Expanding possibilities for student participation in online learning environments for practice-based teaching
DOI:
https://doi.org/10.7146/lom.v15i26.130939Nøgleord:
online teaching, practice-based learning, digital learning spacesResumé
Developing primarily practice-oriented university courses for an online format challenges
pedagogical ideas about learning communities, participation, and involvement in learning
situations. Here, we report on a didactic design experiment, the aim of which was to design an
online learning environment that supported practice-based learning and in which possibilities for
participation were strengthened and expanded. The experiment was conducted during a 14-week
university course on co-design, in which the teachers designed different digital tools and learning
activities to strengthen the students’ feelings of belonging and community and student-to-student
inspiration. The topics discussed in this paper include how to rethink teaching practices in relation
to online digital learning spaces and—a new practice that emerged from the design experiment—
how to create “in-between spaces.” These spaces can be considered slow spaces that support
reflection and discussion, are less exposed, and can be created within and between lectures.
Downloads
Referencer
Akrich, M. (1992). The description of technical objects. In W. E. Bijker & J. Law (Eds.), Shaping technology/building society. Cambridge, MA: MIT Press.
Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3–22.
Christiansson, J., Grönvall, E., & Yndigegn, S. L. (2018, August). Teaching participatory design using live projects: critical reflections and lessons learnt. In Proceedings of the 15th Participatory Design Conference: Full Papers-Volume 1 (pp. 1–11).
Cook, V., Warwick, P., Vrikki, M., Major, L., & Wegerif, R. (2019). Developing material-dialogic space in geography learning and teaching: Combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity, 31, 217–231.
Dalsgaard, C., & Ryberg, T. (2022). Digitale læringsrum. Samfundslitteratur.
Dohn, N. B., & Hansen, J. J. (2016). Didaktik, design og digitalisering. Samfundslitteratur.
Ehn, P. (1993). Scandinavian design: On participation and skill. Participatory design: Principles and Practices, 41, 77.
Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149–191.
Gehl, J. (2013). Cities for people. Island Press.
Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-centred analysis and design (ACAD): Core purposes, distinctive qualities, and current developments. Educational Technology Research and Development, 69(2), 445–464.
Halse, J., Brandt, E., Clark, B., & Binder, T. (2010). Rehearsing the future. The Danish Design School Press.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 3. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
Lave, J., & Wenger, E. (2003). Situeret læring. Hans Reitzels Forlag.
Lyngdorf, N. E. R., Bertel, L. B., & Andersen, T. (2021). Evaluering af digitalt understøttet læring på Aalborg Universitet i 2020: Underviser-og studenterperspektiver på universitetets nedlukning som følge af Covid-19.
Ryberg, T. (2020). Studerende frygter, at onlineundervisning er spareøvelse. https://www.akademikerbladet.dk/aktuelt/2020/august/studerende-frygter-at-onlineundervisning-er-spareoevelse.
Simonsen, J., & Robertson, T. (Eds.). (2013). Routledge international handbook of participatory design (Vol. 711). Routledge.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
Suchman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge University Press.
Tonboe, J. C. (1993). Rummets sociologi: Kritik af teoretiseringen af den materielle omverdens betydning i den sociologiske og den kulturgeografiske tradition. Akademisk Forlag.
Yndigegn, S. L. (2010, November). Extending design encounters with use of social media. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction (pp. 356–359).
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright (c) 2022 Signe Louise Yndigegn, Rikke Gammeltoft Gerwien
Dette værk er under følgende licens Creative Commons Navngivelse – Ikke-kommerciel – Ingen Bearbejdede Værker (by-nc-nd).
Artikler publiceret i Tidsskriftet for Læring og Medier er licenseret under en Creative Commons Navngivelse-IkkeKommerciel-IngenBearbejdelse 4.0 Unported Licens.
Forfattere bevarer deres ophavsret og giver tidsskriftet ret til første publicering, samtidigt med at værket er omfattet af Creative Commons Attribution-licensen: Navngivelse – Ikke-kommerciel - Ingen Bearbejdede Værker (by-nc-nd). Læs om licensen på http://www.creativecommons.dk/om/.
---
På LOM.dk kan du endvidere finde artikler fra det nu nedlagte Tidsskrift for Universiteternes Efter- og Videreuddannelse (UNEV). Vær opmærksom på, at der gælder særlige regler for UNEV artikler:
Det er forfatterne og evt. andre ophavsret indehavere, der har ophavsretten til artikler udgivet i UNEV regi, og det er en betingelse for adgang til artiklerne, at brugere anerkender og overholder de juridiske retningslinjer forbundet hermed.
- Brugere må downloade og printe én kopi af en hvilken som helst UNEV artikel mhp. private studier eller forskning.
- Det er ikke tilladt at videredistribuere artikler eller anvende disse til indtægtsdækkede aktiviteter eller kommercielle formål.
- Det er tilladt at distribuere URL’en til UNEV artikler.
