---
tags: eduit, education
---

Finansiering: (udvikling, undervisning)
CHCAAs opgaver: (course desciption)

# Course Description: Human Digitality #

### Degree programme and line ###

### Course title in Danish ###

Human Digitality

### Course title in English ###

Human Digitalitet

### Semester: Profile semester ECTS ###

10

### Assessment form ###

Passed/Failed

### Form of co-examination ###

Lecture participation

### Language of exam and teaching ###

English

### Purpose ###

<!--- Describe the student’s outcome --->
The purpose of the course is to enable students to a) reflect on the impact of digital technologies on industries that use or can benefit from the academic labor force; b) apply concepts and relevant software from an iterative approach to project management in order to facilitate ethical and; c) communicate humanities training (core skill competencies) of self and other using a problem-oriented articulation of subject-matter expertise; and d) evaluate, design and apply industry relevant technologies.

<!--- Describe the course content --->
The course provides an actionable understanding of contemporary digital technologies and Agile project management that are relevant to become a _facilitative mediator_ with a background in Humanities. Furthermore, it includes practical introductions to ex. Agile, FAIR data lifecycle management, explainable AI (XAI), Human-In-The-Loop, World Wide Web, file systems and databases.

<!---
actionable understanding: the state of uniform understanding of and agreement about the purpose, goal, strategy, and operational intent developed among all actors about to participate in some operation.
--->

<!--- Optionally describe the relevance of the course in relation to the labour market --->
The course provides students with digital competencies that a) enable them to help emerging and established companies gain a competitive edge in the rapidly changing _digital landscape_, and b) reduce onboarding requirements for companies (public and private sector) that are going through an accelerated _digital transformation_. The course is relevant for student that want to use their humanities training in the context of digital technology (e.g., SoMe consultant, web content creator, IT project management, data and ethics officer).

### Academic objectives ###

__Knowledge__

* Reflect on the impact of digital technologies on industries that use or can benefit from the academic labor force.
* Account for an (domain-agnostic) iterative approach to project management in order to facilitate digital change.
* Critically reflect on the own oral/written products in relation to the technologies used in the course.

__Skills__

* Apply domain-agnostic iterative approach to project management with relevant software.
* Apply problem-oriented articulation of subject-matter expertise (self and other).

__Competencies__

* Identify and present individual subject-matter expertise.
* Evaluate, design and apply industry relevant digital technologies.
* Collectively solve problems in multidisciplinary groups.

### Description of the form of instruction ###

Lecture, Classroom instruction

## ORDINARY EXAM ##

Lecture participation: The exam is in the form of lecture participation

### Specify whether it is possible for students to take exams in groups ###

Take-home assignments (set and on a topic of the student’s choice): No

Oral exam with/without preparation: No

Oral exam with a synopsis: No

### Prerequisites for exam participation (if any) ###

None

## RE-EXAMINATION ##

### Form of re-examination ###

<!--- upate to portefølje --->

Take-home assignment on a topic of the student’s choice

### Description of the form of examination ###

Portfolio: The exam consists of a portfolio that contains the same type and number of assignments as the ordinary exam. The total length of the portfolio is: 12-15 standard pages.

The number of assignments as well as their form and length will be announced on Brightspace by the teacher no later than at the end of the teaching. The portfolio may include products. Depending on their length, and subject to the teacher’s approval, these products can replace some of the standard pages in the portfolio. It must be possible to carry out an individual assessment. So if some parts of the portfolio have been produced by a group, it must be stated clearly which parts each student is responsible for, and which parts the group as a whole is responsible for.

The complete portfolio must be submitted for assessment in the Digital Exam system before the deadline set in the examination plan. Each student submits a portfolio.

### Specify whether it is possible for students to take exams in groups ###

Take-home assignments (set and on a topic of the student’s choice): No

Oral exam with/without preparation: No

Oral exam with a synopsis: No

### Prerequisites for exam participation (if any) ###

None