learningPrerequisites - VÉL301GEngineering Materials hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objective of the course is to teach the fundamental principles of materials science so the student can better understand material behavior and select appropriate materials for a given application. Theoretical basis is given for the understanding of material behaviour from a microscopic view. The course includes the following topics: crystalline structures, imperfections, diffusion, mechanical properties, deformation and strengthening mechanisms, fracture and fatique, phase diagrams, phase transformations, thermal processing of metal alloys, types of materials (metal alloys, polymers, ceramics, composites), corrosion and degradation of of materials. The course includes homework problems and practical classes in laboratory.
Face-to-face learningPrerequisites - Spring 2
- Not taught this semesterEFN608MOrganic Chemistry 4 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is focused on modern methods to synthesise organic compounds with emphasis on systematic build-up of knowledge to deal with modern organic synthesis. This is added to knowledge based on previous courses in organic chemistry, Organic Chemistry 1, 2 and 3, being prerequisites to this course. The lectures will deal with various nucleophilic substitutions and electrophilic additions, modern organometallic chemistry, heterocycles, reduction and selective reducing agents, pericyclic reactions and the Woodward-Hoffmann rules, oxidations and rearrangements. Stereochemistry and stereocontrol will also be discussed and its importance in organic syntheses. Application of enzymes in organic sythesis will also be covered. Protective groups and their importance in organic sytnhesis will be discussed and systematic design and performance of organic synthesis such as umpolung, retrosynthesis, retrosynthetic analysis together with relevant concepts and theories. Finally, various classical organic synthesis of complicated natural products in historical perspectives will be described and discussed in details.
The course is intended for chemistry graduate students and students fulfillinng the prerequisites with the main aim to enable students to understand modern total synthesis of organic compounds.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EFN610MInorganic Chemistry 4 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The aim of this course is to provide an overview of the diverse and fascinating discipline of advanced inorganic chemistry. The course is divided into three topics; 1) bioinorganic chemistry with emphasis on the reaction chemistry of metals in proteins; 2) Metal organic frameworks (MOFs): detailed description of the synthesis and structural analysis of MOFs and their functional properties such as gas adsorption and heterogeneous catalysis; 3) Chemistry and periodicity among metals and nonmetals. Inorganic cages, rings, and clusters. Inorganic polymers. Industrial production processes of metals and metalloids. Inorganic chemical industry in Iceland.
The focus is to provide students with the skills, knowledge and experience to develop their minds as professionals and independent researchers. This course will help students to understand and reason, how to approach a problem and evaluate their approaches by literature review followed by their analysis.
The minimum requirements for this course are Inorganic chemistry 1, 2 and 3. Although, the course is intended for graduate students in chemistry, it is open to others who fulfill the requirements. The main goals are to train students to read and analyse modern inorganic chemistry and chemical process in a meaningful and professional way.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EFN612MMolecular spectroscopy and reaction dynamics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course deals with the determination of the structure, energy levels, and reaction dynamics of molecules using the spectra resulting from the interaction between electromagnetic radiation and matter. The fundamentals of quantum mechanics applied to molecular spectra as well as experimental aspects of modern spectroscopic methods will be covered. The focus is on rotational and vibrational spectroscopies, electronic spectroscopy including time-resolved and single-molecule techniques, nuclear magnetic resonance, and electron paramagnetic resonance. The course involves weekly assignments and visits to experimental labs.
Face-to-face learningPrerequisites - LEF406GBiochemistry 2 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
In this course, the main metabolic processes of cells are studied, with a focus on carbohydrate, fat, and protein metabolism, as well as the metabolic regulation of these processes. The course begins with a detailed examination of carbohydrate metabolism, including glycolysis (both aerobic and anaerobic), the citric acid cycle, and the pentose phosphate pathway. Then we continue into pathways such as gluconeogenesis, glycogen breakdown, and then into how carbohydrate metabolism is regulated.
Next, the focus shifts to fat metabolism, where the breakdown of triglycerides, fatty acid oxidation, and fatty acid synthesis are explained. Special emphasis is placed on the regulation of fat metabolism and the control of enzymes involved in these processes. Following this, protein metabolism is addressed, where protein hydrolysis, amino acid degradation, and the urea cycle are studied.
The course also covers the integration and regulation of metabolic pathways, with a focus on the complex regulation that occurs in the key steps of these pathways, considering both intracellular signals and hormones. It examines how these processes adapt to various conditions to maintain homeostasis and the effects of disruptions in their regulation. Lastly, photosynthesis and the Calvin cycle are covered.
This course is highly beneficial for those seeking an in-depth understanding of biochemical processes and the biochemistry of the human body.
Lectures are held twice a week (2 x 40 minutes) over 13-14 weeks.
Face-to-face learningPrerequisites - LEF616MStructure and Function of Proteins hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The characteristics of protein structures at the different structural levels. How structure determines the different properties of proteins. Structural classes of proteins and their characteristics. Relationship between molecular structure and biological function. Interactions that determine structural stability of proteins. Protein folding and unfolding. Effects of different parameters, e.g. temperature, pH, salts and denaturants on protein stability. Techniques used for determination structure and different properties proteins. Selected topics in protein structure function relationships.
Course plan: Lectures twice per week (2x40 min. each time). Computer lab once per week (2x40 min.). Lab sessions involve training using the WWW to study proteins. Tutorials and practice of using SwissPDBviewer program for solving specific assignments related to topics covered in lectures.
Face-to-face learningPrerequisites - LEF617MBiochemistry 4 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
This course focuses on methodology and recent innovations in biochemistry, emphasizing both analytical and computational techniques. It is divided into several modules, each taught by experts in their respective fields. While lectures form the core of the material, additional resources such as articles or book chapters may be assigned when appropriate. Practical demonstrations of research equipment may also be included. Students are expected to submit several written assignments throughout the semester.
The course will explore recent research in various specialized areas of biochemistry, and the content of the modules is regularly updated.
Topics covered may include single-molecule spectroscopy, protein mass spectrometry, structural biochemistry, binding affinity and thermodynamics, enzymology, and computational biochemistry.
Face-to-face learningPrerequisites - Not taught this semesterLÍF620MEcotoxicology hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Face-to-face learningPrerequisites - VÉL405GEnergy Processes hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Goal: Enable the students to: 1: Study thermodynamics from the viewpoint of the second law of thermodynamics 2. Understand standard power cycles, and their use for analysis of power plants 3. Understand air conditioning systems and their necessity 4. Understand thermochemistry and be able to estimate heat release through combustion. Content: Work, heat and energy conversion. Exergy and anergy. Energy, energy price and energy quality. Standard power and refrigeration cycles. Steam power cycles, geothermal utilization. Gas mixtures, moist air, ventilation and air purifiers. The Mollier i-x chart. Thermochemistry, combustion and reactions, chemical equilibrium. New energy systems. Exercises, design project.
Face-to-face learningPrerequisites - VÉL601GHeat Transfer hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Heat conduction, one and two dimensional systems, steady and unsteady heat conduction, numerical analysis of heat conduction systems. Fins and enlarged heat transfer surfaces. Heat transfer by convection, laminar and turbulent flow. Free and forced convection. Evaporation and condensation. Thermal radiation, Stefan-Boltzmann's and Planck's laws. Thermal radiation properties of materials. Shape factors, radiative heat exchange between surfaces, radiation properties of gases. Heat exchangers and their design. Special topics in heat transfer.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- EÐL306GIntroduction to Quantum Mechanics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Face-to-face learningPrerequisites - EFN307GThermodynamics and Introduction to Statistical Mechanics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Basic principles and mathematical methods in thermodynamics,laws of thermodynamics, state functions, Maxwell relations, equilibrium, phase transitions, quantum statistical mechanics, ideal and real gases, specific heat, rate theory, Bose and Fermi distributions.
Face-to-face learningPrerequisites - EFN510GComputational Chemistry G hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Methods for calculating and predicting properties of matter and the rate of transitions. Students will learn to use software for setting up and carrying out calculations of various organic and inorganic compounds and to interpret
the results for deeper insight and understanding of chemistry. Among the methods that will be introduced for calculating electron distribution are Hartree-Fock, density functional theory and perturbation theory (MP2). The compromises that need to be made in choosing basis sets and level of theory will be discussed. Among methods used to calculate structure of molecules and movement of atoms are minimization techniques, classical dynamics, vibrational mode analysis, Monte Carlo and transition state theory. The coursework includes laboratory exercises involving computer calculations.Face-to-face learningPrerequisites - EFN513MInorganic Chemistry 3 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Reaction mechanisms in coordination chemistry. Stereochemistry of reactions. Organometallic chemistry. Organic ligands and nomenclature. General principles and survey of organometallic compounds. Organometallic reactions and mechanisms. Spectral analysis and characterization of organometallic complexes. Organometallic reactions and catalysis.
Face-to-face learningPrerequisites - EFN514MInorganic Chemistry Laboratory 3 hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The objective of the laboratory work is to familiarize the students with synthetic inorganic chemistry. The students will prepare classical transition-metal complexes, main group and organometallic compounds. Common methods and techniques for handling air-sensitive inorganic compounds such as the use of a vacuum-line, reactions under inert atmosphere, high-temperature reactions and sublimation, will be introduced and used.
Face-to-face learningPrerequisitesAttendance required in class - EFN515MOrganic Chemistry 3 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Generation of carbanions and their reactions, such as alkylation of enolates, C vs. O alkylation, aldol condensation and acylation of carbons. Decarboxylation and formation of double bonds will also be covered, along with organometallic chemistry. General and specific laboratory techniques of synthesis and analysis and the use of databases (Scifinder). Spectroscopic identification of all compounds. 75% of homework must be turned in in order to be allowed to take the exam.
Face-to-face learningPrerequisites - EFN516MOrganic Chemistry Laboratory 3 hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The students will be trained to work independently in the laboratory, which serves as preparation for research projects in graduate school or on the job. Instead of standard and well-tested protocols, like found in most undergraduate laboratory classes, general descriptions from books or journal articles will be used. Each student gets his own four-step synthesis project. The students will carry out the reactions, monitor their progress and isolate the products while documenting their work in their notebooks. They will solve problems that may come up while performing their experiments, including optimization of reaction conditions if the reactions don´t work as expected the first time around. The structures of the products will be verified by spectroscopic methods, in particular NMR.
The students will be shown how to find reaction conditions in journal articles using databases (Scifinder). The lectures will also cover how results are communicated in scientific journals. The students will write an article describing their synthetic work, instead of writing reports for each step. A template from Organic Letters will be used.
The synthesis projects are based on the material covered in EFN511G, where the theme is formation of C-C bonds, for example by alkylation of 1,3-dicarbonyl compounds, by the use of the Wittig and Grignard reactions, aldol condensations etc.
Face-to-face learningPrerequisitesAttendance required in class - LEF302GBiochemistry 1 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
A thorough treatment of the fundamentals of biochemistry - part one; structure and function of macromolecules. The scope of biochemistry. Water and its properties. Interactions in biomolecules. Amino acids, peptides and the structure of proteins. Protein function. Protein stability, folding, and dynamics related to function. Carbohydrates and glycobiology. Lipids, membranes and membrane proteins. Enzyme kinetics, regulation of enzyme activity, and mechanisms of enzyme catalysis. Signal transduction and membrane receptors. Structure of nucleic acids, stability, and basic recombinant technology. Final grade is combined from the final exam (85% ) and a midterm exam (15%).
Lectures:
Twice weekly (2 x 40 min.) Probelm solving class (2 x 40 min.) weekly.Course evaluation:
Final exam (3 hours): 85% of final grade.
Midterm: 15% of final grade.Textbook:
Nelson D.L. & Cox M.M. Lehninger: Principles of Biochemistry, 8th Edition, 2021Face-to-face learningPrerequisites - LEF501MBiochemistry 3 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Practical class with accompanying lectures where practical and theoretical aspects of the experiments are discussed. Enzyme purification by hydrophobic, ion-exchange, affinity and gel filtration chromatography. Gel electrophoresis. Enzyme kinetics and inhibitors. Specific chemical modification of enzymes. Thermal stability of proteins. Ligand-protein interactions. Immunoprecipitation. Restriction enzymes and agarose electrophoresis. Bioinformatics by computer.
