Learning theory and pedagogical use of technology (THEORY), autumn 2015

“It was a wonderful experience! It was the first time I felt that every task I had to do made sense and was useful!”
- Student feedback, autumn 2012

• identify the theoretical principles underlying technology-enhanced learning
• define the concepts of self-regulated learning, collaborative learning and learning of expertise
• describe the use of technology to support such learning
• justify pedagogical use of technology by using current theoretical knowledge of learning

• Self-regulated learning
• Collaborative learning and Computer-Supported collaborative Learning (CSCL)
• Learning of Expertise
• Supporting learning with technology

Face-to-face 30 h
Collaborative and individual learning 157 h

The course includes three theoretical viewpoints on learning: self-regulated learning, collaborative learning, and learning of expertise. The goal of the course is to understand these theoretical principles of learning and comprehend the possibilities to support such learning with technology. Students reflect on their theoretical knowledge and their own learning process in their digital portfolio.

• How People Learn: Brain, Mind, Experience, and School: Expanded Edition. (2000). Washington, DC: The National Academies Press.
• Boekaerts, M. Pintrich, P.R. & M. Zeidner, M. (Eds.), (2000). Handbook of Self-Regulation. San Diego, CA: Academic Press.
• Spada E. & Reiman, P. (Eds) (1996). Learning in Humans and Machine: Towards an interdisciplinary learning science. Oxford: Elsevier.
• Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An Inquiry Into the Nature and Implications of Expertise. Open Court Publishing Company.
• and/or other contemporary readings in the field of learning and educational technology, to be announced at the