LOM #27: Developing teachers’ digital competences

Editor: Inger-Marie F. Christensen, imc@sdu.dk, University of Southern Denmark
Editor: Mikkel Godsk, godsk@au.dk Aarhus University
Editor: Jens Jørgen Hansen, jjh@sdu.dk, University of Southern Denmark
Editor: Søren Larsen, slars@ruc.dk, Roskilde University

Having focused on the procurement and implementation of learning technologies and platforms for several years, higher education (HE) institutions are now concentrating their attention on the optimal deployment of these technologies. In this connection, the development of HE teachers’ digital competences, including the ability to utilise digital (learning) technologies in teaching and to develop and carry out technology-enhanced teaching, is a top priority on both HE institutions’ as well as political agendas. This is illustrated in for example the ministerial Call for Action: Technological upgrade of higher education (2018), the subsequent national action plan Digital competences and  digital learning (2019) on the development of teaching and teachers’ competences, institutional strategies, local action plans and efforts to promote professional technologies in subjects. Furthermore, there is an added focus on the quality assurance of teachers’ pedagogical competences in HE (at the universities this is illustrated by the Danish framework for advancing university pedagogy, 2021). HE institutions are thus busily engaged collecting knowledge on, creating, assuring the quality of and evaluating initiatives as well as developing methods that support teachers’ professional development in relation to digital competences.

With LOM #27, we wish to focus on these efforts by inviting articles that elucidate, exemplify, analyse and synthesise current initiatives and methods in relation to the development of teachers’ digital competences. This could be empirical studies based on the projects that were financed and launched as a result of the ministerial call for action, theoretical contributions, analyses, specific cases etc. that elucidate the professional development of teachers’ knowledge, skills and competences relating to the use of digital learning technologies and technology-enhanced teaching in HE. Likewise, we are interested in contributions on teachers’ professional (subject matter) digital competences.

LOM #27 wishes to illustrate the breadth in relation to relevant digital competences as well as the breadth in relation to competence development formats: from initiatives that have competence development as the main purpose to initiatives in which competence development is a subsidiary goal or an added bonus. We thus invite articles that concern (but are not confined) to the following:

• Digital competences - suggested topical and future digital competences for HE teachers. This could be pedagogical and didactic (planning teaching) digital competences as well as professional (subject matter) digital competences.
• Models and/or design principles for competence development - how are competence development initiatives organised and designed? For example models and/or design principles for teacher training programmes, courses, continuing and further education, course and curriculum development processes with inherent digital competence development of teachers etc.
• (Digital) resources for competence development - what resources support teachers’ competence development, how are they represented and how does one engage with them?
• Teacher collaboration and projects on e.g. technology-enhanced learning as competence development initiative. What is the output of projects in relation to the development of digital competences, i.e. what are participants’ learning outcomes?
• Researcher-practitioner collaboration in which competence development is a (subsidiary) goal, e.g., Learning Design, design-based research and/or action research.
• Teachers’ roles in relation to the development of students’ digital competences

Important dates

• Submission of abstract outlining research question, theory, empirical work and contribution (max. 500 words): 7 June 2022. Submit your abstract via e-mail to one of the editors.
• Notification of acceptance/rejection: 20 June 2022
• Manuscript (or media product) to be submitted: 3 October 2022
• Review sent to authors: 5 December 2022
• Final manuscript to be submitted: 19 December 2022
• Publication of issue: Winter 2022/2023

We aim to process incoming manuscripts continuously, so please submit your manuscript as soon as possible and no later than 3 October 2022.

About the Journal LOM - see http://www.lom.dk
Learning and Media (LOM) is a web-based electronic journal on the use of IT and digital media for communication, learning, competence and cooperation. Learning and Media is simultaneously a forum for exchange of experiences with the use of mediation, e-learning and e-based cooperation - in view of international trends and research that can support a quality-based development of the area of Danish and Scandinavian institutions. Learning and Media is published twice a year and is available exclusively online. The journal is directed at teachers, students, researchers and developers in higher education and others who have interest in learning and media. Journal articles may be of practical and theoretical nature:

• Practical / application-oriented: Description of practical experience or the coupling between theory and practice.
• Theoretical / reflective: Focus on e-learning theory, pedagogy and didactics

The journal is open to:

• Traditional academic articles
• Shorter texts
• Alternative types of publications such as video, audio or multimedia productions
• Short contributions to debate
• Reviews
• Minutes or the like

All manuscripts are to follow these guidelines:
http://ojs.statsbiblioteket.dk/index.php/lom/about/submissions#onlineSubmissions