Practical projects:
The following laboratory sessions are performed: Enzyme kinetics and the effect of inhibitors. Purification of enzymes by hydrophobic interactions, ion-exchange chromatography, affinity chromatography, and gel-filtration. Electrophoresis of protein and nucleic acids. Stability of proteins toward heating and urea/guanidinium assessed by activity measurements, UV-absorbance and circular dichroism. Determination of activation enery (Ea) and Gibb’s free energy. Specific reactions of amino acid side-chains in proteins for determining number of disulfide bonds and thiol groups. Action of reactive compounds as proteinase inhibitors differentiating between serine and cysteine proteases. Digestion of DNA by restriction enzymes and melting of DNA under various conditions that affect its stability. Preparation of samples for mass spectrometry by trypsin digestion and spotting of samples for MALDI-MS. Fingerprint identification using the computer program and database of Mascot. Bioinformatics and analysis of protein structures on the computer screen (e.q. BLAST, DeepView).Face-to-face learningPrerequisites - LEF509MApplied Biochemistry hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Aimed at introducing students to aspects of applied biochemistry and biotechnology with emphasis on protein biotechnology. Lectures: Use of proteins in industry and medicine. Industrial use of enzymes. Enzyme reactors. Applications of immobilized enzymes. Biosensors. Use of recombinant DNA technology to genetically engineer organisms for production of biochemicals. Analytical biochemistry. Automaton in bioanalysis. Purification of bioproducts; scaling up of production lines and downstream processing. Tutorials: Recent research papers presented and discussed.
Teaching methods:
Lectures (about 40). Student lectures based on selected scientific papers.The course is taught together with ILT102F - Introduction to Applied Biotechnology. Students can only take one of the courses, not both.
Face-to-face learningPrerequisites - Not taught this semesterVÉL102MEnergy Intensive Production Processes hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of the course is:- To give students overview of processes in materials engineering;- To encourage students to think about feasible ways to utilize renewable energy. The course will cover the industrial processes in some of the larger Icelandic companies, including the production of ferro-alloys, aluminium smelting, rockwool production, recycling of steel, algea and diatomitemining, and production of sodium chlorine, fertilizers, cement. The course will also cover some of the larger material engineering processes that are not in practice in Iceland but may be a feasible option for Icelandic industry. Students will get good overview of the processes, required materials, source of power and power consumption, pollution, products etc. Discussions will be held on the financial background for individual processes, covering aspects such as production cost, profit and the influences of market share changes. Grades are based on 2 larger projects the students work on through the semester. Field trips are an important part of the course.
Face-to-face learningPrerequisites - VÉL301GEngineering Materials hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objective of the course is to teach the fundamental principles of materials science so the student can better understand material behavior and select appropriate materials for a given application. Theoretical basis is given for the understanding of material behaviour from a microscopic view. The course includes the following topics: crystalline structures, imperfections, diffusion, mechanical properties, deformation and strengthening mechanisms, fracture and fatique, phase diagrams, phase transformations, thermal processing of metal alloys, types of materials (metal alloys, polymers, ceramics, composites), corrosion and degradation of of materials. The course includes homework problems and practical classes in laboratory.
Face-to-face learningPrerequisites - Spring 2
- Not taught this semesterEFN608MOrganic Chemistry 4 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is focused on modern methods to synthesise organic compounds with emphasis on systematic build-up of knowledge to deal with modern organic synthesis. This is added to knowledge based on previous courses in organic chemistry, Organic Chemistry 1, 2 and 3, being prerequisites to this course. The lectures will deal with various nucleophilic substitutions and electrophilic additions, modern organometallic chemistry, heterocycles, reduction and selective reducing agents, pericyclic reactions and the Woodward-Hoffmann rules, oxidations and rearrangements. Stereochemistry and stereocontrol will also be discussed and its importance in organic syntheses. Application of enzymes in organic sythesis will also be covered. Protective groups and their importance in organic sytnhesis will be discussed and systematic design and performance of organic synthesis such as umpolung, retrosynthesis, retrosynthetic analysis together with relevant concepts and theories. Finally, various classical organic synthesis of complicated natural products in historical perspectives will be described and discussed in details.
The course is intended for chemistry graduate students and students fulfillinng the prerequisites with the main aim to enable students to understand modern total synthesis of organic compounds.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EFN610MInorganic Chemistry 4 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The aim of this course is to provide an overview of the diverse and fascinating discipline of advanced inorganic chemistry. The course is divided into three topics; 1) bioinorganic chemistry with emphasis on the reaction chemistry of metals in proteins; 2) Metal organic frameworks (MOFs): detailed description of the synthesis and structural analysis of MOFs and their functional properties such as gas adsorption and heterogeneous catalysis; 3) Chemistry and periodicity among metals and nonmetals. Inorganic cages, rings, and clusters. Inorganic polymers. Industrial production processes of metals and metalloids. Inorganic chemical industry in Iceland.
The focus is to provide students with the skills, knowledge and experience to develop their minds as professionals and independent researchers. This course will help students to understand and reason, how to approach a problem and evaluate their approaches by literature review followed by their analysis.
The minimum requirements for this course are Inorganic chemistry 1, 2 and 3. Although, the course is intended for graduate students in chemistry, it is open to others who fulfill the requirements. The main goals are to train students to read and analyse modern inorganic chemistry and chemical process in a meaningful and professional way.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EFN612MMolecular spectroscopy and reaction dynamics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course deals with the determination of the structure, energy levels, and reaction dynamics of molecules using the spectra resulting from the interaction between electromagnetic radiation and matter. The fundamentals of quantum mechanics applied to molecular spectra as well as experimental aspects of modern spectroscopic methods will be covered. The focus is on rotational and vibrational spectroscopies, electronic spectroscopy including time-resolved and single-molecule techniques, nuclear magnetic resonance, and electron paramagnetic resonance. The course involves weekly assignments and visits to experimental labs.
Face-to-face learningPrerequisites - LEF406GBiochemistry 2 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
In this course, the main metabolic processes of cells are studied, with a focus on carbohydrate, fat, and protein metabolism, as well as the metabolic regulation of these processes. The course begins with a detailed examination of carbohydrate metabolism, including glycolysis (both aerobic and anaerobic), the citric acid cycle, and the pentose phosphate pathway. Then we continue into pathways such as gluconeogenesis, glycogen breakdown, and then into how carbohydrate metabolism is regulated.
Next, the focus shifts to fat metabolism, where the breakdown of triglycerides, fatty acid oxidation, and fatty acid synthesis are explained. Special emphasis is placed on the regulation of fat metabolism and the control of enzymes involved in these processes. Following this, protein metabolism is addressed, where protein hydrolysis, amino acid degradation, and the urea cycle are studied.
The course also covers the integration and regulation of metabolic pathways, with a focus on the complex regulation that occurs in the key steps of these pathways, considering both intracellular signals and hormones. It examines how these processes adapt to various conditions to maintain homeostasis and the effects of disruptions in their regulation. Lastly, photosynthesis and the Calvin cycle are covered.
This course is highly beneficial for those seeking an in-depth understanding of biochemical processes and the biochemistry of the human body.
Lectures are held twice a week (2 x 40 minutes) over 13-14 weeks.
Face-to-face learningPrerequisites - LEF616MStructure and Function of Proteins hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The characteristics of protein structures at the different structural levels. How structure determines the different properties of proteins. Structural classes of proteins and their characteristics. Relationship between molecular structure and biological function. Interactions that determine structural stability of proteins. Protein folding and unfolding. Effects of different parameters, e.g. temperature, pH, salts and denaturants on protein stability. Techniques used for determination structure and different properties proteins. Selected topics in protein structure function relationships.
Course plan: Lectures twice per week (2x40 min. each time). Computer lab once per week (2x40 min.). Lab sessions involve training using the WWW to study proteins. Tutorials and practice of using SwissPDBviewer program for solving specific assignments related to topics covered in lectures.
Face-to-face learningPrerequisites - LEF617MBiochemistry 4 hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
This course focuses on methodology and recent innovations in biochemistry, emphasizing both analytical and computational techniques. It is divided into several modules, each taught by experts in their respective fields. While lectures form the core of the material, additional resources such as articles or book chapters may be assigned when appropriate. Practical demonstrations of research equipment may also be included. Students are expected to submit several written assignments throughout the semester.
The course will explore recent research in various specialized areas of biochemistry, and the content of the modules is regularly updated.
Topics covered may include single-molecule spectroscopy, protein mass spectrometry, structural biochemistry, binding affinity and thermodynamics, enzymology, and computational biochemistry.
Face-to-face learningPrerequisites - Not taught this semesterLÍF620MEcotoxicology hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.
Face-to-face learningPrerequisites - VÉL405GEnergy Processes hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Goal: Enable the students to: 1: Study thermodynamics from the viewpoint of the second law of thermodynamics 2. Understand standard power cycles, and their use for analysis of power plants 3. Understand air conditioning systems and their necessity 4. Understand thermochemistry and be able to estimate heat release through combustion. Content: Work, heat and energy conversion. Exergy and anergy. Energy, energy price and energy quality. Standard power and refrigeration cycles. Steam power cycles, geothermal utilization. Gas mixtures, moist air, ventilation and air purifiers. The Mollier i-x chart. Thermochemistry, combustion and reactions, chemical equilibrium. New energy systems. Exercises, design project.
Face-to-face learningPrerequisites - VÉL601GHeat Transfer hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Heat conduction, one and two dimensional systems, steady and unsteady heat conduction, numerical analysis of heat conduction systems. Fins and enlarged heat transfer surfaces. Heat transfer by convection, laminar and turbulent flow. Free and forced convection. Evaporation and condensation. Thermal radiation, Stefan-Boltzmann's and Planck's laws. Thermal radiation properties of materials. Shape factors, radiative heat exchange between surfaces, radiation properties of gases. Heat exchangers and their design. Special topics in heat transfer.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHAG101FCost Benefit Analysis hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The purpose of Cost benefit analysis is to facilitate social decision making. The purpose of the course in Cost benefit analysis is to introduce to the student the foundation of CBA. CBA is used in many applications where governmental agencies at all evels are involved. CBA is routinely used to assist in making decisions regarding highway projects, health-care projects and so on. CBA is also useful to evaluate projects involving environmental damage or renewal. Topics include: Conceptually correct measures of social surplus vs. measures actually used. Estimating consumer surplus, producer surplus, and government revenue (i.e., social surplus) in primary and secondary markets, the social discount rate, uncertainty and the value of information. Existence value, contingent valuation and the value of time,crime, life, noise, and other pleasures and pains.
Face-to-face learningPrerequisites - HAG122FMathematics for Finance I hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of statistical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in their jobs in the financial market.
In the statistical part of the course, ideas about continuous and sparse probability distributions, expected values, variance and standard deviation, confidence intervals, null hypotheses and linear regression analyses, both simple and multivariate, will be reviewed. The basic ideas of the Capital Asset Pricing Model (CAPM) will also be reviewed.
The pricing part of the course will deal with the pricing of futures contracts on shares, bonds and currency and interest rate swaps, the construction of interest rate curves, as well as the types and characteristics of options.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period I - HAG122MMathematics for Finance II hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of numerical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in the workplace.
The statistical part of the course will cover time series analysis. There, models such as auto regressive models (e. Auto regressive model, AR model) and models with moving averages (e. Moving-average model, MA model) will be introduced to play. Also the combination of ARMA, ARIMA and SARIMA models. Finally, conditional variance models or ARCH and GARCH models will be reviewed.
In the pricing section, we will cover binomial trees, Wiener processes, Ito's auxiliary theorem, the Black-Scoles-Merton model and the pricing of stock and currency options.
Face-to-face learningPrerequisitesCourse taught in period II - HAG125FMicroeconomics for graduate students hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course will familiarize students with the basic foundations of microeconomic theory and how to apply that theory to analyse economic decision making, for both consumers and firms and organizations, and both in markets and the public sector. The topics cover both consumer and production theory, the different market structures, welfare economics, as well as analysing market changes and government intervention. In addition to the theoretical foundations of economic analysis, the course material will also encourage and engage students in discussion on applied microeconomics and students will be required to work on assignment/exercises.
Face-to-face learningPrerequisites - Spring 2
- HAG015FThe economics of decision making hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course has three linked facets (taught in English) and is suitable for students of economics, business, finance and political science.
- how the human species makes decisions
- how the decision-weaknesses of others can be strategically exploited
- insights and tools to improve students’ own decision-making now and in the future.
“Decisions have consequences”. In addition to providing an increased understanding of the science of economic and financial decision-making, this course improves the decision-making of each participant. The ability to make better decisions conveys a life-long, and broad, competitive advantage.
The instructor is an experimental game theorist and practicing strategist and strategic consultant. The course combines new trends in behavioral game theory and scientific strategy with application in business and geopolitics.
The class is interactive. Attendance of at least 80% is required as part of the assessment. The course is thus not suitable for students who cannot attend much due to a conflicting schedule.
Course topics include:
- Controlling emotion
- Neurological research on intuition, and leveraging one's own intuition.
- Influencing the decisions of others.
- Improving the decisions of groups and teams.
- Bubbles and crashes in the financial markets: understanding and possibly profiting from cycles.
