Designing Courses with Digital Technologies

Insights and Examples from Higher Education
1. Auflage 2021
ISBN: 978-0-367-62553-5
Verlag: Routledge

Buch, Englisch, 184 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 429 g

Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.

Chapter 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Zielgruppe

Academic, Professional, and Professional Practice & Development

Autoren/Hrsg.

Hrastinski, Stefan

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Introduction
Stefan Hrastinski, KTH Royal Institute of Technology

Section A: Discussion forums and blogs

- Discussion forums in literature and film
Carolina Leon Vegas, Dalarna University

- Discussion forums in management
Richard Cotterill, University of York

- Knowledge construction through blogs
Maria Limniou, University of Liverpool

Section B: Collaboration

- Online pair programming
David Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab

- Digital collaboration tools
Eric Loepp, Nicole Weber, University of Washington Whitewater

- Problem-based learning in international online groups
Alastair Creelman, Linnaeus University, Maria Kvarnström, Linköping University, Jörg Pareigis, Karlstad University, Lars Uhlin, Linköping University, Lotta Åbjörnsson, Lund University

Section C: Collaborative writing and reading

- Collaborative writing in group work
Katarina Lindahl, Dalarna University

- Collaborative writing in the classroom
Angel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde

- Contributing to public debate through collaborative writing
Patric Wallin, Norwegian University of Science and Technology

- Collaborative annotation to support students’ online reading skills
Matt East, Talis, Hope Williard, Jamie Wood, University of Lincoln

Section D: Group work

- Students as content creators
Jane Guiller, John Smith, Glasgow Caledonian University

- Virtual teams
Ann-Sofie Hellberg, Jonas Moll, Örebro University

Section E: Flipped classroom

- Teaching Mandarin vocabulary using a flipped approach
Xinyi Tan, Coastal Carolina University

- Flipped math teaching in diagnostic medicine
Bei Zhang, University of Vermont

- Flipping an online module in computational physics
Christophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of Technology

Section F: Video

- Video assignments
BethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University

- Interactive videos
Rob Lowney, Maria Loftus, Dublin City University

- Authentic vlogs
Felicity Healey-Benson, University of Wales

Section G: Video conference

- Relation building in break out groups
Kristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology

- Using video conference for group problem solving
Siming Guo, Coastal Carolina University

- Recording synchronous online teaching to develop practice
Tim Gander, The Mind Lab

Section H: Student induction and responsive teaching

- Student-generated induction in a lecture theatre
Nicholas Bowskill, University of Derby

- Pre-class surveys to inform course design
Angela van Barneveld, Helen DeWaard, Lakehead University

Über Autor(innen)

Stefan Hrastinski is Professor in the Division of Digital Learning and Director of Research Education in the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology, Sweden.