On completion of the course, the student should be able to:

- account for implementation processes studied in fieldwork grounded in theoretical perspectives
- identify and analyse challenges in local implementation processes in educational settings

- implement designed practical fieldwork
- apply and critically discuss theoretical perspectives in designed fieldwork in a local educational setting
- investigate and formulate challenges in fieldwork in educational settings

- critically assess and analyse implementation of digitalization processes from a theoretical perspective
- discuss and critically value outcomes of implemented fieldwork

• Implementation of digitalization in educational settings on local level
• Global framing of perspectives on digitalization
• Implementation of theoretical perspectives of digitalization in educational settings
• Assessment and evaluation of the potential pedagogical and/or administrative added value of digitalization

The teaching consists of lectures, seminars and exercises performed individually and in groups.

A learning management system is used.

Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course to which they were accepted. After that, the right to receive instruction/supervision expires.

The teaching is conducted in English.

A bachelor’s degree (i.e., the equivalent of 180 ECTS credits from an accredited university) with at least 90 credits in educational sciences, social sciences, or related field, including independent, theoretical based work, i.e. a thesis or the equivalent. The applicant must also have taken the course Digitalization and Implementation Processes in School I (DIP I) or the equivalent. Proof of English proficiency is required. Exemption is granted from the requirement in Swedish.

The course is graded A, B, C, D, E, FX or F.

The grades A, B, C, D and E are all passing grades. For courses with more than one element of examination, students are given a final grade based on an overall assessment of all the elements included in the course.

The examination is based on the intended learning outcomes.

The course is examined by two forms of assignments. One individual written assignment describing the planning, implementation, assessment and evaluation of a digitalization process. This assignment is graded with A-F. A seminar presentation including defending of the own work and review of two other students’ work. This assignment is graded with pass or fail.

The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.

The student must pass each examination in order to pass the course. The final grade will be dependent on the grade of the individual written assignment.

Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.

If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the associate dean of education. A student may not make a second attempt at any examination already passed in order to receive a higher grade.

In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

Name of the Test	Value	Grading
Individual written assignment	5.5 credits	A/B/C/D/E/FX/F
Seminar1	2 credits	U/G

¹ The seminar is graded Fail (U) or Pass (G).

The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.

Approximately 500 pages in agreement with the supervisor

Bates, Anthony Williams (2015). Teaching in a Digital Age: Guidelines for Designing Teaching
and Learning. Vancouver BC: Tony Bates Associates Ltd. 517 p.

Conrads, Johannes, Rasmussen, Morten, Winters, Niall, Geniet, Anne, Langer, Laurenz, Redecker, Christine...Punie, Yves (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Publications Office of the European Union, Luxembourg. doi:10.2760/462941. 202 p.

Selwyn, Neil, Nemorin, Selena, Bulfin, Scott, & Johnson, Nicola F. (2018). Everyday schooling in the digital age: high school, high tech? Abingdon: Routledge. 193 p.

Spector, J. Michael, Ifenthaler, Dirk, Sampson, Demetrios G., & Isaias, Pedro (Ed.). (2016). Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Papers from CELDA 2014. Cham: Springer International Publishing. 363 p.

Citing Sources – How to Create Literature References
http://ju.se/library/search--write/citing-sources---how-to-create-literature-references.html

The Interactive Anti-Plagiarism Guide – Jönköping University
Information about plagiarism at higher education institutions
Available in the learning management system