- The science of risk versus how humans usually think about risk
- Mass movements, mobs, violence and crowd control, and strategizing in such situations.
- Politics behind the scenes.
- How the human brain really makes decisions (as opposed to the standard economic model of optimization).
- Identifying common errors and traps that prevent effective decisions.
- Analyzing one's own decision-making processes and pinpointing problem areas.
- Techniques to improve one’s judgments and decisions.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period IV - HAG229FMacroeconomics for graduate students hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers the basic methodology of macroeconomics and trains students in applying this to analyse various economic phenomena. Main topics are long-term economic growth, optimal saving, dynamic optimization, sticky prices, credit rationing and market failure in financial markets, long-term unemployment and the natural rate of unemployment, short- and long-term fluctuations in employment and production.
Face-to-face learningPrerequisites - HAG230FFixed income analysis hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In this course, the main types of fixed income instruments and interest rate derivatives will be covered. Emphasis will be placed on bonds in international context as well as the special features of the domestic bond market. Some of the issues covered will be: traditional, indexed-linked, callable and convertible bonds, credit and interest rate derivatives. Pricing, portfolio management and risk management for fixed income instruments and derivatives on those will also be covered.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period III - HAG231FFinancial institutions and markets hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The main emphasis of the course is on the role of financial markets and institutions. The interplay between central bank and commercial banks is explored in relation to interest rate - and exchange rate determination. Furthermore, the connection between monetary and fiscal policy is mapped out, regarding both price and financial stability. The second emphasis of the course is on the role of the banking system in the economy and on the function of main asset markets. The main structural characteristics of Icelandic financial markets are described in comparison to foreign markets.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period IV
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHAG101FCost Benefit Analysis hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The purpose of Cost benefit analysis is to facilitate social decision making. The purpose of the course in Cost benefit analysis is to introduce to the student the foundation of CBA. CBA is used in many applications where governmental agencies at all evels are involved. CBA is routinely used to assist in making decisions regarding highway projects, health-care projects and so on. CBA is also useful to evaluate projects involving environmental damage or renewal. Topics include: Conceptually correct measures of social surplus vs. measures actually used. Estimating consumer surplus, producer surplus, and government revenue (i.e., social surplus) in primary and secondary markets, the social discount rate, uncertainty and the value of information. Existence value, contingent valuation and the value of time,crime, life, noise, and other pleasures and pains.
Face-to-face learningPrerequisites - HAG122FMathematics for Finance I hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of statistical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in their jobs in the financial market.
In the statistical part of the course, ideas about continuous and sparse probability distributions, expected values, variance and standard deviation, confidence intervals, null hypotheses and linear regression analyses, both simple and multivariate, will be reviewed. The basic ideas of the Capital Asset Pricing Model (CAPM) will also be reviewed.
The pricing part of the course will deal with the pricing of futures contracts on shares, bonds and currency and interest rate swaps, the construction of interest rate curves, as well as the types and characteristics of options.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period I - HAG122MMathematics for Finance II hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of numerical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in the workplace.
The statistical part of the course will cover time series analysis. There, models such as auto regressive models (e. Auto regressive model, AR model) and models with moving averages (e. Moving-average model, MA model) will be introduced to play. Also the combination of ARMA, ARIMA and SARIMA models. Finally, conditional variance models or ARCH and GARCH models will be reviewed.
In the pricing section, we will cover binomial trees, Wiener processes, Ito's auxiliary theorem, the Black-Scoles-Merton model and the pricing of stock and currency options.
Face-to-face learningPrerequisitesCourse taught in period II - HAG125FMicroeconomics for graduate students hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course will familiarize students with the basic foundations of microeconomic theory and how to apply that theory to analyse economic decision making, for both consumers and firms and organizations, and both in markets and the public sector. The topics cover both consumer and production theory, the different market structures, welfare economics, as well as analysing market changes and government intervention. In addition to the theoretical foundations of economic analysis, the course material will also encourage and engage students in discussion on applied microeconomics and students will be required to work on assignment/exercises.
Face-to-face learningPrerequisites - Spring 2
- HAG015FThe economics of decision making hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course has three linked facets (taught in English) and is suitable for students of economics, business, finance and political science.
- how the human species makes decisions
- how the decision-weaknesses of others can be strategically exploited
- insights and tools to improve students’ own decision-making now and in the future.
“Decisions have consequences”. In addition to providing an increased understanding of the science of economic and financial decision-making, this course improves the decision-making of each participant. The ability to make better decisions conveys a life-long, and broad, competitive advantage.
The instructor is an experimental game theorist and practicing strategist and strategic consultant. The course combines new trends in behavioral game theory and scientific strategy with application in business and geopolitics.
The class is interactive. Attendance of at least 80% is required as part of the assessment. The course is thus not suitable for students who cannot attend much due to a conflicting schedule.
Course topics include:
- Controlling emotion
- Neurological research on intuition, and leveraging one's own intuition.
- Influencing the decisions of others.
- Improving the decisions of groups and teams.
- Bubbles and crashes in the financial markets: understanding and possibly profiting from cycles.
- The science of risk versus how humans usually think about risk
- Mass movements, mobs, violence and crowd control, and strategizing in such situations.
- Politics behind the scenes.
- How the human brain really makes decisions (as opposed to the standard economic model of optimization).
- Identifying common errors and traps that prevent effective decisions.
- Analyzing one's own decision-making processes and pinpointing problem areas.
- Techniques to improve one’s judgments and decisions.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period IV - HAG229FMacroeconomics for graduate students hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers the basic methodology of macroeconomics and trains students in applying this to analyse various economic phenomena. Main topics are long-term economic growth, optimal saving, dynamic optimization, sticky prices, credit rationing and market failure in financial markets, long-term unemployment and the natural rate of unemployment, short- and long-term fluctuations in employment and production.
Face-to-face learningPrerequisites - HAG230FFixed income analysis hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In this course, the main types of fixed income instruments and interest rate derivatives will be covered. Emphasis will be placed on bonds in international context as well as the special features of the domestic bond market. Some of the issues covered will be: traditional, indexed-linked, callable and convertible bonds, credit and interest rate derivatives. Pricing, portfolio management and risk management for fixed income instruments and derivatives on those will also be covered.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period III - HAG231FFinancial institutions and markets hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The main emphasis of the course is on the role of financial markets and institutions. The interplay between central bank and commercial banks is explored in relation to interest rate - and exchange rate determination. Furthermore, the connection between monetary and fiscal policy is mapped out, regarding both price and financial stability. The second emphasis of the course is on the role of the banking system in the economy and on the function of main asset markets. The main structural characteristics of Icelandic financial markets are described in comparison to foreign markets.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period IV
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHAG101FCost Benefit Analysis hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The purpose of Cost benefit analysis is to facilitate social decision making. The purpose of the course in Cost benefit analysis is to introduce to the student the foundation of CBA. CBA is used in many applications where governmental agencies at all evels are involved. CBA is routinely used to assist in making decisions regarding highway projects, health-care projects and so on. CBA is also useful to evaluate projects involving environmental damage or renewal. Topics include: Conceptually correct measures of social surplus vs. measures actually used. Estimating consumer surplus, producer surplus, and government revenue (i.e., social surplus) in primary and secondary markets, the social discount rate, uncertainty and the value of information. Existence value, contingent valuation and the value of time,crime, life, noise, and other pleasures and pains.
Face-to-face learningPrerequisites - HAG122FMathematics for Finance I hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of statistical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in their jobs in the financial market.
In the statistical part of the course, ideas about continuous and sparse probability distributions, expected values, variance and standard deviation, confidence intervals, null hypotheses and linear regression analyses, both simple and multivariate, will be reviewed. The basic ideas of the Capital Asset Pricing Model (CAPM) will also be reviewed.
The pricing part of the course will deal with the pricing of futures contracts on shares, bonds and currency and interest rate swaps, the construction of interest rate curves, as well as the types and characteristics of options.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period I - HAG122MMathematics for Finance II hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course will cover the main points of statistics and pricing in finance. Emphasis is placed on introducing students to the use of numerical and mathematical methods to analyze, price and obtain information about financial instruments. Emphasis is placed on real examples where students are trained to solve tasks similar to those they may have to solve in the workplace.
The statistical part of the course will cover time series analysis. There, models such as auto regressive models (e. Auto regressive model, AR model) and models with moving averages (e. Moving-average model, MA model) will be introduced to play. Also the combination of ARMA, ARIMA and SARIMA models. Finally, conditional variance models or ARCH and GARCH models will be reviewed.
In the pricing section, we will cover binomial trees, Wiener processes, Ito's auxiliary theorem, the Black-Scoles-Merton model and the pricing of stock and currency options.
Face-to-face learningPrerequisitesCourse taught in period II - HAG125FMicroeconomics for graduate students hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course will familiarize students with the basic foundations of microeconomic theory and how to apply that theory to analyse economic decision making, for both consumers and firms and organizations, and both in markets and the public sector. The topics cover both consumer and production theory, the different market structures, welfare economics, as well as analysing market changes and government intervention. In addition to the theoretical foundations of economic analysis, the course material will also encourage and engage students in discussion on applied microeconomics and students will be required to work on assignment/exercises.
Face-to-face learningPrerequisites - Spring 2
- HAG015FThe economics of decision making hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The course has three linked facets (taught in English) and is suitable for students of economics, business, finance and political science.
- how the human species makes decisions
- how the decision-weaknesses of others can be strategically exploited
- insights and tools to improve students’ own decision-making now and in the future.
“Decisions have consequences”. In addition to providing an increased understanding of the science of economic and financial decision-making, this course improves the decision-making of each participant. The ability to make better decisions conveys a life-long, and broad, competitive advantage.
The instructor is an experimental game theorist and practicing strategist and strategic consultant. The course combines new trends in behavioral game theory and scientific strategy with application in business and geopolitics.
The class is interactive. Attendance of at least 80% is required as part of the assessment. The course is thus not suitable for students who cannot attend much due to a conflicting schedule.
Course topics include:
- Controlling emotion
- Neurological research on intuition, and leveraging one's own intuition.
- Influencing the decisions of others.
- Improving the decisions of groups and teams.
- Bubbles and crashes in the financial markets: understanding and possibly profiting from cycles.
- The science of risk versus how humans usually think about risk
- Mass movements, mobs, violence and crowd control, and strategizing in such situations.
- Politics behind the scenes.
- How the human brain really makes decisions (as opposed to the standard economic model of optimization).
- Identifying common errors and traps that prevent effective decisions.
- Analyzing one's own decision-making processes and pinpointing problem areas.
- Techniques to improve one’s judgments and decisions.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period IV - HAG229FMacroeconomics for graduate students hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
This course covers the basic methodology of macroeconomics and trains students in applying this to analyse various economic phenomena. Main topics are long-term economic growth, optimal saving, dynamic optimization, sticky prices, credit rationing and market failure in financial markets, long-term unemployment and the natural rate of unemployment, short- and long-term fluctuations in employment and production.
Face-to-face learningPrerequisites - HAG230FFixed income analysis hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
In this course, the main types of fixed income instruments and interest rate derivatives will be covered. Emphasis will be placed on bonds in international context as well as the special features of the domestic bond market. Some of the issues covered will be: traditional, indexed-linked, callable and convertible bonds, credit and interest rate derivatives. Pricing, portfolio management and risk management for fixed income instruments and derivatives on those will also be covered.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period III - HAG231FFinancial institutions and markets hideRestricted elective course7,5Restricted elective course, conditions apply7,5 ECTS, creditsCourse Description
The main emphasis of the course is on the role of financial markets and institutions. The interplay between central bank and commercial banks is explored in relation to interest rate - and exchange rate determination. Furthermore, the connection between monetary and fiscal policy is mapped out, regarding both price and financial stability. The second emphasis of the course is on the role of the banking system in the economy and on the function of main asset markets. The main structural characteristics of Icelandic financial markets are described in comparison to foreign markets.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesCourse taught in period IV
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- LAN301F, LAN416FResearch in Geography and Tourism 3 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 4 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterLAN114FTourism and wilderness hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Not taught this semesterLAN512MCities and urban environment hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Introduction to theories and methods of urban geography and urban design, for the analysis of city life and the urban environment, with emphasis on urban spaces and the street and neighbourhood scale.
The historical development of cities from the beginning of urbanization to the present day. Main subjects dealt with in urban geography and urban design for analysis and policy-making, such as different social groups and residence, employment and transport, sense of place and quality of urban spaces, art and culture in urban spaces, nature in the city, and city branding. Challenges that cities face in our time, such as those related to climate change, sustainability, and emerging technologies.
