1st Edition
Designing Courses with Digital Technologies Insights and Examples from Higher Education
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.
Table of contents
Introduction
Stefan Hrastinski, KTH Royal Institute of Technology
Section A: Discussion forums and blogs
- Discussion forums in literature and film
- Discussion forums in management
- Knowledge construction through blogs
- Online pair programming
- Digital collaboration tools
- Problem-based learning in international online groups
- Collaborative writing in group work
- Collaborative writing in the classroom
- Contributing to public debate through collaborative writing
- Social annotation to support students’ online reading skills
- Students as content creators
- Virtual teams
- Teaching Mandarin vocabulary using a flipped approach
- Flipped math teaching
- Flipping an online module in computational physics
- Video assignments
- Interactive videos
- Authentic vlogs
- Relation building in break out groups
- Using video conference for group problem solving
- Recording synchronous online teaching to develop practice
- Student-generated induction in a lecture theatre
- Pre-class surveys to inform course design
Carolina Leon Vegas, Dalarna University
Richard Cotterill, University of York
Maria Limniou, University of Liverpool
Section B: Collaboration
David Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab
Eric Loepp, Nicole Weber, University of Washington-Whitewater
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
Katarina Lindahl, Dalarna University
Angel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde
Patric Wallin, Norwegian University of Science and Technology
Matt East, Talis, Hope Williard, Jamie Wood, University of Lincoln
Section D: Group work
Jane Guiller, John Smith, Glasgow Caledonian University
Ann-Sofie Hellberg, Jonas Moll, Örebro University
Section E: Flipped classroom
Xinyi Tan, Coastal Carolina University
Bei Zhang, University of Vermont
Christophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of Technology
Section F: Video
BethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University
Rob Lowney, Maria Loftus, Dublin City University
Felicity Healey-Benson, University of Wales
Section G: Video conference
Kristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology
Siming Guo, Coastal Carolina University
Tim Gander, The Mind Lab
Section H: Student induction and responsive teaching
Nicholas Bowskill, University of Derby
Angela van Barneveld, Helen DeWaard, Lakehead University
Biography
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.
