Digitalization and Implementation Processes in School I (DIP I), 7.5 credits
Digitalization and Implementation Processes in School I (DIP I), 7.5 högskolepoäng
| Course Code: | LD1R29 |
| Confirmed: | Jun 23, 2025 |
| Valid From: | Sep 01, 2025 |
| Education Cycle: | Second-cycle level |
| Disciplinary domain: | Social sciences |
| Subject group: | Education |
| Specialised in: | A1N Second cycle, has only first-cycle course/s as entry requirements |
| Main field of study: | Education |
On completion of the course, the student should be able to:
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 instance to which they were accepted. After that, the right to receive instruction/supervision expires.
General entry requirements and a bachelor’s degree or professional qualification (from an accredited university) of at least 180 ECTS credits with a minimum of 90 credits in educational sciences, social sciences, or related field, including independent, theoretical based work, i.e. a thesis or the equivalent. Proof of English proficiency is required. Exemption is granted from the requirement in Swedish.
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 final grade of the course is issued only when all elements of examination have been passed.
The examination is based on the intended learning outcomes.
Forms of examination:
The course consists of three examinations. The student should, in a group together with other students, prepare and contribute to two seminars, and create and present a multimodal assignment during the course. These assignments are graded with pass or fail. At the end of the course, the student is examined by an individual written paper graded with A-F.
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.
| Name of the Test | Value | Grading |
|---|---|---|
| Individual written assignment | 5.5 credits | A/B/C/D/E/FX/F |
| Seminars | 2 credits | G/U |
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.
The examiner has the right to give an adapted examination or let the student carry out the examination in an alternative way provided that the intended learning outcomes can be secured and that there are exceptional reasons for this, including the student's right to targeted study support.
Agélii Genlott, Annika (2020). Designing for Transformational Change in School: Digitalizing the Digitized. Dissertation. Örebro universitet, Handelshögskolan vid Örebro Universitet.
Almén, Lars, & Bagga-Gupta, Sangeeta (2019). Inscriptions and digitalization initiatives across time in the nation-state of Sweden. The relevance of shifts and continuities in policy accounts for teachers work. In Virtual Sites as Learning Spaces (ViLS). Critical issues on languaging research in changing eduscapes in the 21st century.
Davoud, Masoumi & Bourbour, Maryam (2024). “Framing adequate digital competence in early childhood education.” Springer. www.link.springer.com/article/10.1007/s10639-024-12646-7
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Citing Sources – How to Create Literature References
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