Lectures, seminars, and project work. Individual and group projects.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterLAN212FGeographical Information Systems 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course is project orientated; students work independently on projects under the guidance of the teacher. Guidance is primarily on technical and theoretical solutions from the geographical information system (GIS) point of view. Major part of the semester is focused on the students own projects, often in connection with their final thesis (MS or PhD). Student projects can come from any discipline but need to have a GIS perspective that needs to be solved.
Topics: Projections, geographical objects, attributes databases, topology, geographical fields, presentation of GIS data, 3D, Meta data, open source programmes.
There is no exam but evaluation of students is through final report and smaller projects during the semester. In the beginning of the semester students are required to have a description of their project along with an estimation of the geographical information (data) they need to solve it.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - LAN214FNorthern tourism: Performances and Experiences hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Distance learningPrerequisites - LAN215FNatural hazards and society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterLAN624GUrban and regional planning hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Introduction to the discipline of spatial planning, key terms and issues, historical development, and governance in spatial planning.
Main focus of the course is on practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.
Students get to know and train in applying a range of different methods used in spatial planning for collection, analysis, and interpretation of information on the built environment, local community, nature and different interests regarding urban development and land use. Also, methods for developing and presenting planning policies and planning documents.Lectures, seminars, and project work. Individual and group projects.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- LAN117F, LAN219FResearch in Geography and Tourism 1 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 2 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 1 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 2 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 3 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 4 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- LAN301F, LAN416FResearch in Geography and Tourism 3 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 4 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterLAN114FTourism and wilderness hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Not taught this semesterLAN512MCities and urban environment hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Introduction to theories and methods of urban geography and urban design, for the analysis of city life and the urban environment, with emphasis on urban spaces and the street and neighbourhood scale.
The historical development of cities from the beginning of urbanization to the present day. Main subjects dealt with in urban geography and urban design for analysis and policy-making, such as different social groups and residence, employment and transport, sense of place and quality of urban spaces, art and culture in urban spaces, nature in the city, and city branding. Challenges that cities face in our time, such as those related to climate change, sustainability, and emerging technologies.
Lectures, seminars, and project work. Individual and group projects.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterLAN212FGeographical Information Systems 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course is project orientated; students work independently on projects under the guidance of the teacher. Guidance is primarily on technical and theoretical solutions from the geographical information system (GIS) point of view. Major part of the semester is focused on the students own projects, often in connection with their final thesis (MS or PhD). Student projects can come from any discipline but need to have a GIS perspective that needs to be solved.
Topics: Projections, geographical objects, attributes databases, topology, geographical fields, presentation of GIS data, 3D, Meta data, open source programmes.
There is no exam but evaluation of students is through final report and smaller projects during the semester. In the beginning of the semester students are required to have a description of their project along with an estimation of the geographical information (data) they need to solve it.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - LAN214FNorthern tourism: Performances and Experiences hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Distance learningPrerequisites - LAN215FNatural hazards and society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterLAN624GUrban and regional planning hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Introduction to the discipline of spatial planning, key terms and issues, historical development, and governance in spatial planning.
Main focus of the course is on practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.
Students get to know and train in applying a range of different methods used in spatial planning for collection, analysis, and interpretation of information on the built environment, local community, nature and different interests regarding urban development and land use. Also, methods for developing and presenting planning policies and planning documents.Lectures, seminars, and project work. Individual and group projects.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- LAN117F, LAN219FResearch in Geography and Tourism 1 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 2 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 1 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 2 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 3 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 4 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- LAN301F, LAN416FResearch in Geography and Tourism 3 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 4 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterLAN114FTourism and wilderness hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Not taught this semesterLAN512MCities and urban environment hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Introduction to theories and methods of urban geography and urban design, for the analysis of city life and the urban environment, with emphasis on urban spaces and the street and neighbourhood scale.
The historical development of cities from the beginning of urbanization to the present day. Main subjects dealt with in urban geography and urban design for analysis and policy-making, such as different social groups and residence, employment and transport, sense of place and quality of urban spaces, art and culture in urban spaces, nature in the city, and city branding. Challenges that cities face in our time, such as those related to climate change, sustainability, and emerging technologies.
Lectures, seminars, and project work. Individual and group projects.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterLAN212FGeographical Information Systems 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course is project orientated; students work independently on projects under the guidance of the teacher. Guidance is primarily on technical and theoretical solutions from the geographical information system (GIS) point of view. Major part of the semester is focused on the students own projects, often in connection with their final thesis (MS or PhD). Student projects can come from any discipline but need to have a GIS perspective that needs to be solved.
Topics: Projections, geographical objects, attributes databases, topology, geographical fields, presentation of GIS data, 3D, Meta data, open source programmes.
There is no exam but evaluation of students is through final report and smaller projects during the semester. In the beginning of the semester students are required to have a description of their project along with an estimation of the geographical information (data) they need to solve it.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - LAN214FNorthern tourism: Performances and Experiences hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Distance learningPrerequisites - LAN215FNatural hazards and society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterLAN624GUrban and regional planning hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Introduction to the discipline of spatial planning, key terms and issues, historical development, and governance in spatial planning.
Main focus of the course is on practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.
Students get to know and train in applying a range of different methods used in spatial planning for collection, analysis, and interpretation of information on the built environment, local community, nature and different interests regarding urban development and land use. Also, methods for developing and presenting planning policies and planning documents.Lectures, seminars, and project work. Individual and group projects.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- LAN117F, LAN219FResearch in Geography and Tourism 1 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 2 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 1 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN117F, LAN219FResearch in Geography and Tourism 2 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 3 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class - LAN301F, LAN416FResearch in Geography and Tourism 4 hideRestricted elective course2/2Restricted elective course, conditions apply2/2 ECTS, creditsCourse Description
The course is a venue for Master‘s students in geography and tourism to collectively discuss about scientific subjects and approaches in their fields. Students present their own research ideas and proposals, and scrutinize those of their peers. Selected theoretical or methodological approaches presently prominent in the disciplines are discussed and critically evaluated.
The students and course organisers meet in the second teaching week of the semester. The organisation of the Master‘s programmes is thoroughly explained, and checked whether that all new students have been allocated a supervisor and other formal requirements have been met. Ideas of new students about their own topics are briefly discussed. Also students and course organisers decide jointly which topics should be taken up for discussion later during the semester. Teachers select some key readings for those topics and make them available to students. The main part of the course consists of a two-day workshop held during the department‘s project week. The attendance of enrolled Master‘s students is mandatory. Doctoral candidates, post-doctoral fellows and academic staff are encouraged to attend also. At the workshop, the topics selected at the start of the semester are discussed in detail. Master‘s students present their research proposals, which are reviewed thoroughly by fellow students and teachers. Students who are getting close to completing the Master‘s programme reflect on their own experiences to those who have started more recently.
The course is mandatory for all Master‘s students in geography and tourism studies. It is held both in autumn and spring semesters. Each student should enrol and fully participate during three semesters, with 2 credits awarded for each time, and a total of 6 credits over the three semesters. Exemption from the rule of three semester participation can only be made if a student spends part of the study period on exchange abroad, or if a study period is shorter than four semesters.
Course evaluation is based on participation and activity in class.
Face-to-face learningPrerequisitesAttendance required in class
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- EÐL302GClassical Mechanics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Newtonian dynamics of a particle in various coordinate systems. Harmonic, damped and forced oscillations of a pendulum. Nonlinear oscillations and chaos. Gravitation and tidal forces. Calculus of variations. Lagrangian and Hamiltonian dynamics, generalized coordinates and constraints. Central force motion and planetary orbits. Dynamics of a system of particles, collisions in a center-of-mass coordinate system and in a lab system. Motion in a non-inertial reference frame, Coriolis and centrifugal forces. Motion relative to the Earth. Mechanics of rigid bodies, inertia tensors and principal axes of inertia. Eulerian angles, and Euler's equations for a rigid body. Precession, motion of a symmetric top and stability of rigid body rotations. Coupled oscillations, eigenfrequencies and normal modes.
Face-to-face learningPrerequisites - EÐL306GIntroduction to Quantum Mechanics hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Face-to-face learningPrerequisites - Not taught this semesterSTÆ310MTheory of linear models hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Simple and multiple linear regression, analysis of variance and covariance, inference, variances and covariances of estimators, influence and diagnostic analyses using residual and influence measures, simultaneous inference. General linear models as projections with ANOVA as special case, simultaneous inference of estimable functions. R is used in assignments. Solutions to assignments are returned in LaTeX and PDF format.
In addition selected topics will be visited, e.g. generalized linear models (GLMs), nonlinear regression and/or random/mixed effects models and/or bootstrap methods etc.
Students will present solutions to individually assigned
projects/exercises, each of which is handed in earlier through a web-page.This course is taught in semesters of even-numbered years.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - STÆ313MTheoretical Statistics hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Likelihood, Sufficient Statistic, Sufficiency Principle, Nuisance Parameter, Conditioning Principle, Invariance Principle, Likelihood Theory. Hypothesis Testing, Simple and Composite Hypothesis, The Neyman-Pearson Lemma, Power, UMP-Test, Invariant Tests. Permutation Tests, Rank Tests. Interval Estimation, Confidence Interval, Confidence, Confidence Region. Point Estimation, Bias, Mean Square Error. Assignments are returned using LaTeX and consitute 20% of the final grade.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterSTÆ508MGeometry hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The subject of the course is the foundations of geometry. Affine geometry: Axioms and models. Affine planes and their isomorphisms. Parallel transformations, translations, dilatations. Translation planes and vector addition. Desargue's theorem and coordinates over division rings. The theorem of Pappus. Finite affine planes and the theorem of Wedderburn. Isomorphisms and automorphisms of Desarguesian affine planes. Affine spaces of three and higher dimensions. Projective geometry: Projective planes. Duality principle. The connection between affine and projective planes. The Bruck-Ryser theorem. Automorphisms. The theorems of Desargues and Pappus and coordinates in projective planes. Classical geometry: Incidence axioms, order axioms, congruence axioms. Neutral geometry and neutral planes. Angles and congruence theorems. Different continuity axioms. Euclidean geometry, the theorem of Pappus and coordinates over pythagorean and euclidean fields. Ruler and compass constructions. Hyperbolic geometry, Hilbert's axiom. The end calculus of Hilbert and coordinates in hyperbolic geometry.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterSTÆ520MGraph Theory hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
Graphs, homomorphisms and isomorphisms of graphs. Subgraphs, spanning subgraphs. Paths, connected graphs. Directed graphs. Bipartite graphs. Euler graphs and Hamilton graphs; the theorems of Chvátal, Pósa, Ore and Dirac. Tournaments. Trees, spanning trees, the matrix-tree theorem, Cayley's theorem. Weighted graphs, the algorithms of Kruskal and Dijkstra. Networks, the max-flow-min-cut theorem, the algorithm of Ford and Fulkerson, Menger's theorem. Matchings, Berge's theorem, Hall's marriage theorem, the König-Egerváry theorem, the Kuhn-Munkres algorithm. Inseparable and two-connected graphs. Planar graphs, Euler's formula, Kuratowski's theorem, dual graphs. Embeddings of graphs in surfaces, the Ringel-Youngs-Mayer theorem. Colourings, Heawood's coloring theorem, Brooks's theorem, chromatic polynomial; edge colourings, Vizing's theorem.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - TÖL301GFormal Languages and Computability hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Finite state machines, regular languages and grammars, push-down automata, context-free languages and grammars, Turing machines, general languages and grammars, and their basic properties. Recursive and recursively enumerable languages, reduction between languages, connection to decision problems and proving unsolvability of such problems. The complexity classes P and NP, and NP-completeness. Examples of various models of computation.
Face-to-face learningPrerequisites - SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSTÆ415MStochastic Processes hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Introduction to stochastic processes with main emphasis on Markov chains.
Subject matter: Hitting time, classification of states, irreducibility, period, recurrence (positive and null), transience, regeneration, coupling, stationarity, time-reversibility, coupling from the past, branching processes, queues, martingales, Brownian motion.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EÐL205GSpacetime Physics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Introduction to the theory of Special Relativity and some basic concepts of General Relativity.
The need for Special Relativity (light propagation and key historical experiments). Einstein's principle of relativity, time dilation and length contraction. The geometry of spacetime (Minkowski space), the Lorentz transformation and causality. Kinematics, dynamics and electromagnetism in Special Relativity.
A brief introduction to General Relativity.Face-to-face learningPrerequisites - EÐL401GElectromagnetism 1 hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The equations of Laplace and Poisson. Magnetostatics. Induction. Maxwell's equations. Energy of the electromagnetic field. Poynting's theorem. Electromagnetic waves. Plane waves in dielectric and conducting media, reflection and refraction. Electromagnetic radiation and scattering. Damping.
