Designing Courses with Digital Technologies

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.

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.

Autorentext

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.

Klappentext

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.

Inhalt

Introduction
Stefan Hrastinski, KTH Royal Institute of Technology

Section A: Discussion forums and blogs

1. Discussion forums in literature and film
   Carolina Leon Vegas, Dalarna University

2. Discussion forums in management
   Richard Cotterill, University of York

3. Knowledge construction through blogs
   Maria Limniou, University of Liverpool **** Section B: Collaboration

4. Online pair programming
   David Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab

5. Digital collaboration tools
   Eric Loepp, Nicole Weber, University of Washington Whitewater

6. Problem-based learning in international online groups
   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

7. Collaborative writing in group work
   Katarina Lindahl, Dalarna University

8. Collaborative writing in the classroom
   Angel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde

9. Contributing to public debate through collaborative writing
   Patric Wallin, Norwegian University of Science and Technology

10. Collaborative annotation to support students' online reading skills
    Matt East, Talis, Hope Williard, Jamie Wood, University of Lincoln **** Section D: Group work

11. Students as content creators
    Jane Guiller, John Smith, Glasgow Caledonian University

12. Virtual teams
    Ann-Sofie Hellberg, Jonas Moll, Örebro University **** Section E: Flipped classroom

13. Teaching Mandarin vocabulary using a flipped approach
    Xinyi Tan, Coastal Carolina University

14. Flipped math teaching in diagnostic medicine
    Bei Zhang, University of Vermont

15. Flipping an online module in computational physics
    Christophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of Technology **** Section F: Video

16. Video assignments
    BethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University

17. Interactive videos
    Rob Lowney, Maria Loftus, Dublin City University

18. Authentic vlogs
    Felicity Healey-Benson, University of Wales **** Section G: Video conference

19. Relation building in break out groups
    Kristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology

20. Using video conference for group problem solving
    Siming Guo, Coastal Carolina University

21. Recording synchronous online teaching to develop practice
    Tim Gander, The Mind Lab **** Section H: Student induction and responsive teaching

22. Student-generated induction in a lecture theatre
    Nicholas Bowskill, University of Derby

23. Pre-class surveys to inform course design
    Angela van Barneveld, Helen DeWaard, Lakehead University