Blinde pletter i den synlige læring - Kritiske kommentarer til «Hattierevolutionen»

Nielsen, Klaus; Klitmøller, Jacob

doi:10.18261/issn.1891-5949-2017-01-02

Cited by 8 publications

(1 citation statement)

References 23 publications

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“…Regardless, physical classroom interactions have been the preferred format at the university. Although international trends are pushing the Nordic countries closer to accepting international standards of quality measures (Education at a Glance, 2019), pedagogues and educational researchers oppose some of the presumptions associated with such a paradigm (Nielsen & Klitmøller, 2017). It is probably not a coincidence that the implementation of terms such as 'effective learning' generate debate in Norway, a country where the whole idea of a free public educational system is to ensure the whole population access to knowledge, democratic values and equity in all parts of society.…”

Section: Introductionmentioning

confidence: 99%

Developing a Digital Learning Community

Smeplass

Hylander

2021

DUT

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Norwegian universities cancelled all campus activity as a response to a nationwide increase in Covid-19 cases. Lectures were moved to online platforms. The pandemic regulations forced us to redesign our teaching for a group of adult learners at the vocational lecturer education. Moving away from traditional lectures and discussion seminars, we designed new collaborative ‘work packages’ accompanied with various practical tasks. Our analysis is based on our teaching material, written student feedback and in-depth interviews. A combination of asynchronous teaching, collaborative groups and online meetings with supervisors created a confidence-building learning community and a safe learning environment. The study shows how students mastered the situation during a national lockdown and took responsibility for their own progress in the course. In the discussion, we highlight how an active two-way communication can foster an online learning community that has a positive impact on students’ learning experiences, and how our strategies led to student empowerment.

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Section: Introductionmentioning

confidence: 99%