Face-to-face learningPrerequisites - EÐL401MAtmospheric Physics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterEÐL402GThermodynamics 1 hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Basic concepts of thermodynamic systems, the zeroth law of thermodynamics. Work, internal energy, heat, enthalpy, the first law of thermodynamics for closed and open systems. Ideal and real gases, equations of state. The second law of thermodynamics, entropy, available energy. Thermodynamic cycles and heat engines, cooling engines and heat pumps. Thermodynamic potentials, Maxwell relations. Mixture of ideal gases. Properties for water and steam. Chemical potentials, chemical reactions of ideal gases, the third law of thermodynamics.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - IÐN401GOperations Research hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
This course will introduce the student to decision and optimization models in operations research. On completing the course the student will be able to formulate, analyze, and solve mathematical models, which represent real-world problems, and critically interpret their results. The course will cover linear programming and the simplex algorithm, as well as related analytical topics. It will also introduce special types of mathematical models, including transportation, assignment, network, and integer programming models. The student will become familiar with a modeling language for linear programming.
Face-to-face learningPrerequisites - Course Description
Selected topics in commutative algebra.
Subject matter: Fields and field extensions. Algeraic extensions, normal extensions and seperable extensions. Galois theory. Applications.
Noetherian rings. Hilbert's basis theorem and Hilbert's Nullstellensatz.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - STÆ418MIntroduction to Measure-Theoretic Probability hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Probability based on measure-theory.
Subject matter: Probability, extension theorems, independence, expectation. The Borel-Cantelli theorem and the Kolmogorov 0-1 law. Inequalities and the weak and strong laws of large numbers. Convergence pointwise, in probability, with probability one, in distribtution, and in total variation. Coupling methods. The central limit theorem. Conditional probability and expectation.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - TÖL403GAnalysis of Algorithms hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Methodology for the design of algorithms and the analysis of their time conplexity. Analysis of algorithms for sorting, searching, graph theory and matrix computations. Intractable problems, heuristics, and randomized algorithms.
Face-to-face learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- EÐL302GClassical Mechanics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Newtonian dynamics of a particle in various coordinate systems. Harmonic, damped and forced oscillations of a pendulum. Nonlinear oscillations and chaos. Gravitation and tidal forces. Calculus of variations. Lagrangian and Hamiltonian dynamics, generalized coordinates and constraints. Central force motion and planetary orbits. Dynamics of a system of particles, collisions in a center-of-mass coordinate system and in a lab system. Motion in a non-inertial reference frame, Coriolis and centrifugal forces. Motion relative to the Earth. Mechanics of rigid bodies, inertia tensors and principal axes of inertia. Eulerian angles, and Euler's equations for a rigid body. Precession, motion of a symmetric top and stability of rigid body rotations. Coupled oscillations, eigenfrequencies and normal modes.
Face-to-face learningPrerequisites - EÐL306GIntroduction to Quantum Mechanics hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Face-to-face learningPrerequisites - Not taught this semesterSTÆ310MTheory of linear models hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Simple and multiple linear regression, analysis of variance and covariance, inference, variances and covariances of estimators, influence and diagnostic analyses using residual and influence measures, simultaneous inference. General linear models as projections with ANOVA as special case, simultaneous inference of estimable functions. R is used in assignments. Solutions to assignments are returned in LaTeX and PDF format.
In addition selected topics will be visited, e.g. generalized linear models (GLMs), nonlinear regression and/or random/mixed effects models and/or bootstrap methods etc.
Students will present solutions to individually assigned
projects/exercises, each of which is handed in earlier through a web-page.This course is taught in semesters of even-numbered years.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - STÆ313MTheoretical Statistics hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Likelihood, Sufficient Statistic, Sufficiency Principle, Nuisance Parameter, Conditioning Principle, Invariance Principle, Likelihood Theory. Hypothesis Testing, Simple and Composite Hypothesis, The Neyman-Pearson Lemma, Power, UMP-Test, Invariant Tests. Permutation Tests, Rank Tests. Interval Estimation, Confidence Interval, Confidence, Confidence Region. Point Estimation, Bias, Mean Square Error. Assignments are returned using LaTeX and consitute 20% of the final grade.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterSTÆ508MGeometry hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The subject of the course is the foundations of geometry. Affine geometry: Axioms and models. Affine planes and their isomorphisms. Parallel transformations, translations, dilatations. Translation planes and vector addition. Desargue's theorem and coordinates over division rings. The theorem of Pappus. Finite affine planes and the theorem of Wedderburn. Isomorphisms and automorphisms of Desarguesian affine planes. Affine spaces of three and higher dimensions. Projective geometry: Projective planes. Duality principle. The connection between affine and projective planes. The Bruck-Ryser theorem. Automorphisms. The theorems of Desargues and Pappus and coordinates in projective planes. Classical geometry: Incidence axioms, order axioms, congruence axioms. Neutral geometry and neutral planes. Angles and congruence theorems. Different continuity axioms. Euclidean geometry, the theorem of Pappus and coordinates over pythagorean and euclidean fields. Ruler and compass constructions. Hyperbolic geometry, Hilbert's axiom. The end calculus of Hilbert and coordinates in hyperbolic geometry.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterSTÆ520MGraph Theory hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
Graphs, homomorphisms and isomorphisms of graphs. Subgraphs, spanning subgraphs. Paths, connected graphs. Directed graphs. Bipartite graphs. Euler graphs and Hamilton graphs; the theorems of Chvátal, Pósa, Ore and Dirac. Tournaments. Trees, spanning trees, the matrix-tree theorem, Cayley's theorem. Weighted graphs, the algorithms of Kruskal and Dijkstra. Networks, the max-flow-min-cut theorem, the algorithm of Ford and Fulkerson, Menger's theorem. Matchings, Berge's theorem, Hall's marriage theorem, the König-Egerváry theorem, the Kuhn-Munkres algorithm. Inseparable and two-connected graphs. Planar graphs, Euler's formula, Kuratowski's theorem, dual graphs. Embeddings of graphs in surfaces, the Ringel-Youngs-Mayer theorem. Colourings, Heawood's coloring theorem, Brooks's theorem, chromatic polynomial; edge colourings, Vizing's theorem.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - TÖL301GFormal Languages and Computability hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Finite state machines, regular languages and grammars, push-down automata, context-free languages and grammars, Turing machines, general languages and grammars, and their basic properties. Recursive and recursively enumerable languages, reduction between languages, connection to decision problems and proving unsolvability of such problems. The complexity classes P and NP, and NP-completeness. Examples of various models of computation.
Face-to-face learningPrerequisites - SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSTÆ415MStochastic Processes hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Introduction to stochastic processes with main emphasis on Markov chains.
Subject matter: Hitting time, classification of states, irreducibility, period, recurrence (positive and null), transience, regeneration, coupling, stationarity, time-reversibility, coupling from the past, branching processes, queues, martingales, Brownian motion.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EÐL205GSpacetime Physics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Introduction to the theory of Special Relativity and some basic concepts of General Relativity.
The need for Special Relativity (light propagation and key historical experiments). Einstein's principle of relativity, time dilation and length contraction. The geometry of spacetime (Minkowski space), the Lorentz transformation and causality. Kinematics, dynamics and electromagnetism in Special Relativity.
A brief introduction to General Relativity.Face-to-face learningPrerequisites - EÐL401GElectromagnetism 1 hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The equations of Laplace and Poisson. Magnetostatics. Induction. Maxwell's equations. Energy of the electromagnetic field. Poynting's theorem. Electromagnetic waves. Plane waves in dielectric and conducting media, reflection and refraction. Electromagnetic radiation and scattering. Damping.
Face-to-face learningPrerequisites - EÐL401MAtmospheric Physics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterEÐL402GThermodynamics 1 hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Basic concepts of thermodynamic systems, the zeroth law of thermodynamics. Work, internal energy, heat, enthalpy, the first law of thermodynamics for closed and open systems. Ideal and real gases, equations of state. The second law of thermodynamics, entropy, available energy. Thermodynamic cycles and heat engines, cooling engines and heat pumps. Thermodynamic potentials, Maxwell relations. Mixture of ideal gases. Properties for water and steam. Chemical potentials, chemical reactions of ideal gases, the third law of thermodynamics.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - IÐN401GOperations Research hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
This course will introduce the student to decision and optimization models in operations research. On completing the course the student will be able to formulate, analyze, and solve mathematical models, which represent real-world problems, and critically interpret their results. The course will cover linear programming and the simplex algorithm, as well as related analytical topics. It will also introduce special types of mathematical models, including transportation, assignment, network, and integer programming models. The student will become familiar with a modeling language for linear programming.
Face-to-face learningPrerequisites - Course Description
Selected topics in commutative algebra.
Subject matter: Fields and field extensions. Algeraic extensions, normal extensions and seperable extensions. Galois theory. Applications.
Noetherian rings. Hilbert's basis theorem and Hilbert's Nullstellensatz.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - STÆ418MIntroduction to Measure-Theoretic Probability hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Probability based on measure-theory.
Subject matter: Probability, extension theorems, independence, expectation. The Borel-Cantelli theorem and the Kolmogorov 0-1 law. Inequalities and the weak and strong laws of large numbers. Convergence pointwise, in probability, with probability one, in distribtution, and in total variation. Coupling methods. The central limit theorem. Conditional probability and expectation.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - TÖL403GAnalysis of Algorithms hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Methodology for the design of algorithms and the analysis of their time conplexity. Analysis of algorithms for sorting, searching, graph theory and matrix computations. Intractable problems, heuristics, and randomized algorithms.
Face-to-face learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- EÐL302GClassical Mechanics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Newtonian dynamics of a particle in various coordinate systems. Harmonic, damped and forced oscillations of a pendulum. Nonlinear oscillations and chaos. Gravitation and tidal forces. Calculus of variations. Lagrangian and Hamiltonian dynamics, generalized coordinates and constraints. Central force motion and planetary orbits. Dynamics of a system of particles, collisions in a center-of-mass coordinate system and in a lab system. Motion in a non-inertial reference frame, Coriolis and centrifugal forces. Motion relative to the Earth. Mechanics of rigid bodies, inertia tensors and principal axes of inertia. Eulerian angles, and Euler's equations for a rigid body. Precession, motion of a symmetric top and stability of rigid body rotations. Coupled oscillations, eigenfrequencies and normal modes.
Face-to-face learningPrerequisites - EÐL306GIntroduction to Quantum Mechanics hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The course is devoted to theoretical foundations of wave and quantum mechanics. The main concepts characterizing classical waves, such as wave equation, plane waves, wavepackets and phase and group velocity are discussed and then, after the introduction of the concept of particle-wave dualism are used to describe the properties of the de Broglie material waves corresponding to quantum particles. Dynamic and stationary Schrodinger equations are introduced, and their solutions for a set of physically important particular cases, including quantum tunneling, quantum potential well, quantum harmonic oscillator and Coulomb potential are analyzed in all necessary detail. The last part of the course is devoted to the quantum description of spin.
Face-to-face learningPrerequisites - Not taught this semesterSTÆ310MTheory of linear models hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Simple and multiple linear regression, analysis of variance and covariance, inference, variances and covariances of estimators, influence and diagnostic analyses using residual and influence measures, simultaneous inference. General linear models as projections with ANOVA as special case, simultaneous inference of estimable functions. R is used in assignments. Solutions to assignments are returned in LaTeX and PDF format.
In addition selected topics will be visited, e.g. generalized linear models (GLMs), nonlinear regression and/or random/mixed effects models and/or bootstrap methods etc.
Students will present solutions to individually assigned
projects/exercises, each of which is handed in earlier through a web-page.This course is taught in semesters of even-numbered years.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - STÆ313MTheoretical Statistics hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Likelihood, Sufficient Statistic, Sufficiency Principle, Nuisance Parameter, Conditioning Principle, Invariance Principle, Likelihood Theory. Hypothesis Testing, Simple and Composite Hypothesis, The Neyman-Pearson Lemma, Power, UMP-Test, Invariant Tests. Permutation Tests, Rank Tests. Interval Estimation, Confidence Interval, Confidence, Confidence Region. Point Estimation, Bias, Mean Square Error. Assignments are returned using LaTeX and consitute 20% of the final grade.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterSTÆ508MGeometry hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The subject of the course is the foundations of geometry. Affine geometry: Axioms and models. Affine planes and their isomorphisms. Parallel transformations, translations, dilatations. Translation planes and vector addition. Desargue's theorem and coordinates over division rings. The theorem of Pappus. Finite affine planes and the theorem of Wedderburn. Isomorphisms and automorphisms of Desarguesian affine planes. Affine spaces of three and higher dimensions. Projective geometry: Projective planes. Duality principle. The connection between affine and projective planes. The Bruck-Ryser theorem. Automorphisms. The theorems of Desargues and Pappus and coordinates in projective planes. Classical geometry: Incidence axioms, order axioms, congruence axioms. Neutral geometry and neutral planes. Angles and congruence theorems. Different continuity axioms. Euclidean geometry, the theorem of Pappus and coordinates over pythagorean and euclidean fields. Ruler and compass constructions. Hyperbolic geometry, Hilbert's axiom. The end calculus of Hilbert and coordinates in hyperbolic geometry.
