Course syllabus adopted 2023-02-14 by Head of Programme (or corresponding).
Overview
- Swedish nameLärande och ledarskap i praktiken - breddning
- CodeMVE391
- Credits7.5 Credits
- OwnerMPLOL
- Education cycleSecond-cycle
- Main field of studyTechnology and Learning
- DepartmentMATHEMATICAL SCIENCES
- GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail
Course round 1
- Teaching language Swedish
- Application code 40121
- Maximum participants35
- Open for exchange studentsNo
- Only students with the course round in the programme overview.
Credit distribution
Module | Sp1 | Sp2 | Sp3 | Sp4 | Summer | Not Sp | Examination dates |
|---|---|---|---|---|---|---|---|
| 0116 Written and oral assignments 7.5 c Grading: TH | 7.5 c |
In programmes
- KPLOL - LEARNING AND LEADERSHIP, SUPPLEMENTARY STUDY PROGRAMME, Year 2 (compulsory)
- MPLOL - LEARNING AND LEADERSHIP, MSC PROGR, Year 2 (compulsory)
Examiner
Samuel Bengmark- Professor, Algebra and Geometry, Mathematical Sciences
Course round 2
- Teaching language Swedish
- Application code 40112
- Maximum participants35
- Open for exchange studentsNo
- Only students with the course round in the programme overview.
Credit distribution
Module | Sp1 | Sp2 | Sp3 | Sp4 | Summer | Not Sp | Examination dates |
|---|---|---|---|---|---|---|---|
| 0116 Written and oral assignments 7.5 c Grading: TH | 7.5 c |
In programmes
Examiner
- Samuel Bengmark
- Professor, Algebra and Geometry, Mathematical Sciences
Eligibility
General entry requirements for Master's level (second cycle)Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.
Specific entry requirements
English 6 (or by other approved means with the equivalent proficiency level)Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.
Course specific prerequisites
Passed the courses Learning and leadership in practice 2 (CIU212), Development projects in practice (CIU260) and Models for understanding (MVE380).Aim
The aim is for the student to further develop his ability to understand the conditions and implementation of learning and leadership by seeing how this is done in an environment that differs significantly from previous internships. Based on this variation, and the contrasts that arise in comparison with previous internship, the insights will be deepened and tested against the theoretical knowledge of learning and leadership that the student gained in studies.
Learning outcomes (after completion of the course the student should be able to)
After completing the course, the student should be able to- synthesize knowledge of learning and leadership, derived from internship and theory, to analyze the relevance and usefulness of knowledge,
- use deep and broad knowledge of learning and leadership to analyze and understand how learning and leadership work and can develop in different practical contexts,
- demonstrate that the student has developed insights and skills in learning and leadership that are valuable to the profession, and show the ability to identify their own need for additional knowledge,
- provide constructive feedback on learning and leadership in practice and in this feedback use their specialist skills in learning and leadership to create insights for current or previous internship organizations,
- use scientific methods to study and develop in-depth understanding of aspects of learning or leadership in practical context,
- in a pedagogical way explain their insights and knowledge for others, both in formal and less formal text,
- take responsibility and plan and manage their own work based on goals and open tasks.
Content
This internship is to be conducted in an environment that differs in essence from the training schools that the student has been at. Advantageously, the student can do this internship at a company, another school stage, an non-profit or other organization, or at an individual education organizer, such as a Science Center. Not least, the student is able to do this internship abroad. An agreement is signed with the internship organization.The student makes their own syntheses of knowledge from the studies in learning and leadership and based on these reflects on experiences at current and previous internships. This is documented in a blog. In addition, the student must do a scientific examination at the internship. In consultation with supervisor and examiner a research question is chosen, data is collected and analyzed. Procedures and conclusions are gathered in a short report.
Organisation
The student proposes the internship. The organization must be approved by the examiner before the course begins. Each organization must have a dedicated supervisor that the examiner may have contact with. An agreement is signed with the organization where the internship is to be implemented.
This internship is deliberately flexible to allow it to be done abroad, elsewhere in Sweden or at another time. The course is organized according to the possibilities and limitations of the specific VFU site. However, of the course 200 hours 120 hours (usually 15 per week for 8 weeks) must be located to the internship organization and the remaining 80 hours (usually 5 in the week under 8 weeks plus the tentacle) the student has to handle documentation that shows the course's goals are reached .
A small number of joint seminars will be held during the course. The course also ends with a presentation om the scientific reports.
Examination including compulsory elements
- A blog on larandeochledarskap.se where the student makes their own syntheses of knowledge from the learning and leadership studies and based on these reflects on experiences at current and previous interships.
- An individual timetable is submitted by each student with the date of submission of all parts of the examination.
- A time log is written by the student, signed by the supervisor, and submitted to Canvas at certain intervals, usually three times evenly distributed during the course.
- A short report describing a scientific survey conducted at the internship. The report should only be approximately 5 pages, yet follow the format of a scientific report, preferably with the headings Introduction, Background, Method, Result, Discussion and Conclusion.
- Feedback on two other students blogs
- Participation in seminars and final presentations of reports. Dispensations from this are given to students who do their internship in another time zone or at another time.
Assessment Criteria
The following five dimensions are used when evaluating both blog and report.
The scope and depth of what has been observed in the internship.
The student has gain deep insight into how learning and leadership are organized and functioning. Furthermore, the student has actively conducted interviews, observations and other things that give them an insight into how learning and leadership work in the internship.
The degree of connection to what the student have learnt and experienced during the studies on Learning and Leadership.
The student refers to literature, lectures, previous internships and other sources of knowledge. The student synthesizes it and uses it to elucidate the observations during the internships.
Originality and innovative thinking.
The student uses their combined skills and observations from internships to find creative connections, insights and solutions to problems. The student strives to see what is not obvious but that through observation and data and application of knowledge on learning and leadership can be made visible, also to others.
The quality and clarity of the texts.
The blog posts and the report are of a very different nature but both must be written so that the reader understands what the student says and gets an easy, logical and coherent presentation and argumentation.
Implementation.
The student leads their selves, plans the work, makes a reasonable schedule that is follows and makes sure all submissions are made in Canvas.
The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.