The aim of the course is to give students a basic knowledge of Swedish with an emphasis on oral skills. The course includes pronunciation exercises, oral training, basic Swedish grammar and short, writing exercises. Learn to understand and use well-known, everyday expressions and very basic phrases, which all aim to meet concrete needs. Practice to present yourself, ask as well as answer and conduct simple conversation.

Transcript of Records is an official document issued by your home university. It specifies the name of the institution, the academic programme you are enrolled in, the list of courses taken up until the current period, the exams or tests you passed, the grades and the credits you earned. 

Transcript of Records

Linkoping University

Swedish for Foreign Students - level A1

Beginner's module in Swedish

Language learning

Inter-personal skills

**The module is divided into two parts:**

The first module, Perspectives on International Communication (2.5 ECTS), focuses on intercultural communication in general, and takes as its point of departure some central theories, notions and practices from anthropology and sociology, in order to provide a framework for a critical analysis and understanding of obstacles and pitfalls in intercultural communication. The aim of the course module is to provide the students with tools to be able to identify and remedy communication breakdowns in favour of creating less friction in professional intercultural contexts.

The second part, Intercultural Communication with English as a Lingua Franca (5ECTS), builds on the theories and notions studied in the first part, but here, the focus is on communicative situations where English is the language of communication. Here, linguistic features will also be analysed and discussed as possible obstacles and/or resources to successful communication.

Member universities may require additional information from applicants. Please read the application information section carefully and include any extra required information in this section.

Other

Intercultural Communication in an English-speaking World

Learn to successfully communicate in English in a professional and international environment

Critical and innovative thinking

Global citizenship

The micro-module deals with ethical questions that rise from the development of more and more sophisticated autonomous systems. Questions of what requirements and standards we should hold technology to, and why. What kind of agents are artificial systems, and can they be considered moral agents? Can they be ascribed any moral responsibility at all? And where should the main responsibility for artificial intelligence (AI) be placed and why?

The micro-module focuses on three main areas of moral relevance for autonomous systems and AI:

1. Responsibility for decisions made by artificial agents.
2. Bias/discrimination as a result of AI use.
3. The importance of participation in the development of AI systems.

During this micro-module, students are provided theoretical tools for reflection on the development of AI, requirements that ought to be made regarding this technology and how it ought to be managed in society.

Ethics of Artificial Intelligence

Ethical questions about technology and AI

Intra-personal skills

**Course Content**

The micro-module is based on the United Nations' 17 sustainability goals within Agenda 2030. Participants will carry out in-depth work within one of the goals and broaden their knowledge in other sustainability goals by becoming familiar with the work of other groups. This micro-module involves working with a sustainability challenge of your choice.

During this micro-module you will be learn how to identify a challenge linked to one of the 17 goals in Agenda 2030 and analyze it from temporal, cultural, and geographical perspectives. You will also be able to obtain, interpret, and compile information from scientific literature and the surrounding society relevant to manage the identified challenge. You will propose a way to wisely handle the challenge based on information from relevant sources. Finally, you will communicate your result in English, both in writing and orally.

Sustainable development

UN Global Goals and sustainability challenges

Energy and sustainability

Media and information literacy

This challenge examines how Anaerobic Digestion (AD) of organic waste can be used to produce biogas and biofertilizer in order to deal with issues related to energy, climate, agriculture and health. Principles for and applications of anaerobic digestion of organic waste will be covered, as well as opportunities and obstacles for the implementation of biogas technology in various contexts. This iteration of the module focuses on research related challenges of biogas production. The learners will have the opportunity to choose and work on one of four challenges provided by Linköping University researchers working on different aspects of the AD process:

**Challenge 1: Antimicrobial Resistance and Anaerobic Digestion**

Antimicrobial resistance (AMR) is the ability of microorganisms to resist the effects of drugs that are meant to kill or inhibit them. It can lead to infections that are difficult or impossible to treat, and increase the risk of disease transmission and mortality. One of the main drivers of this is the overuse and misuse of antibiotics in animal farming, as antibiotics pass from animal waste to the environment and affect the microbial communities. Although AD can be an effective method to reduce the environmental impact of animal waste, its impact on AMR is not well understood. In this challenge, learners will have to develop solutions on how an AD system can effectively reduce AMR in animal waste while producing biogas as a renewable energy source. The solutions can combine technical, legislative and policy aspects. 

