Designs for Learning as Springboards for Professional Development in Higher Education

Konnerup, Ulla; Ryberg, Thomas; Sørensen, Mia Thyrre

doi:10.1007/978-3-030-18030-0_7

Cited by 6 publications

(5 citation statements)

References 24 publications

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“…Against the background of the previous research reported above, the purpose of the present study is to examine the outcomes of redesigning text seminars aiming to enhance doctoral students' ability to learn how to participate and engage themselves as researchers, navigating within the academic field. In line with Konnerup et al (2019), we suggest that learning design can be used as innovative opportunities when developing higher education.…”

Section: Introductionsupporting

confidence: 63%

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Björck,

Lindgren

2023

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The text seminar has a long and strong tradition in academia, not least in postgraduate education. In these seminars, doctoral students are socialised into the research community to be able to act as researchers in an academic setting. However, research suggests that the traditional and strictly regulated form of doctoral seminars may hinder doctoral students’ learning. In response to this problem, this article presents and discusses an analysis of an attempt to redesign doctoral education seminars in Sweden by a design theoretic approach to learning. The result shows that while certain seminar forms functioned as somewhatlimiting for learning, other forms and multimodal resources were able to open for alternative meaning-making and ways of staging the identity of a researcher.

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Section: Introductionsupporting

confidence: 63%

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Björck,

Lindgren

2023

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“…These principles inform the self-reflection and blog assessment tasks during the course as effective design and reflection practice were believed to be critical to high-quality learning outcomes, increased academic performance and engagement [40,41]. This learning design process is consistent with the latest research results regarding its conceptualization as both incremental explorations based on retrospective reflections and dynamic, experimental opportunities for new practices, which serve as "springboards for development" [42] (p. 111).…”

Section: Learning Designsupporting

confidence: 54%

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Tran

2021

Education Sciences

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This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

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“…Before starting a course or programme, students may not be in a position to predict, or even conceive of, the potential benefits that they will derive by the end (Aitken et al 2019). Konnerup et al (2019) argue for designing in opportunities for 'springboards for development', where students and teachers jointly develop new ways of doing things. This approach gives intention to something that happens anyway: students inevitably contribute to the design of a course, even when it is prescriptive.…”

Section: Developing Quality and Evaluation In An Ecological Waymentioning

confidence: 99%

Towards Ecological Evaluation of Online Courses: Aiming for Thick Description

Fawns

Sinclair

2021

Online Postgraduate Education in a Postdigital World

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Designs for Learning as Springboards for Professional Development in Higher Education

Cited by 6 publications

References 24 publications

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Towards Ecological Evaluation of Online Courses: Aiming for Thick Description

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