Face-to-face learningOnline learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterSTÆ520MGraph Theory hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
Graphs, homomorphisms and isomorphisms of graphs. Subgraphs, spanning subgraphs. Paths, connected graphs. Directed graphs. Bipartite graphs. Euler graphs and Hamilton graphs; the theorems of Chvátal, Pósa, Ore and Dirac. Tournaments. Trees, spanning trees, the matrix-tree theorem, Cayley's theorem. Weighted graphs, the algorithms of Kruskal and Dijkstra. Networks, the max-flow-min-cut theorem, the algorithm of Ford and Fulkerson, Menger's theorem. Matchings, Berge's theorem, Hall's marriage theorem, the König-Egerváry theorem, the Kuhn-Munkres algorithm. Inseparable and two-connected graphs. Planar graphs, Euler's formula, Kuratowski's theorem, dual graphs. Embeddings of graphs in surfaces, the Ringel-Youngs-Mayer theorem. Colourings, Heawood's coloring theorem, Brooks's theorem, chromatic polynomial; edge colourings, Vizing's theorem.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - TÖL301GFormal Languages and Computability hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Finite state machines, regular languages and grammars, push-down automata, context-free languages and grammars, Turing machines, general languages and grammars, and their basic properties. Recursive and recursively enumerable languages, reduction between languages, connection to decision problems and proving unsolvability of such problems. The complexity classes P and NP, and NP-completeness. Examples of various models of computation.
Face-to-face learningPrerequisites - SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSTÆ415MStochastic Processes hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Introduction to stochastic processes with main emphasis on Markov chains.
Subject matter: Hitting time, classification of states, irreducibility, period, recurrence (positive and null), transience, regeneration, coupling, stationarity, time-reversibility, coupling from the past, branching processes, queues, martingales, Brownian motion.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EÐL205GSpacetime Physics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Introduction to the theory of Special Relativity and some basic concepts of General Relativity.
The need for Special Relativity (light propagation and key historical experiments). Einstein's principle of relativity, time dilation and length contraction. The geometry of spacetime (Minkowski space), the Lorentz transformation and causality. Kinematics, dynamics and electromagnetism in Special Relativity.
A brief introduction to General Relativity.Face-to-face learningPrerequisites - EÐL401GElectromagnetism 1 hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The equations of Laplace and Poisson. Magnetostatics. Induction. Maxwell's equations. Energy of the electromagnetic field. Poynting's theorem. Electromagnetic waves. Plane waves in dielectric and conducting media, reflection and refraction. Electromagnetic radiation and scattering. Damping.
Face-to-face learningPrerequisites - EÐL401MAtmospheric Physics hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - Not taught this semesterEÐL402GThermodynamics 1 hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Basic concepts of thermodynamic systems, the zeroth law of thermodynamics. Work, internal energy, heat, enthalpy, the first law of thermodynamics for closed and open systems. Ideal and real gases, equations of state. The second law of thermodynamics, entropy, available energy. Thermodynamic cycles and heat engines, cooling engines and heat pumps. Thermodynamic potentials, Maxwell relations. Mixture of ideal gases. Properties for water and steam. Chemical potentials, chemical reactions of ideal gases, the third law of thermodynamics.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - IÐN401GOperations Research hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
This course will introduce the student to decision and optimization models in operations research. On completing the course the student will be able to formulate, analyze, and solve mathematical models, which represent real-world problems, and critically interpret their results. The course will cover linear programming and the simplex algorithm, as well as related analytical topics. It will also introduce special types of mathematical models, including transportation, assignment, network, and integer programming models. The student will become familiar with a modeling language for linear programming.
Face-to-face learningPrerequisites - Course Description
Selected topics in commutative algebra.
Subject matter: Fields and field extensions. Algeraic extensions, normal extensions and seperable extensions. Galois theory. Applications.
Noetherian rings. Hilbert's basis theorem and Hilbert's Nullstellensatz.Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - STÆ418MIntroduction to Measure-Theoretic Probability hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Probability based on measure-theory.
Subject matter: Probability, extension theorems, independence, expectation. The Borel-Cantelli theorem and the Kolmogorov 0-1 law. Inequalities and the weak and strong laws of large numbers. Convergence pointwise, in probability, with probability one, in distribtution, and in total variation. Coupling methods. The central limit theorem. Conditional probability and expectation.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - TÖL403GAnalysis of Algorithms hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
Methodology for the design of algorithms and the analysis of their time conplexity. Analysis of algorithms for sorting, searching, graph theory and matrix computations. Intractable problems, heuristics, and randomized algorithms.
Face-to-face learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- LÝÐ101FPublic Health: Science, Politics, Prevention hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - LÝÐ104FDeterminants of health, health promotion and disease prevention hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - LÆK025MImmunology hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The immune system, organs and cells. Innate immunity, phagocytes, complement, inflammation. Adaptive immunity, development and differentiation of lymphocytes. Specificity and antigen recognition, function of B- and T-cells. Immune responses, immunological memory, mucosal immunity. Immunological tolerance and immune regulation. Immune deficiency, hypersensitivity, autoimmunity and transplantation. Treatment and intervention of autoimmune and allergic diseases. Vaccination and protection from infections. Immunological methods and diagnostics. Students presentations and discussions of scientific articles under the teachers supervision.
Face-to-face learningPrerequisites - Not taught this semesterNÆR701FNutritional epidemiology hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.
The course will cover the basics of epidemiology and nutritional epidemiology. Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced. The field nutrigenomics will be explained.
PrerequisitesAttendance required in class - Spring 2
- ÍÞH211FEpidemiology of Physical Activity hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - LÝÐ045FGlobal Health hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - MAT609MFood innovation hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- LÝÐ101FPublic Health: Science, Politics, Prevention hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - LÝÐ104FDeterminants of health, health promotion and disease prevention hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - LÆK025MImmunology hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The immune system, organs and cells. Innate immunity, phagocytes, complement, inflammation. Adaptive immunity, development and differentiation of lymphocytes. Specificity and antigen recognition, function of B- and T-cells. Immune responses, immunological memory, mucosal immunity. Immunological tolerance and immune regulation. Immune deficiency, hypersensitivity, autoimmunity and transplantation. Treatment and intervention of autoimmune and allergic diseases. Vaccination and protection from infections. Immunological methods and diagnostics. Students presentations and discussions of scientific articles under the teachers supervision.
Face-to-face learningPrerequisites - Not taught this semesterNÆR701FNutritional epidemiology hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.
The course will cover the basics of epidemiology and nutritional epidemiology. Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced. The field nutrigenomics will be explained.
PrerequisitesAttendance required in class - Spring 2
- ÍÞH211FEpidemiology of Physical Activity hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - LÝÐ045FGlobal Health hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - MAT609MFood innovation hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- LÝÐ101FPublic Health: Science, Politics, Prevention hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - LÝÐ104FDeterminants of health, health promotion and disease prevention hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - LÆK025MImmunology hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The immune system, organs and cells. Innate immunity, phagocytes, complement, inflammation. Adaptive immunity, development and differentiation of lymphocytes. Specificity and antigen recognition, function of B- and T-cells. Immune responses, immunological memory, mucosal immunity. Immunological tolerance and immune regulation. Immune deficiency, hypersensitivity, autoimmunity and transplantation. Treatment and intervention of autoimmune and allergic diseases. Vaccination and protection from infections. Immunological methods and diagnostics. Students presentations and discussions of scientific articles under the teachers supervision.
Face-to-face learningPrerequisites - Not taught this semesterNÆR701FNutritional epidemiology hideRestricted elective course4Restricted elective course, conditions apply4 ECTS, creditsCourse Description
The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.
The course will cover the basics of epidemiology and nutritional epidemiology. Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced. The field nutrigenomics will be explained.
PrerequisitesAttendance required in class - Spring 2
- ÍÞH211FEpidemiology of Physical Activity hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - LÝÐ045FGlobal Health hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - MAT609MFood innovation hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterEÐL114FComputational Physics F hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Introduction to how numerical analysis is used to explore the properties of physical systems. Programming environment and graphical representation. The application of functional bases for solving models in quantum and statistical mechanics. Communication with Linux-clusters and remote machines. The course is taught in English or Icelandic according to the needs of the students.
Programming language: FORTRAN-2008 with OpenMP directives for parallel processing.
Face-to-face learningPrerequisites - EÐL520MCondensed Matter Physics 1 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is an introduction to some basic concepts of condensed matter physics. Curriculum: Chemical bonds, crystal structure, crystal symmetry, the reciprocal lattice. Vibrational modes of crystals, phonons, specific heat, thermal conductivity. The free electron model, band structure of condensed matter, effective mass. Metals, insulators and semiconductors. The course includes three labs.
Face-to-face learningPrerequisites - Spring 2
- Not taught this semesterEÐL206MSolid State Physics 2 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The goal is to introduce the limits of single particle models of condensed matter and explore particle interactions. Curriculum: Electric- and magnetic susceptibility in insulating and semiconducting materials. Electron transport, the Boltzmann equation and the relaxation time approximation. Limits of single particle models. Interactions and many particle approximations. Exchange interaction and magnetic properties of condensed matter, Heisenberg model, spin waves. Superconductivity, the BCS model and the Ginzburg-Landau equation.
Face-to-face learningPrerequisites - EÐL401MAtmospheric Physics hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EÐL407GIntroduction to Astrophysics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
An introduction to astrophysical problems with emphasis on underlying physical principles. -- The nature of stars. Equations of state, stellar energy generation, radiative transfer. Stellar structure and evolution. Gravitational collapse and supernova explosions. Physics of white dwarfs, neutron stars and black holes. Compact binary systems. X-ray sources. Pulsars. Galaxies, their structure, formation and evolution. Active galaxies. The interstellar medium. Cosmic magnetic fields. Cosmic rays. An introduction to physical cosmology.
Face-to-face learningPrerequisites - EÐL610MGeneral Relativity hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course provides a basic introduction to Einstein's relativity theory: Special relativity, four-vectors and tensors. General relativity, spacetime curvature, the equivalence principle, Einstein's equations, experimental tests within the solar system, gravitational waves, black holes, cosmology.
Teachers: Benjamin Knorr and Ziqi Yan, postdocs at Nordita
Face-to-face learningPrerequisites - Not taught this semesterEÐL612MMathematical Physics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Continuum mechanics: Stress and strain, equations of motion. Seismic waves. Maxwell's equations and electromagnetic waves. Plane waves, reflection and refraction. Distributions and Fourier transforms. Fundamental solutions of linear partial differential equation. Waves in homogeneous media. Huygens' principle and Ásgeirsson's mean value theorem. Dispersion, phase and group velocities, Kramers-Kronig equations. The method of stationary phase. Surface waves on liquids.
Face-to-face learningPrerequisites - EÐL616MModern Experimental Physics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Presentation of important techniques used in experimental physics and of various phenomena related to the subject matter of the second and third year of the Physics curriculum. Six extensive experiments are made, most of which are related to active research in experimental physics at the Science Institute of the University of Iceland. The course emphasizes independence in carrying out the experiments, data analysis and literature search.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- EÐL506GNuclei and Particles hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The course is devoted to the foundations of nuclear and elementary particle physics. It consists of the lectures on the corresponding theory and a laboratory of 2 week duration. In theoretical part students learn about basic ideas of nuclear physics, such as simplest nuclear models, basics of the scattering physics, types of elementary particles and their fundamental interactions. After that basics of the relativistic wave equations are introduced. The cases of Klein-Gordon, Higgs, and Dirac equations are considered. Higgs equation is used to introduce the fundamental concept of spontaneous symmetry breaking, necessary for the understanding of the appearance of a Higgs boson. Solution of the Dirac equation for free particles is analyzed, and related fundamental concepts of antiparticles, helicity and chirality are considered in detail.
Face-to-face learningPrerequisites - EFN108GGeneral Chemistry 1 hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
The basis of the atomic theory. Stoichiometry. Types of chemical reactions and solution stoichiometry. Properties of gases. Chemical equilibrium. Acids and bases. Applications of aqueous equilibria. Chemical thermodynamics. Enthropy, free energy and equilibrium. Electrochemistry. Chemical kinetics. Physical properties of solutions.
