Projekter pr. år
Abstract
The present paper is based on two empirical research studies. The Netbook 1:1 project (2009–2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while Students’ digital production and students as learning designers (2013–2015), funded by the Danish Ministry of Education, is ongoing. Both projects concern primary and lower secondary school and focus on learning design frameworks that involve students’ agency and participation regarding digital production in different subjects and cross-disciplinary projects. Within these teacher-designed frameworks, the students perform as learning designers of learning objects aimed at other students. Netbook 1:1 has shown that digital and multimodal production especially facilitates student-learning processes and qualifies student-learning results when executed within a teacher-designed framework, which provides space for and empowers students’ agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our everyday environment becomes increasingly complex with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language-centred type. Students’ digital production and students as learning designers is a large-scale project that follows up on the findings of Netbook 1:1. It experiments further with various evaluation practices in a digitalised learning environment that focuses on different phases of the learning processes and includes feed-forward and feedback processes. Evaluation as a learning practice in a digitalised learning context focuses on students as actors, addressing their self-reflections, responses to feedback from peers and feed-forward processes, and responses to feedback from teachers and feed-forward processes.
Originalsprog | Engelsk |
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Titel | Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014 |
Redaktører | Rikke Ørngreen, Karin Levinsen |
Antal sider | 9 |
Vol/bind | 13 |
Udgivelsessted | UK |
Forlag | Academic Conferences and Publishing International |
Publikationsdato | okt. 2014 |
Sider | 503-511 |
ISBN (Trykt) | Limeted ISBN: 978-1-910309-67-4 |
ISBN (Elektronisk) | ISSN: 2048-8637 |
Status | Udgivet - okt. 2014 |
Begivenhed | The 13th European Conference on e‐Learning - Aalborg University, Copenhagen, Copenhagen, Danmark Varighed: 29 okt. 2014 → 31 okt. 2014 Konferencens nummer: 13 |
Konference
Konference | The 13th European Conference on e‐Learning |
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Nummer | 13 |
Lokation | Aalborg University, Copenhagen |
Land/Område | Danmark |
By | Copenhagen |
Periode | 29/10/2014 → 31/10/2014 |
Fingeraftryk
Dyk ned i forskningsemnerne om 'Evaluation as a powerful practice in digital learning processes'. Sammen danner de et unikt fingeraftryk.Projekter
- 1 Afsluttet
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Elevernes egenproduktion og elevinddragelse
Sørensen, B. H., Levinsen, K. T., Skovbjerg, H. M., Ejsing-Duun, S., Henningsen, B. S. & Pajares Tosca, S.
01/09/2013 → 31/12/2015
Projekter: Projekt › Forskning
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The 13th European Conference on e‐Learning
Md. Saifuddin Khalid (Oplægsholder)
29 okt. 2014 → 31 okt. 2014Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg
Fil -
The 13th European Conference on e‐Learning
Birgitte Holm Sørensen (Deltager)
29 okt. 2014 → 31 okt. 2014Aktivitet: Deltagelse i faglig begivenhed › Organisering af eller deltagelse i konference