Evaluation as a powerful practice in digital learning processes

Birgitte Holm Sørensen, Karin Levinsen

    Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

    3 Citations (Scopus)
    301 Downloads (Pure)


    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, adressing their self‐reflections, responses to feedback from peers and feedforward processes.
    Original languageEnglish
    Title of host publicationProceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014
    EditorsRikke Ørngreen, Karin Levinsen
    Number of pages9
    Place of PublicationUK
    PublisherAcademic Conferences and Publishing International
    Publication dateOct 2014
    ISBN (Print)Limeted ISBN: 978-1-910309-67-4
    ISBN (Electronic)ISSN: 2048-8637
    Publication statusPublished - Oct 2014
    EventThe 13th European Conference on e‐Learning - Aalborg University, Copenhagen, Copenhagen, Denmark
    Duration: 29 Oct 201431 Oct 2014
    Conference number: 13


    ConferenceThe 13th European Conference on e‐Learning
    LocationAalborg University, Copenhagen


    • formative evaluation
    • summative evaluation
    • selv-evaluation
    • peer evalutation
    • teacher evaluation
    • digital learning processes
    • multimodality
    • evaluation design


    Dive into the research topics of 'Evaluation as a powerful practice in digital learning processes'. Together they form a unique fingerprint.

    Cite this