Face-to-face learningPrerequisites - JAR101GEarth Dynamics hideElective course7,5Free elective course within the programme7,5 ECTS, creditsCourse Description
Geological processes and their development both in time and space in order to understand the role of endogenic processes in the evolution of the earth,e.g. plate tectonics; formation of continental and oceanic crust, their relative and absolute displacement and destruction. With this the students should be able to express themselves about geological processes by using geological terms, both in Icelandic as well as in English.
The main topics of the course include key aspects of the Earth's internal structure, with a focus on its layering and the properties of individual layers. The course covers early hypotheses about continental drift and the development of these theories, culminating in the plate tectonic theory, with a focus on explaining why and how the positions of tectonic plates—and consequently continents—are constantly changing. In the course key aspects of rock types, rock formations, and metamorphism. Volcanism is discussed, including its causes, distribution, and hazards, with special focus on Iceland. The course aims to explain the causes of earthquakes and their distribution, different types of seismic waves, and how this knowledge can be used to locate and assess earthquake magnitude. It covers the structure of the Earth's crust, faulting, folding, and mountain formation, along with the forces that drive these processes. Additionally, it discusses geochronology, age determination, and the geological timescale, i.e., the arrangement of geological strata in time and space.
Teaching Arrangement: This is a 7.5 ECTS course spanning 14 weeks. The course material is introduced in lectures, with selected reading assignments, practical exercises, and three field trips. The field trips are full-day excursions, taking place on during the first 4-5 weeks of the semester. Participation in field trips is mandatory. Practical exercises are conducted in the classroom and in the vicinity of the university. Students will complete multiple chocie exams weekly or every other week related to specific chapters in the textbook. Three whole days will be allocated to field trips were field observations and methods will be trained.
Teaching Statement: To achieve good results in the course, students need to actively participate in lectures and project work. Students gain knowledge in lectures, but it is necessary to do exercises and participate in field trips to increase understanding of concepts and train methods. Teachers will make course concepts and content accessible, but students are expected to study independently and ask questions if something is unclear. Teachers emphasize that students participate in the course evaluation if something needs to be improved. A midterm survey will be reviewed with the students.
Assessment: The course assessment is three-fold, and all parts must be completed with a minimum grade of 5 to pass the course.
- Multiple choice exams: 20%
- Reports from field trips and practical exercises: 30%
- Written final exam: 50%
Learning Outcomes:
After completing the course, the student should be able to
- Be able to use geological terminology to discuss Earth's natural processes.
- Explain the role of internal Earth forces and provide examples of the continuously changing appearance of rocks and landforms in time and space.
- Analyze the role of these processes in the formation of rock types, individual landforms, and landscape features, linking them to one or more internal Earth processes.
- Be able to read geological maps, measure and draw cross-sections, and analyze key characteristics of bedrock structures.
- Use a magnetic compass to determine, among other things, the strike and dip of rock layers and the orientation of other significant geological structures.
- Recognize key features of Icelandic rock types through field observations.
- Record and document their own observations in a field notebook
Face-to-face learningPrerequisitesAttendance required in class - SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- JEÐ201GGeneral Geophysics hideElective course7,5Free elective course within the programme7,5 ECTS, creditsCourse Description
An introduction to the physics of the Earth. Origin and age of the Earth. Dating with radioactive elements. Gravity, shape and rotation of the Earth, the geomagnetic field, magnetic anomalies, palaeomagnetism, electric conductivity. Earthquakes, seismograph and seismic waves. Layered structure of the Earth, heat transport and the internal heat of the Earth. Geophysical research in Iceland.
Practicals including solving of problems set for each week and excercises in the use of geophysical instruments. Students write one essay on a selected topic in geophysics.
Face-to-face learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterEÐL114FComputational Physics F hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Introduction to how numerical analysis is used to explore the properties of physical systems. Programming environment and graphical representation. The application of functional bases for solving models in quantum and statistical mechanics. Communication with Linux-clusters and remote machines. The course is taught in English or Icelandic according to the needs of the students.
Programming language: FORTRAN-2008 with OpenMP directives for parallel processing.
Face-to-face learningPrerequisites - EÐL520MCondensed Matter Physics 1 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is an introduction to some basic concepts of condensed matter physics. Curriculum: Chemical bonds, crystal structure, crystal symmetry, the reciprocal lattice. Vibrational modes of crystals, phonons, specific heat, thermal conductivity. The free electron model, band structure of condensed matter, effective mass. Metals, insulators and semiconductors. The course includes three labs.
Face-to-face learningPrerequisites - Spring 2
- Not taught this semesterEÐL206MSolid State Physics 2 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The goal is to introduce the limits of single particle models of condensed matter and explore particle interactions. Curriculum: Electric- and magnetic susceptibility in insulating and semiconducting materials. Electron transport, the Boltzmann equation and the relaxation time approximation. Limits of single particle models. Interactions and many particle approximations. Exchange interaction and magnetic properties of condensed matter, Heisenberg model, spin waves. Superconductivity, the BCS model and the Ginzburg-Landau equation.
Face-to-face learningPrerequisites - EÐL401MAtmospheric Physics hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EÐL407GIntroduction to Astrophysics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
An introduction to astrophysical problems with emphasis on underlying physical principles. -- The nature of stars. Equations of state, stellar energy generation, radiative transfer. Stellar structure and evolution. Gravitational collapse and supernova explosions. Physics of white dwarfs, neutron stars and black holes. Compact binary systems. X-ray sources. Pulsars. Galaxies, their structure, formation and evolution. Active galaxies. The interstellar medium. Cosmic magnetic fields. Cosmic rays. An introduction to physical cosmology.
Face-to-face learningPrerequisites - EÐL610MGeneral Relativity hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course provides a basic introduction to Einstein's relativity theory: Special relativity, four-vectors and tensors. General relativity, spacetime curvature, the equivalence principle, Einstein's equations, experimental tests within the solar system, gravitational waves, black holes, cosmology.
Teachers: Benjamin Knorr and Ziqi Yan, postdocs at Nordita
Face-to-face learningPrerequisites - Not taught this semesterEÐL612MMathematical Physics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Continuum mechanics: Stress and strain, equations of motion. Seismic waves. Maxwell's equations and electromagnetic waves. Plane waves, reflection and refraction. Distributions and Fourier transforms. Fundamental solutions of linear partial differential equation. Waves in homogeneous media. Huygens' principle and Ásgeirsson's mean value theorem. Dispersion, phase and group velocities, Kramers-Kronig equations. The method of stationary phase. Surface waves on liquids.
Face-to-face learningPrerequisites - EÐL616MModern Experimental Physics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Presentation of important techniques used in experimental physics and of various phenomena related to the subject matter of the second and third year of the Physics curriculum. Six extensive experiments are made, most of which are related to active research in experimental physics at the Science Institute of the University of Iceland. The course emphasizes independence in carrying out the experiments, data analysis and literature search.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- EÐL506GNuclei and Particles hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The course is devoted to the foundations of nuclear and elementary particle physics. It consists of the lectures on the corresponding theory and a laboratory of 2 week duration. In theoretical part students learn about basic ideas of nuclear physics, such as simplest nuclear models, basics of the scattering physics, types of elementary particles and their fundamental interactions. After that basics of the relativistic wave equations are introduced. The cases of Klein-Gordon, Higgs, and Dirac equations are considered. Higgs equation is used to introduce the fundamental concept of spontaneous symmetry breaking, necessary for the understanding of the appearance of a Higgs boson. Solution of the Dirac equation for free particles is analyzed, and related fundamental concepts of antiparticles, helicity and chirality are considered in detail.
Face-to-face learningPrerequisites - EFN108GGeneral Chemistry 1 hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
The basis of the atomic theory. Stoichiometry. Types of chemical reactions and solution stoichiometry. Properties of gases. Chemical equilibrium. Acids and bases. Applications of aqueous equilibria. Chemical thermodynamics. Enthropy, free energy and equilibrium. Electrochemistry. Chemical kinetics. Physical properties of solutions.
Face-to-face learningPrerequisites - JAR101GEarth Dynamics hideElective course7,5Free elective course within the programme7,5 ECTS, creditsCourse Description
Geological processes and their development both in time and space in order to understand the role of endogenic processes in the evolution of the earth,e.g. plate tectonics; formation of continental and oceanic crust, their relative and absolute displacement and destruction. With this the students should be able to express themselves about geological processes by using geological terms, both in Icelandic as well as in English.
The main topics of the course include key aspects of the Earth's internal structure, with a focus on its layering and the properties of individual layers. The course covers early hypotheses about continental drift and the development of these theories, culminating in the plate tectonic theory, with a focus on explaining why and how the positions of tectonic plates—and consequently continents—are constantly changing. In the course key aspects of rock types, rock formations, and metamorphism. Volcanism is discussed, including its causes, distribution, and hazards, with special focus on Iceland. The course aims to explain the causes of earthquakes and their distribution, different types of seismic waves, and how this knowledge can be used to locate and assess earthquake magnitude. It covers the structure of the Earth's crust, faulting, folding, and mountain formation, along with the forces that drive these processes. Additionally, it discusses geochronology, age determination, and the geological timescale, i.e., the arrangement of geological strata in time and space.
Teaching Arrangement: This is a 7.5 ECTS course spanning 14 weeks. The course material is introduced in lectures, with selected reading assignments, practical exercises, and three field trips. The field trips are full-day excursions, taking place on during the first 4-5 weeks of the semester. Participation in field trips is mandatory. Practical exercises are conducted in the classroom and in the vicinity of the university. Students will complete multiple chocie exams weekly or every other week related to specific chapters in the textbook. Three whole days will be allocated to field trips were field observations and methods will be trained.
Teaching Statement: To achieve good results in the course, students need to actively participate in lectures and project work. Students gain knowledge in lectures, but it is necessary to do exercises and participate in field trips to increase understanding of concepts and train methods. Teachers will make course concepts and content accessible, but students are expected to study independently and ask questions if something is unclear. Teachers emphasize that students participate in the course evaluation if something needs to be improved. A midterm survey will be reviewed with the students.
Assessment: The course assessment is three-fold, and all parts must be completed with a minimum grade of 5 to pass the course.
- Multiple choice exams: 20%
- Reports from field trips and practical exercises: 30%
- Written final exam: 50%
Learning Outcomes:
After completing the course, the student should be able to
- Be able to use geological terminology to discuss Earth's natural processes.
- Explain the role of internal Earth forces and provide examples of the continuously changing appearance of rocks and landforms in time and space.
- Analyze the role of these processes in the formation of rock types, individual landforms, and landscape features, linking them to one or more internal Earth processes.
- Be able to read geological maps, measure and draw cross-sections, and analyze key characteristics of bedrock structures.
- Use a magnetic compass to determine, among other things, the strike and dip of rock layers and the orientation of other significant geological structures.
- Recognize key features of Icelandic rock types through field observations.
- Record and document their own observations in a field notebook
Face-to-face learningPrerequisitesAttendance required in class - SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- JEÐ201GGeneral Geophysics hideElective course7,5Free elective course within the programme7,5 ECTS, creditsCourse Description
An introduction to the physics of the Earth. Origin and age of the Earth. Dating with radioactive elements. Gravity, shape and rotation of the Earth, the geomagnetic field, magnetic anomalies, palaeomagnetism, electric conductivity. Earthquakes, seismograph and seismic waves. Layered structure of the Earth, heat transport and the internal heat of the Earth. Geophysical research in Iceland.
Practicals including solving of problems set for each week and excercises in the use of geophysical instruments. Students write one essay on a selected topic in geophysics.
Face-to-face learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterEÐL114FComputational Physics F hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Introduction to how numerical analysis is used to explore the properties of physical systems. Programming environment and graphical representation. The application of functional bases for solving models in quantum and statistical mechanics. Communication with Linux-clusters and remote machines. The course is taught in English or Icelandic according to the needs of the students.
Programming language: FORTRAN-2008 with OpenMP directives for parallel processing.
Face-to-face learningPrerequisites - EÐL520MCondensed Matter Physics 1 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The course is an introduction to some basic concepts of condensed matter physics. Curriculum: Chemical bonds, crystal structure, crystal symmetry, the reciprocal lattice. Vibrational modes of crystals, phonons, specific heat, thermal conductivity. The free electron model, band structure of condensed matter, effective mass. Metals, insulators and semiconductors. The course includes three labs.
Face-to-face learningPrerequisites - Spring 2
- Not taught this semesterEÐL206MSolid State Physics 2 hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
The goal is to introduce the limits of single particle models of condensed matter and explore particle interactions. Curriculum: Electric- and magnetic susceptibility in insulating and semiconducting materials. Electron transport, the Boltzmann equation and the relaxation time approximation. Limits of single particle models. Interactions and many particle approximations. Exchange interaction and magnetic properties of condensed matter, Heisenberg model, spin waves. Superconductivity, the BCS model and the Ginzburg-Landau equation.
