Research Output per year
Learning, including life-long learning, plays an increasing role in present day's society, in Denmark as in the rest of the world. Keeping pace with this development, we experience an increased interest in employing Information and Communication Technology (ICT) in all sectors to qualify learning processes and to develop new learning forms that can manifest the principles of "the learning society" and life-long learning.The objective of The Master Programme in ICT and Learning is to provide students with theoretical, analytical, methodological and design-related competences in the relationship between ICT and Learning that enable them to develop, implement and evaluate ICT-supported learning processes in different contexts. In short, the students will learn to: ?understand and use theories and work methods related to ICT?develop and integrate ICT-based learning processes?participate in experimental and user-oriented development of ICT-based learning processes?analyse, test, evaluate and critically appraise ICT-based learning processes?analyse and understand the consequences of ICT-based learning systems The Master Programme in ICT and Learning is a relevant opportunity for further education for any person responsible for planning, coordinating and implementing ICT in educational - and learning processes in schools and other educational institutions The education is equally relevant for employees responsible for the implementation of ICT in the development of "Human Ressources" and for software developers and designers in organisations and private companies.Content and duration The education is primarily net-based complimented with four annual face-to-face seminars. The fundamental pedagogic is based on problem and project-based learning. The duration is two years as a part-time study; however, it is also possible to complete the education in one year as a full- time study, or to study only specific elements/modules. The net-based education enables the students to communicate and work together with teachers, student guides, fellow students and administration from their home-PC independent of time and place. The education comprises four course modules, one ICT-tools module, a project module and a master thesis module. Each module consists of central disciplines within the main areas of the education which ICT-Tools, project and master thesis relates to: 1. ICT- based learning processes - individual and social learning processes and learning in virtual communities of practice. In this context, ICT comprises process, presentation and production of information/knowledge. 2. ICT and interaction design ? work with the concept of user interfaces and design of virtual learning environments. Main focus is on interaction and construction of meaning. Moreover, the module comprises methods of design development and creation competences of the designer. 3. ICT and organisational learning processes ? includes working with the intranet and Internet as tools for knowledge sharing and knowledge management in the learning organisations. Main focus is placed on the intra- and inter-organisational learning processes and on ICT in organisational communication and life-long learning. 4. ICT and didactic design ? includes architectural, scenographic, dramaturgical and narrative dimensions as foundation for design of virtual platforms. Also theoretical and practical aspects in relation to graphics, images, sound and annimation are highlighted in this module.The master programme in ICT and Learning is a new two-year education collaboratively offered by Aalborg University, Århus University, the Danish University of Education, Copenhagen Business School and Roskilde University. The programme resides under the IT-University West initiative. The language of MIL is at present Danish. But we are currently moving MIL onto the international English speaking arena.
|Effective start/end date||19/05/2010 → …|
Dirckinck-Holmfeld, L., 2020, (Accepted/In press) Radical Solutions and Learning Analytics: Personalised Learning and Teaching Through Big Data. Burgos, D. (ed.). Springer, Singapore: Springer, p. 193-211 19 p. (Lecture Notes in Educational Technology).
Research output: Contribution to book/anthology/report/conference proceeding › Book chapter › Research › peer-review
15 Downloads (Pure)
Sorensen, E. K., De Lopez, K. M. J. & Jensen, R. H. S., 2017, 1 ed. Aalborg: Aalborg Universitetsforlag. 194 p.
Research output: Book/Report › Report › Research › peer-review
1433 Downloads (Pure)
Dirckinck-Holmfeld, L. (ed.), Hodgson, V. (ed.) & McConnell, D. (ed.), 2012, New York: Springer Science+Business Media. 318 p.
Research output: Book/Report › Anthology › Research › peer-review