**Challenge 2: Carbon Capture Utilization and Storage (CCUS)**

During the production of high-quality biogas, CO2 molecules are released into the atmosphere. These emissions are biogenic and considered neutral. However, they can result in less atmospheric CO2 if they are captured at point-sources, and then are either permanently stored (Carbon Capture and Storage - CCS) or used in production (Carbon Captured Utilization). Currently there is a lack of policy and funding instruments globally to promote and facilitate CCS and CCU, that combined are referred to as CCUS. Learners working on this challenge will be tasked to come up with solutions that address the lack of policy and funding for CCUS.      

**Challenge 3: Medium Chain Carboxylic Acids (MCCAs)**

Medium Chain Carboxylic Acids (MCCAs) are valuable chemicals that can be used in various industrial applications, including biofuels, lubricants, and pharmaceuticals. Producing MCCAs from organic waste through AD systems presents a promising opportunity to create value-added products while addressing waste management issues. This challenge encourages learners to develop innovative methods for optimizing MCCA production from AD systems, contributing to the development of a circular bioeconomy and reducing environmental impact. 

**Challenge 4: Nanotechnology and Anaerobic Digestion**

One of the strategies for improving the biogas production process is the use of nanotechnology, though which anaerobic digestion can be stimulated and harmful substances mitigated. However, the presence of nanoparticles, depending on their chemical composition and concentration, can inhibit the AD process. In some cases can even represent a potential environmental threat if the product of AD is used as a biofertilizer. For what is more, the production and addition of nanoparticles can increase the cost of biogas production. In this challenge, learners will have to propose strategy solutions to make the addition of nanoparticles in the AD process cost effective, environmental friendly and safe for the soil. 

Each learner will work on **only one** challenge. Challenges will be allocated based on the learners preferences and the needs of the module.

**Schedule**

The module will be given in blended mode, with most of the activities online and a mandatory face-to-face (F2F) week from 30 September to 4 October. Below you can see a preliminary programme. The exact dates for the online activities will be confirmed in August. The programme for the F2F week may be subject to changes: 

**Week 37 (9-13 Sep.): Introduction**

Session 1 (4h) (date and time TBA): 

- Lecture: Introduction, explain module handbook, syllabus, structure & expectations (1hr)
- Lecture: What is CBL, What is the aim of the module? (1hr)
- Break-out Rooms by Challenge/Teams: Introductions, icebreakers (45 min)
- Re-group, introduce teams to the whole module

**Week 38 (16-20 Sep.):**

- Group work & self-studying: Becoming familiar with the challenge subject matter. Read, watch and listen to as much as you can, get readings from challenge provider if possible
- Mandatory: 1 hour meeting per group with challenge provider
- 1 hour pre-recorded lectures on the subject matter from challenge provider will be made available

**Week 39 (23-27 Sep.)**

- Group work: Problem identification and defining possible solutions.
- 1 hr pre-recorded lecture: Problem Delineation. How to go from a big challenge to a defined problem.

**Week 40 (30 Sep-4 Oct): Face-to-face week**

**29 September**

Arrive to Linköping, check into hotel. 

**30 September**

08.30-09.00: Check-in 

09.00-10.00: Welcome, intro to week, schedule & logistics 

10.00-11.00: Meet & Mingle & Fika 

11.00-12.00: Lecture/Seminar 

12.00-13.00: Lunch (on own) 

13.00-17.00: Group Session 1/Idea Jam & 1 min “take pitches” 

**01 October**

09.00-09.30: Review Lab procedures, protocols & best practices 

09.30-10.00: Fika 

10.00-12.00: Lab tour – how we study biogas in our lab 

12.00-13.00: Lunch (on own) 

13.00-14.00: Lecture/Seminar: How to Pitch 

14.00-17.00: Group Session 2 

18.00: BBQ and Mingle with ECIU Student Ambassadors 

**02 October**

09.00-12.00: Site visit to Tekniska Verken (transportation is not provided by LiU) 

12.00-13.00: Lunch (on own) 

13.00-17.00: Group Session - supervised lab time for groups - meet teamchers/challenge providers  

**03 October**

10.00-12.00: Seminar/lecture from industry actor 

12.00-13.00: Lunch (on own) 

13.00-17.00: Group work 

13.00-17.00: Pitch training and feedback

**04 October**

09.00-09.30: Final remarks, reminders and logistics 

09.30-12.00: First Pitch Presentations  

**Week 41 (7-11 Oct)**

- Peer feedback on pitches

**Week 42 (14-18 Oct)**

- Group work – peer feedback, refining the problem and solution, contact with and feedback from the Challenge Provider!

