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 Secondary School 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.

Management of Innovation (VIÐ307F)

The course provides students with insight into the management of innovation, whether involving product, technology, or service development. The nature of innovation, its processes, and its role in corporate management and strategy are examined, along with how to create an environment that fosters creativity and effective innovation outcomes. Students are introduced to the main theories in innovation management and analyse the components of the innovation process and their interconnections. The course also offers an overview of public funding schemes available for innovation projects. The course is based on practical case work as well as research on innovation environments and innovation 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 course in the first year of their master studies. Students who 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)

The objective of this course is for students to acquire the techniques that have proven effective in corporate financing and financial management, and to gain the insights that finance theory provides when addressing corporate financing challenges. Upon completing the course, students should have knowledge and understanding of the fundamental theories developed by scholars in finance, be familiar with leading professional practices internationally, and possess the technical ability to solve practical problems related to the assessment and selection of long‑ and short‑term financing options, dividend payments and dividend policy, equity issuance, bond issuance, and capital structure.

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 gathering and analysing data on the individual and organizational level. Students will be trained in defining a research problems and presenting them in a research question. Students will further plan and execute data gathering and analysing, as well as presenting the findings in a written report. Students will learn about the strengths and weaknesses of qualitative research so as to be able to choose 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 addresses ethical challenges in business operations and how they manifest within companies and in their interactions with stakeholders, public authorities, and society at large. Emphasis is placed on students analysing, applying, evaluating, arguing for, and developing ethical solutions to real business issues based on theories in business ethics.
Teaching materials and assignments are based on realistic case studies, academic texts, and collaboration with industry partners. Students work systematically on identifying ethical dilemmas, applying theoretical approaches, evaluating different corporate responses, justifying their own ethical positions, and formulating practical proposals for processes and/or policies within complex societal contexts.
The course also emphasises that students develop a conscious and responsible attitude toward their own role as professionals and managers, in line with the University of Iceland’s values of social responsibility, equality, sustainability, and innovation, guided by sound ethical principles.
Students choose the course scope based on ECTS credits. The course may be taken as 7.5 ECTS, 6 ECTS (students from Philosophy), 3 ECTS, or 1.5 ECTS.
Please note that the course is taught in the first teaching block of the autumn semester, according to the block structure of the Master’s programme at the School of Business.

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.

Master's thesis (MFK442L)

Masters thesis

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 course is designed, through lectures and discussion of the course material, to enable students to acquire knowledge of strategy and strategic management based on the diverse theoretical foundations that exist within the field. Through work with case studies and Icelandic real‑world examples, students are systematically encouraged to develop their skills and competencies in this area.

The course examines strategic management from several perspectives and across different types of organizations. Considerable attention is given to situational analysis and the assessment of both the external and internal environment, the formulation of strategy, and the practical implementation and progression of strategic work. The course delves into strategy from viewpoints including innovation, mergers, collaboration, power, and stakeholder interests.

The teaching approach reflects the understanding that learning is a process aimed at improving competence, where course content, context, and learning progression interact. All activities in the course are designed to support students in achieving the best possible learning outcomes — although success naturally depends on the student’s engagement and consistent effort.

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.

Master's thesis (MFK442L)

Masters thesis

Mentor in Sprettur (GKY001M)

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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 handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

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.

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.

Mathematics for diverse student group (KME111F)

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses 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, in-class discussions, 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 characteristics 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.

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.

Educational Development and Professional Growth (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.

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.

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.

Research with children and youths (KME201F)

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their 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 ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: 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 assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

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.

IInclusive teaching and learning in Upper secondary school (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.

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.

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 are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an 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 techniques that have 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 discussions, such as independent and critical thinking, creativity, tolerance, 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.

Equality and schooling (FAG101M)

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.

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 Secondary School 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.

Introduction to Quantum Mechanics (EÐL306G)

The course is devoted to theoretical foundations of quantum mechanics. 

Prelude to quantum physics. Wave functions and probability, Schrödinger's equation, momentum and the uncertainty principle, stationary states, one-dimensional quantum systems. Schrödinger's equation in spherical coordinates, the hydrogen atom, angular momentum and spin. Identical particles and the Pauli principle. Two-level systems, emission and absorbtion of radiation.

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)

This course combines weekly laboratory sessions (6 hours per week for 12–13 weeks) with weekly lectures (2×40 minutes per week for 13–14 weeks).

Lectures provide the theoretical background for the laboratory work and introduce practical applications of the concepts covered.

