BeskrivelseTeachers within higher education institutions are exposed to digital resources that may/ or may not support their pedagogical work and enhance students’ learning. Such resources might be syllabus-oriented or specific software targeted to their distinct study programme, such as digital tools used in health or engineering education. Digital technologies for teachers might also include resources that support their communication with students. Moreover, digital technology may be linked to/associated with their assessment-practices. Teachers may also choose technology that supports their preferred way of teaching/ their pedagogical view/orientation. This way teachers with student centred ways of teaching, may be more likely interested in technology that support student-active approaches, whereas teachers who prefer a teacher-oriented approach might include technologies that enhance teacher-led instruction.
Administrators and IT staff within higher education institutions have different roles and responsibilities as regards educational technology. Moreover, they are most likely to hold various types of technological expertise linked to various applications and software, for example, some are experts on learning management systems, others on library services while others may serve multimedia technology and / or communication systems.
In this strand we invite papers, theoretically and empirically informed, to explore topics and questions addressing how digital transformation influence, or is reflected in teaching and learning in higher education such as:
1) how are digital transformations perceived and practiced by teachers, learners, administrative- and IT-staff?
2) how are discourses on digital transformations connected or disconnected?
a) For example, discourses on quality in online teaching communicated as broadcasting -like in the early days of MOOCs - to a social construction of learning perspective?
b) For example, discourses on measurements and quantifications - as in some approaches within the field of learning analytics
c) For example, discourses on standardisations of educational technology - one size fits all - to discipline oriented understandings and/or approaches of the possibilities and constraints of educational technology - which may lead to further investigations on:
3) how may digital transformations influence epistemic work within and across disciplines and education programmes (for example in planning, delivery and evaluation of teaching and learning)?
|Periode||30 mar. 2021|
|Grad af anerkendelse||International|
The Triad of Good Education in Times of COVID-19 Caused Online Learning Environments in a PBL-Based University
Aktivitet: Foredrag og mundtlige bidrag › Konferenceoplæg