**Week 43-47 (21 Oct - 22 Nov)**

- Lecture – Business and Marketing/Feasibility (date and time TBA)
- Lecture – Government/Policy and how they work (date and time TBA)
- Group Work: Determining feasibility of solution. Review the economic and political feasibility of your proposed solution.
- “Shitty pitch” (date and time TBA)
- Peer and Challenge Provider feedback on feasibility and shitty pitch

**Week 48-49 (25 Nov - 6 Dec)**

- Group work: revision based on feedback

**Week 50 (9-13 Dec)**

- Final pitches (date and time TBA)

Motivation letter is a personal statement and it might include a brief introduction of yourself, explanation why are you interested in the learning opportunity you are applying to, any relevant experience or skills that you have, your goals and how this opportunity will help you achieve them, This document should not be more than 400 words.

Motivation Letter

Advancing Sustainable Futures: Integrating Biogas Production into Society for a Greener Transition

Turn organic waste from a problem to a solution

Circular economy

Climate change is the biggest challenge of our time. To solve the climate challenges we face, we must first understand something about the complex relationship between the natural, social and political systems that drive climate change. This micro-module introduces concepts such as sustainable development, environmental issues and planetary boundaries to open the door for students to examine those systems and understand how they affect each other. The micro-module thus, deals with the causes and effects of global environmental problems, and discusses the social, political and economic conditions at play within the planetary boundaries.    

During the micro-module, students will develop their understanding of these phenomena through lectures, online laboratory activities, workshops, seminars and group work.

Global Sustainability Challenges

Using planetary boundaries to understand climate change

This project explores the feasibility of using autonomous robots for the delivery of goods and services in urban environments. It encompasses the technical, legal, and ethical aspects of implementing self-driving delivery systems in cities. Additionally, it addresses the question of how to encourage businesses, companies, and private individuals to adopt and utilize this service.

The challenge involves developing a robust framework that ensures the safe and efficient operation of these robots while gaining public trust and acceptance. This includes overcoming hurdles related to navigation, obstacle avoidance, and real-time decision-making in dynamic city settings, as well as addressing regulatory compliance and ethical considerations.

**About the challenge provider:**

Dyno Robotics strives to create robots and AI solutions that make people's lives better. We are based in Linköping, Sweden, and we have our roots at Linköping University. Having spent many years at the robotics labs inventing things, we saw that there were many great technologies that were slow to reach the market. Therefore, we founded Dyno Robotics in 2018. The core of Dyno Robotics consists of people who love turning complex technology into valuable solutions and engaging experiences.

Autonomous Delivery Robots: the future of delivery services in urban environments

How can robotic delivery systems overcome technical, ethical and legal challenges and contribute to sustainable cities?

A number of the UN’s Sustainable Development Goals (SDGs) concern environmental and climate aspects. The micro-module provides students with background knowledge about the SDGs. The micro-module deals with strategies for dealing with complex global environmental and sustainability problems. Particular focus is placed on technical solutions that are explored in laboratory experiments. In the laboratory exercises, we study how anaerobic digestion can be used to purify organic waste from environmental toxins and produce useful resources such as biogas and fertilizers. Analysing solutions to complex sustainability challenges often requires interdisciplinary expertise. The chemical, biological and physical perspectives applied in the lab environment are therefore integrated with technical and social science knowledge of environmental issues. In this way, the micro-module integrates perspectives from different scientific disciplines in the analysis of complex relationships between the SDGs to identify synergies and avoid goal conflicts.

Solutions to global sustainability challenges

understand solutions to complex sustainability challenges through an interdisciplinary perspective

Elements of AI is an online module that you can do at any time and in any pace at [https://www.elementsofai.com/.](https://www.elementsofai.com/) The module is a self study module of the online material and is examined through self correcting and peer reviewed exercises. When you have completed Elements of AI you can register to this module to get your results validated. To verify that you have really taken the online course, you have to upload your certificate from Elements of AI and do a validation test with questions similar to the ones in the online module. For more information see the following website: [ETE318 Elements of AI - Course Information.](https://www.ida.liu.se/~ETE318/info/courseinfo.en.shtml)

Elements of AI

What is AI? Learn more about the basics and core concepts of artificial intelligence.

Entrepreneurship, technology and innovation

This course is suited for anyone interested in improving their professional communication with people from other cultures as well as other countries where English is the language of communication. There are two course modules. The first module - Perspectives on International Communication, 2.5hp - focuses on intercultural communication in general, and takes as its point of departure some central theories, notions and practices from anthropology and sociology, in order to provide a framework for a critical analysis and understanding of obstacles and pitfalls in intercultural communication. The aim of the course module is to provide the students with tools to be able to identify and remedy communication breakdowns in favour of creating less friction in professional intercultural contexts. The second module - Intercultural Communication with English as a Lingua Franca, 5hp - builds on the theories and notions studied in the first module, but here, the focus is on communicative situations where English is the language of communication. Here, linguistic features will also be analysed and discussed as possible obstacles and/or resources to successful communication. Both courses are examined via active seminar participation and oral group presentations.

