Digital professional development: towards acollaborative learning approach for taking higher education intothe digitalized age

Langset, Inger Dagrunn; Jacobsen, Dan Yngve; Haugsbakken, Halvdan

doi:10.18261/issn.1891-943x-2018-01-03

Cited by 44 publications

(35 citation statements)

References 15 publications

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“…MOOCs are a relatively new phenomenon in higher education in terms of professional development programs for teachers (see for reviews : Liyanagunawardena, Adams, & Williams, 2013;Veletsianos & Shepherdson, 2016) (Langset, Jacobsen, & Haugsbakken, 2018). In general, they differ from traditional higher education courses as they are massive, openly accessible and online.…”

Section: Moocs As Professional Development Programmentioning

confidence: 99%

How a SPOC might facilitate in-service teachers’interactions in professional development

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Sjaastad

2020

NJDL

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Online professional development programs for teachers are much discussed. Teachers are obliged to continuously renew their skills in teaching methodology to keep pace with changing demands in society. Providing flexibility in time and space and opportunities for interaction, online courses are expected to facilitate teachers' professional development in general. Informed by a single-case study design,we explore in-service teachers' perceptions of a professional development program organized as a small private online course (SPOC), the Massive Open Online Course (MOOC) in Mathematics Education. We compared teachers who joined the course individually from their schools with teachers collectively participating from their own schools. We conclude that the teachers who participated as a group from distinct schools appear to be more actively involved in offline activities that enhance professional development than their individually participating counterparts. Finally, we provide some implications for further research.

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Section: Moocs As Professional Development Programmentioning

confidence: 99%

How a SPOC might facilitate in-service teachers’interactions in professional development

Wollscheid

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Sjaastad

2020

NJDL

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“…On the other hand, these drawbacks are well balanced with the enormous advantages of blended learning, and it would be a grave mistake not to take them into consideration, as they create a negative environment, which is not desired in the learning process [23][24][25]. Blended learning has a great chance to succeed in the global transfer of information, global learning processes, and global interconnectedness of its users.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilization of Linguistic Aspects of Bloom’s Taxonomy in Blended Learning

Pikhart

Klímová

2019

Education Sciences

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This paper presents findings from the practical implementation of Bloom’s taxonomy into the class of Intercultural Business Communication that has been taught for several years at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The class utilizes blended learning, and recently, Bloom’s taxonomy has been introduced into the online course. Research I tests the students’ satisfaction with the class before introducing Bloom’s taxonomy, and Research II tests the students’ satisfaction with the new approach using the Bloom’s taxonomy. The findings are as follows: the students realized the difference after the implementation of Bloom’s taxonomy into the online course; moreover, the students also evaluated the new course in a much more positive way than the previous one. Bloom’s taxonomy, therefore, proved to be enormously useful in this blended learning environment, and the present paper highlights the importance of such an implementation. As a consequence, blended learning courses using Bloom’s taxonomy will be more systematic and therefore more efficient. The results of this research show that proper linguistic utilization of Bloom’s taxonomy terminology proved to be useful, and the paper stresses the importance of systematic approaches in blended learning courses so that they are creative and attractive for the new generation of online course users. Considering the small number of participants, further studies are needed to confirm the results of this research.

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“…We use the concept of digital Bildung to illuminate how students make their use of information and communication technology (ICT) intelligible within schools related to their own Bildung processes. Our contribution joins an ongoing discussion on topics like the teachers' digital professional development (Kelentric, Helland, & Arstrop, 2017), the use of technology learning for increasing student engagement, and the matter of defining digital literacy (Bergdahl, Fors, Hernwall, & Knutsson, 2018;Buckingham, 2006;Langset, Jakcobsen, & Haugsbakken, 2018). Therefore, this paper is relevant to the ongoing discussion on digital competence, digital Bildung, digital learning, and learning across contexts in the knowledge society (Erstad, 2015;Krumsvik, Berrum, & Jones, 2018;Krumsvik, Egelandsdal, Sarastuen, Jones, & Eikeland, 2013;Lillejord, Børte, Nesje, & Ruud, 2018).…”

Section: Introductionmentioning

confidence: 85%

Digital Bildung: Norwegian Students’ Understandingof Teaching and Learning with ICT

Gran

Petterson

Mølstad

2019

NJDL

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The aim of this paper is to elaborate on how students perceive their own learning and democratic development in relation to their digital interactions and competencies. This paper seeks an understanding of students' perspectives on digital Bildung. We investigate these issues by comparing different notions of Bildung perspectives among young students from four Norwegian schools. The study consists of interviews with 12 focus groups of 3 students in each. The results indicate that the students experienced unwanted interference by the teachers during the school day, and that they felt a lack of democratic involvement in social conflicts, digital usages and other daily forms of decisionmaking. Further, the interviews indicated that students perceived their teachers as biased when it came to helping students in situations of bullying or other relationship challenges. In investigating digital interactions and competencies among Norwegian students, we identified a visible gap in the notion of Bildung and identity development between the students and the teachers. This finding suggests a need to further discuss the role of students in creating a better school system based on democratic ideals.

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Digital professional development: towards acollaborative learning approach for taking higher education intothe digitalized age

Cited by 44 publications

References 15 publications

How a SPOC might facilitate in-service teachers’interactions in professional development

How a SPOC might facilitate in-service teachers’interactions in professional development

Utilization of Linguistic Aspects of Bloom’s Taxonomy in Blended Learning

Digital Bildung: Norwegian Students’ Understandingof Teaching and Learning with ICT

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