In the laboratory, students will gain hands-on experience with core techniquesand safety precautions in biochemical research, including:

• Methods for protein purification.
• Quantitative analysis of proteins and specific chemical groups.
• Assessment of protein stability and the effects of ligands.
• Measurement of enzyme kinetics and the effects of inhibitors.
• Use of biochemical databases and related software for research and data interpretation.
• Processing numerical data and the use of linear and nonlinear models on experimental data.
• Proper use of a laboratory notebook and accurate recording of experimental data.
• Writing scientific reports based on experimental findings.

Applied Biochemistry (LEF509M)

This course provides an introduction to the principles and applications of applied biotechnology, with an emphasis on its role in industry and society. Biotechnology is inherently interdisciplinary, combining elements of molecular biology, chemistry, engineering, and pharmaceutical sciences. Through lectures, group projects, student presentations, and guest seminars, students will explore how biotechnology products and processes are developed — from laboratory research to industrial implementation.

The course is organized around five major areas of applied biotechnology: (1) pharmaceutical biotechnology, (2) Industrial biotechnology in the chemical and food sectors, (3) Clinical biotechnology, (4) Natural product discovery and purification and (5) energy and environmental biotechnology.

This course is based on lectures, project work, student presentations and discussions. One field trip to a biotech company will be done.

The course is co-taught with ILT102F - Introduction to Applied Biotechnology. It is not possible to take both courses.

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.

Master's thesis (MFK442L)

Masters thesis

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 fulfilling 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 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 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.

Master's thesis (MFK442L)

Masters thesis

Mentor in Sprettur (GKY001M)

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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 handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

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.

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.

Mathematics for diverse student group (KME111F)

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses 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, in-class discussions, 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 characteristics 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.

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.

Educational Development and Professional Growth (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.

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.

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.

Research with children and youths (KME201F)

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their 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 ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: 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 assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

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.

IInclusive teaching and learning in Upper secondary school (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.

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.

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 are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an 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 techniques that have 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 discussions, such as independent and critical thinking, creativity, tolerance, 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.

Equality and schooling (FAG101M)

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.

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 Secondary School 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.

Master's thesis (MFK442L)

Masters thesis

Master's thesis (MFK442L)

Masters thesis

Mentor in Sprettur (GKY001M)

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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 handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

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.

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.

Mathematics for diverse student group (KME111F)

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses 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, in-class discussions, 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 characteristics 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.

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.

Educational Development and Professional Growth (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.

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.

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.

Research with children and youths (KME201F)

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their 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 ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: 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 assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

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.

IInclusive teaching and learning in Upper secondary school (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.

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.

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 are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an 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 techniques that have 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 discussions, such as independent and critical thinking, creativity, tolerance, 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.

Equality and schooling (FAG101M)

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.

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 Secondary School 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.

Master's thesis (MFK442L)

Masters thesis

Master's thesis (MFK442L)

Masters thesis

Mentor in Sprettur (GKY001M)

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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 handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

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.

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.

Mathematics for diverse student group (KME111F)

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses 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, in-class discussions, 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 characteristics 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.

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.

Educational Development and Professional Growth (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.

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.

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.

Research with children and youths (KME201F)

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their 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 ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: 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 assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

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.

IInclusive teaching and learning in Upper secondary school (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.

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.

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 are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an 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 techniques that have 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 discussions, such as independent and critical thinking, creativity, tolerance, 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.

Equality and schooling (FAG101M)

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.

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 Secondary School 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.

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)

This course covers key topics in statistics and pricing in finance. Emphasis is placed on introducing students to the use of statistical and mathematical methods for analysing, pricing, and obtaining information about financial instruments. Real‑world examples are highlighted, giving students practical experience in solving problems similar to those they may encounter in their professional work in financial markets.
The statistics portion of the course includes an overview of continuous and discrete probability distributions, expected values, variance and standard deviation, confidence intervals, hypothesis testing, and linear regression analysis, both simple and multiple. The course also covers the fundamental concepts of the Capital Asset Pricing Model (CAPM).
The pricing portion of the course focuses on the valuation of forward contracts on equities, bonds, and foreign exchange, as well as interest rate swaps, the construction of yield curves, and 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.

Master's thesis (MFK442L)

Masters thesis

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.

Master's thesis (MFK442L)

Masters thesis

Mentor in Sprettur (GKY001M)

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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 handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

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.

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.

Mathematics for diverse student group (KME111F)

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses 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, in-class discussions, 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 characteristics 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.

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.

Educational Development and Professional Growth (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.

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.

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.

Research with children and youths (KME201F)

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their 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 ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: 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 assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

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.

IInclusive teaching and learning in Upper secondary school (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.

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.

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 are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an 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 techniques that have 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 discussions, such as independent and critical thinking, creativity, tolerance, 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.

Equality and schooling (FAG101M)

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.