Intercultural understanding

Elements of AI is an online course that you can do at any time and in any pace at [https://www.elementsofai.com/.](https://www.elementsofai.com/.) The course is a self study course of the online material and is examined through self correcting and peer reviewed exercises. When you have completed Elements of AI (either the Swedish or the English version of the course) you can register to this course to get your results validated. To verify that you have really taken the online course, you have to upload your certificate from Elements of AI and do a validation test with questions similar to the ones in the online course. For more information see [https://www.ida.liu.se/~ETE318/info/courseinfo.en.shtml.](https://www.ida.liu.se/~ETE318/info/courseinfo.en.shtml.)

INFORMATION TECHNOLOGY AND COMMUNICATION SCIENCES

The course introduces the concept of the metacrisis as a denominator for the Anthropocene, the climate crisis, the mass extinction of life and loss of trust and social cohesion in society. It introduces how value systems and identities relate to our responses to these crises around us, and explores how the understanding of values, and thinking in terms of interconnected complex systems can help us chart relevant paths ahead as professionals, members of communities and collaborators in ecosystems.

Responding to the metacrisis

Untangling myths and values to help us navigate our future

This is an online beginner’s Swedish course which includes pronunciation exercises, reading, oral training, basic Swedish grammar and short writing exercises. After having completed the course, you should have basic knowledge of Swedish – A1 in accordance with the Common European Framework of Reference for Languages.

Language studies

The module deals with ethical questions that rise from the development of more and more sophisticated autonomous systems, questions of what requirements that should hold for the technology and why included, which sort of agents artificial systems are, if these can be considered moral agents and if they can be ascribed moral responsibility as well as where the main responsibility for artificial intelligence (AI) ought to be placed and why. The module focuses three main areas of moral relevance for autonomous systems and AI: responsibility for decisions made by artificial agents, bias/discrimination as a result of AI use and the importance of participation in the development of AI systems. During this module, students are provided theoretical tools for reflection on the development of AI, requirements that ought to made regarding this technology and how it ought to be managed in society.

This module is suited for anyone interested in improving their professional communication with people from other cultures as well as other countries where English is the language of communication. The module is divided into two parts. The first part - Perspectives on International Communication, 2.5 ECTS - focuses on intercultural communication in general, and takes as its point of departure some central theories, notions and practices from anthropology and sociology, in order to provide a framework for a critical analysis and understanding of obstacles and pitfalls in intercultural communication. The aim of this part is to provide the students with tools to be able to identify and remedy communication breakdowns in favour of creating less friction in professional intercultural contexts. The second part - Intercultural Communication with English as a Lingua Franca, 5 ECTS - builds on the theories and notions studied in the first module, but here, the focus is on communicative situations where English is the language of communication. Here, linguistic features will also be analysed and discussed as possible obstacles and/or resources to successful communication. Both parts are examined via active seminar participation and oral group presentations.

The overarching theme of the Creathon is the **Digital Services of the Future**. There will be two challenges:

**Challenge 1**: How do the municipalities of Linköping and Enschede implement digital services to their citizens? In this rapid wave of technological change, business and companies have made great strides in offering access to digital solutions. The expectations of our residents for seamless and effective digital services is growing and hence, we need to become better at using the opportunities of digitalisation and technological development to create higher level of service for our residents and society. In this challenge, we want participants to start with what they themselves see as exciting solutions that would give them the best digital services, for example in areas such as transportation, child care, building permits, public libraries, or city maintenance. How can we make specific life events, such as having a baby, getting married, or starting a business, as easy as possible for the citizens to know what to do and how to get the support they need?  

**Challenge 2**: How do we as a government, ensure that our digital services are accessible and valuable for young residents, under 30 years old? In the heart of the second challenge will be the particular needs of this younger age demographic. Digital solutions are particularly important to this age group and the governments of Linköping and Enschede have a lot of difficulty reaching young people, despite the fact that they are fully active in the digital world; they play games, use TikTok, BeReal, Instagram, but they tend to lose interest as soon as communication becomes more formal. How do we reach them and how will the needs and expectations of young residents change in the longer-term with new innovations in AI, virtual reality, and augmented reality? What support can governments provide to help them through major changes in their lives, such as turning 18 or getting a first job. And how can we involve young people in the future developments of our digital services?