Face-to-face learningPrerequisites - EÐL401MAtmospheric Physics hideRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
Taught every odd year.
Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a selected topic.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisites - EÐL407GIntroduction to Astrophysics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
An introduction to astrophysical problems with emphasis on underlying physical principles. -- The nature of stars. Equations of state, stellar energy generation, radiative transfer. Stellar structure and evolution. Gravitational collapse and supernova explosions. Physics of white dwarfs, neutron stars and black holes. Compact binary systems. X-ray sources. Pulsars. Galaxies, their structure, formation and evolution. Active galaxies. The interstellar medium. Cosmic magnetic fields. Cosmic rays. An introduction to physical cosmology.
Face-to-face learningPrerequisites - EÐL610MGeneral Relativity hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course provides a basic introduction to Einstein's relativity theory: Special relativity, four-vectors and tensors. General relativity, spacetime curvature, the equivalence principle, Einstein's equations, experimental tests within the solar system, gravitational waves, black holes, cosmology.
Teachers: Benjamin Knorr and Ziqi Yan, postdocs at Nordita
Face-to-face learningPrerequisites - Not taught this semesterEÐL612MMathematical Physics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Continuum mechanics: Stress and strain, equations of motion. Seismic waves. Maxwell's equations and electromagnetic waves. Plane waves, reflection and refraction. Distributions and Fourier transforms. Fundamental solutions of linear partial differential equation. Waves in homogeneous media. Huygens' principle and Ásgeirsson's mean value theorem. Dispersion, phase and group velocities, Kramers-Kronig equations. The method of stationary phase. Surface waves on liquids.
Face-to-face learningPrerequisites - EÐL616MModern Experimental Physics hideRestricted elective course8Restricted elective course, conditions apply8 ECTS, creditsCourse Description
Presentation of important techniques used in experimental physics and of various phenomena related to the subject matter of the second and third year of the Physics curriculum. Six extensive experiments are made, most of which are related to active research in experimental physics at the Science Institute of the University of Iceland. The course emphasizes independence in carrying out the experiments, data analysis and literature search.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- EÐL506GNuclei and Particles hideElective course8Free elective course within the programme8 ECTS, creditsCourse Description
The course is devoted to the foundations of nuclear and elementary particle physics. It consists of the lectures on the corresponding theory and a laboratory of 2 week duration. In theoretical part students learn about basic ideas of nuclear physics, such as simplest nuclear models, basics of the scattering physics, types of elementary particles and their fundamental interactions. After that basics of the relativistic wave equations are introduced. The cases of Klein-Gordon, Higgs, and Dirac equations are considered. Higgs equation is used to introduce the fundamental concept of spontaneous symmetry breaking, necessary for the understanding of the appearance of a Higgs boson. Solution of the Dirac equation for free particles is analyzed, and related fundamental concepts of antiparticles, helicity and chirality are considered in detail.
Face-to-face learningPrerequisites - EFN108GGeneral Chemistry 1 hideElective course6Free elective course within the programme6 ECTS, creditsCourse Description
The basis of the atomic theory. Stoichiometry. Types of chemical reactions and solution stoichiometry. Properties of gases. Chemical equilibrium. Acids and bases. Applications of aqueous equilibria. Chemical thermodynamics. Enthropy, free energy and equilibrium. Electrochemistry. Chemical kinetics. Physical properties of solutions.
Face-to-face learningPrerequisites - JAR101GEarth Dynamics hideElective course7,5Free elective course within the programme7,5 ECTS, creditsCourse Description
Geological processes and their development both in time and space in order to understand the role of endogenic processes in the evolution of the earth,e.g. plate tectonics; formation of continental and oceanic crust, their relative and absolute displacement and destruction. With this the students should be able to express themselves about geological processes by using geological terms, both in Icelandic as well as in English.
The main topics of the course include key aspects of the Earth's internal structure, with a focus on its layering and the properties of individual layers. The course covers early hypotheses about continental drift and the development of these theories, culminating in the plate tectonic theory, with a focus on explaining why and how the positions of tectonic plates—and consequently continents—are constantly changing. In the course key aspects of rock types, rock formations, and metamorphism. Volcanism is discussed, including its causes, distribution, and hazards, with special focus on Iceland. The course aims to explain the causes of earthquakes and their distribution, different types of seismic waves, and how this knowledge can be used to locate and assess earthquake magnitude. It covers the structure of the Earth's crust, faulting, folding, and mountain formation, along with the forces that drive these processes. Additionally, it discusses geochronology, age determination, and the geological timescale, i.e., the arrangement of geological strata in time and space.
Teaching Arrangement: This is a 7.5 ECTS course spanning 14 weeks. The course material is introduced in lectures, with selected reading assignments, practical exercises, and three field trips. The field trips are full-day excursions, taking place on during the first 4-5 weeks of the semester. Participation in field trips is mandatory. Practical exercises are conducted in the classroom and in the vicinity of the university. Students will complete multiple chocie exams weekly or every other week related to specific chapters in the textbook. Three whole days will be allocated to field trips were field observations and methods will be trained.
Teaching Statement: To achieve good results in the course, students need to actively participate in lectures and project work. Students gain knowledge in lectures, but it is necessary to do exercises and participate in field trips to increase understanding of concepts and train methods. Teachers will make course concepts and content accessible, but students are expected to study independently and ask questions if something is unclear. Teachers emphasize that students participate in the course evaluation if something needs to be improved. A midterm survey will be reviewed with the students.
Assessment: The course assessment is three-fold, and all parts must be completed with a minimum grade of 5 to pass the course.
- Multiple choice exams: 20%
- Reports from field trips and practical exercises: 30%
- Written final exam: 50%
Learning Outcomes:
After completing the course, the student should be able to
- Be able to use geological terminology to discuss Earth's natural processes.
- Explain the role of internal Earth forces and provide examples of the continuously changing appearance of rocks and landforms in time and space.
- Analyze the role of these processes in the formation of rock types, individual landforms, and landscape features, linking them to one or more internal Earth processes.
- Be able to read geological maps, measure and draw cross-sections, and analyze key characteristics of bedrock structures.
- Use a magnetic compass to determine, among other things, the strike and dip of rock layers and the orientation of other significant geological structures.
- Recognize key features of Icelandic rock types through field observations.
- Record and document their own observations in a field notebook
Face-to-face learningPrerequisitesAttendance required in class - SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- JEÐ201GGeneral Geophysics hideElective course7,5Free elective course within the programme7,5 ECTS, creditsCourse Description
An introduction to the physics of the Earth. Origin and age of the Earth. Dating with radioactive elements. Gravity, shape and rotation of the Earth, the geomagnetic field, magnetic anomalies, palaeomagnetism, electric conductivity. Earthquakes, seismograph and seismic waves. Layered structure of the Earth, heat transport and the internal heat of the Earth. Geophysical research in Iceland.
Practicals including solving of problems set for each week and excercises in the use of geophysical instruments. Students write one essay on a selected topic in geophysics.
Face-to-face learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Year unspecified
- SÁL501MResearch methods in Applied Behavioral Analysis hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
This course equips the students with understanding and knowledge of how various single-subject experimental designs can be used to study, monitor, and answer questions about the effects of interventions on behavior. The course includes coverage of the most common single-subject designs and reviews the most important issues in conducting research using single-case experimental designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. The learning arrangements consist of lectures and applied projects.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Year unspecified
- SÁL501MResearch methods in Applied Behavioral Analysis hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
This course equips the students with understanding and knowledge of how various single-subject experimental designs can be used to study, monitor, and answer questions about the effects of interventions on behavior. The course includes coverage of the most common single-subject designs and reviews the most important issues in conducting research using single-case experimental designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. The learning arrangements consist of lectures and applied projects.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Year unspecified
- SÁL501MResearch methods in Applied Behavioral Analysis hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
This course equips the students with understanding and knowledge of how various single-subject experimental designs can be used to study, monitor, and answer questions about the effects of interventions on behavior. The course includes coverage of the most common single-subject designs and reviews the most important issues in conducting research using single-case experimental designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. The learning arrangements consist of lectures and applied projects.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- FER110FCultural and heritage tourism hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage. Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.
Face-to-face learningPrerequisites - Not taught this semesterLAN114FTourism and wilderness hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Spring 2
- LAN214FNorthern tourism: Performances and Experiences hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Distance learningPrerequisites - LAN215FNatural hazards and society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Face-to-face learningPrerequisitesAttendance required in class - LAN417FEnvironmental and social responsibility in tourism hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- FER110FCultural and heritage tourism hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage. Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.
Face-to-face learningPrerequisites - Not taught this semesterLAN114FTourism and wilderness hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Spring 2
- LAN214FNorthern tourism: Performances and Experiences hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Distance learningPrerequisites - LAN215FNatural hazards and society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Face-to-face learningPrerequisitesAttendance required in class - LAN417FEnvironmental and social responsibility in tourism hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- SFG105FPedagogy for Social Studies and practical training 1 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- SFG206FPedagogy for social studies and practical training 2 hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- FER110FCultural and heritage tourism hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage. Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.
Face-to-face learningPrerequisites - Not taught this semesterLAN114FTourism and wilderness hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Spring 2
- LAN214FNorthern tourism: Performances and Experiences hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Teaching period: March - May
This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.
Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)
Distance learningPrerequisites - LAN215FNatural hazards and society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.
Face-to-face learningPrerequisitesAttendance required in class - LAN417FEnvironmental and social responsibility in tourism hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.
Face-to-face learningPrerequisites
- Whole year courses
- GKY001MMentor in Sprettur hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports foreign students that would like to receive extra support to improve their performance and sustainability in their studies. The students in this course are mentors of the participants and are paired together based on a common field of interest. Mentors work in groups to support participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas once per semester and have to design and implement a learning experience for participants in Sprettur once in the course. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students fill out a digital application form and the teacher will contact them.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - Fall
- SFG103MDiffering perspectives on the history of Iceland in the Middle Ages hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Course description in English:*
Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.
One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.
Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.
Face-to-face learningDistance learningPrerequisites - SNU701MTeaching of Biology hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG107FTopics in social science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.
Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts 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 also regularly submit argumentation assignments, take part in a symposium and write a final assignment.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterSNU503MVarious approaches to teaching mathematics in upper secondary schools hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME111FMathematics for diverse student group hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisites - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - MVS101FTheories in Sociology and Philosophy of Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF003FAdult Learners and human resource development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - SAF016FMuseums as a learning environment hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.
Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.
This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.
Distance learningPrerequisites - Not taught this semesterSFG102MEducation, social justice and critical studies hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process.
Distance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
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.
Distance learningPrerequisites - Not taught this semesterSNU003MTeaching about waves, light, sound and environment hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Prerequisites - Not taught this semesterSNU004MResearch and development in science education hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Face-to-face learningDistance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - Not taught this semesterSNU502MTeaching of Earth science hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - Spring 2
- Not taught this semesterSFG203MEquity in education and equality for all hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME201FResearch with children and youths hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.
Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:- Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
- Gain knowledge and understanding on the performance of research with children and young people.
- Are able to apply theoretical approach as planning projects and research.
During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed
Distance learningPrerequisitesAttendance required in class - UME009MYouth culture and youth transition hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context, social engagement and inclusion.
In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems; a) The education system of secondary and higher education, b) participation in the labour force and c) the system of sexuality.
Face-to-face learningDistance learningPrerequisites - INT004FCritical Theories in education in an international context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored. The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.
Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.
Face-to-face learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - LVG006MOutdoor Education and Green Design hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NAF002FInstructional design and learning processes with adult learners hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisites - Course Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL202FUpper secondary school students with special education needs hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.
Distance learningPrerequisitesAttendance required in class - Not taught this semesterSNU005MResearch in mathematics education – the mathematics teacher hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.
The course is taught if the specified conditions are metPrerequisites - SNU008FDistance Education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Distance learningPrerequisitesAttendance required in class - KME003MReligions in a multicultural society hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Distance learningPrerequisites - UME004MGender and education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - Not taught this semesterUME204FCritical thinking and philosophical dialogue hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- SNU203MComputational thinking hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course description in English:* This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.
The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.
Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.
Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Teacher education is internationally recognised and opens up a wide range of career opportunities.
Most of those who complete a degree in teacher education go on to become teachers, but people with a background in this subject can also find careers in other professions, either within the education system or elsewhere.
An education in this area can open up opportunities in:
- Icelandic compulsory schools
- Icelandic upper secondary schools
- specialist positions within the education system
- specialist positions in general
- course management
- project management
This list is not exhaustive.
- The student organisation for student teachers at the University of Iceland is called Kennó.
- Kennó organises events such as socials for new students, annual galas and workplace tours.
- Get an insight into the lives of student teachers and qualified teachers through the Come and Teach project and the Icelandic Education Award.

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