Designing Courses with Digital Technologies
Insights and Examples from Higher Education
1st Edition
Published on 2. August 2021
184 pages
978-1-000-41090-7 (ISBN)
Description
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.
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.
More details
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Product notice
Reflowable
File size
2,06 MB
ISBN-13
978-1-000-41090-7 (9781000410907)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Stefan Hrastinski
Designing Courses with Digital Technologies
Insights and Examples from Higher Education
Book
08/2021
1st Edition
Routledge
€206.00
Shipment within 15-20 days
Stefan Hrastinski
Designing Courses with Digital Technologies
Insights and Examples from Higher Education
Book
08/2021
1st Edition
Routledge
€57.80
Shipment within 15-20 days
Designing Courses with Digital Technologies
Insights and Examples from Higher Education
Book
07/2021
Routledge
Unfortunately, price unknown
Available (delivery time upon request)
Person
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.
Content
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 Kvarnstroem, Linkoeping University, Joerg Pareigis, Karlstad University, Lars Uhlin, Linkoeping University, Lotta Abjoernsson, 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, OErebro 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 Demaziere, Tom Adawi, Christian Stoehr, 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 Landro, Camilla Hellesoy 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
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 Kvarnstroem, Linkoeping University, Joerg Pareigis, Karlstad University, Lars Uhlin, Linkoeping University, Lotta Abjoernsson, 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, OErebro 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 Demaziere, Tom Adawi, Christian Stoehr, 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 Landro, Camilla Hellesoy 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