**Program**

**7 May 17:30-18:30**: Online introduction session

**12 May:** Arrival and welcome activity (Exact time and place TBA)

**13 May: Day 1 of the Creathon**

09:00-09:30 Welcome by Linköping and Enschede cities  

09:30-10:00 Presentation of the challenges  

10:00-10:30 NABC, idea generation and simple diamond

10:30-12:00 Idea Jam  

12:00-13:00 Lunch  

13:00-14:00 1 minute “take pitches”

14:00-17:00 Groupwork

18:00-          InnovEat – mingle with entrepreneurs and start-up representatives

**14 May: Day 2 of the Creathon**

09:00-11:00 Group work  

11:00-11:30 How to pitch   

11:30-12:00 Lunch and mingle  

12:00-13:00 Innovation Tuesday

13:00-17:00 Groupwork

13:00-17:00 Pitch training and feedback (available in parallel with groupwork)

**15 May: Day 3 of the Creathon**

10:00-12:00 Final presentations  

12:00-13:00 Solution fair, announcement of winner, lunch, departure

The programme of the Creathon has not yet been finalised. Information will be added in due course and slight changes may occur. All updates as well as the final version of the programme will be published [here.](https://liu.se/en/collaboration/eciu/eciu-creathon)

CV (Curriculum Vitae) is a document that summarizes your educational and professional history. It must provide a detailed overview of your academic and work experience, skills, achievements, and qualifications.

Build the digital city of tomorrow

ECIU Creathon 2024

The course deals with ethical questions that rise from the development of more and more sophisticated autonomous systems, questions of what requirements that should hold for the technology and why included, which sort of agents artificial systems are, if these can be considered moral agents and if they can be ascribed moral responsibility as well as where the main responsibility for artificial intelligence (AI) ought to be placed and why. The course focuses three main areas of moral relevance for autonomous systems and AI: responsibility for decisions made by artificial agents, bias/discrimination as a result of AI use and the importance of participation in the development of AI systems. During this course, students are provided theoretical tools for reflection on the development of AI, requirements that ought to made regarding this technology and how it ought to be managed in society.

Elements of AI is an online module that you can do at any time and in any pace at [https://www.elementsofai.com/.](https://www.elementsofai.com/.) The module is a self study module of the online material and is examined through self correcting and peer reviewed exercises. When you have completed Elements of AI you can register to this module to get your results validated. To verify that you have really taken the online course, you have to upload your certificate from Elements of AI and do a validation test with questions similar to the ones in the online module. For more information see [https://www.ida.liu.se/~ETE318/info/courseinfo.en.shtml.](http://&nbsp;https://www.ida.liu.se/~ETE318/info/courseinfo.en.shtml.)

This is an online beginner’s Swedish module which includes pronunciation exercises, reading, oral training, basic Swedish grammar and short writing exercises. After having completed the module, you should have basic knowledge of Swedish – A1 in accordance with the Common European Framework of Reference for Languages.

**Module content**

This micro-module aims to introduce practical AI, focusing on basic machine learning. The goal is to understand how to build AI systems using machine learning, gain insight into the possibilities and limitations of the technology, and to get an overview of common methods for machine learning.

**Module outline**

Elements of AI, Part 2: Building AI is an online module that you can take at your own pace. Simply go to the following website and start the course after you've been admitted: [https://buildingai.elementsofai.com/](https://buildingai.elementsofai.com/).

The micro-module is based on self-study and is examined with self-correcting tests and submissions. If you have completed the online module Elements of AI, Part 2: Building AI with advanced honors, you can have your results validated. This includes a validation test with questions similar to those found in Elements of AI, Part 2: Building AI. For more information see the module's info page: [Elements of AI, Part 2: Building AI](https://www.ida.liu.se/~ETE337/info/courseinfo.en.shtml).

Elements of AI, Part 2: Building AI

Learn about the practical methods that make artificial intelligence a reality

The future of international cooperation relies on developing new forms of active involvement of EU citizens and institutions, as much as methods that allow communities to innovate their socio-technical approach to resources and their overall distribution. Specifically, the global economic situation and the evolution of the geopolitical arena stimulate small and medium organizations to situate themselves differently than in the past, both in terms of external accountability and internal goal-setting. These changes are also facing our challenge provider Mazingira.org, a small NGO working on environmental protection and social inclusion in Italia and Tanzania. After a long experience in the implementation of SDGs with participatory and community activities, Mazingira is searching for innovative ways to involve citizens and institutions and has given us the spring for this challenge. In accordance with this view, our participants will discuss the aims of international cooperation with the support of experts and teamchers, and explore the topic adopting a future-oriented and culturally-informed perspective.

Member university

Linkoping University

Member university

Linkoping University

Learning opportunities of Linkoping University