Hvordan skabes et learning design, der motiverer og engagerer deltagerne i et online kompetenceudviklingsforløb?
DOI:
https://doi.org/10.7146/lom.v9i16.24278Keywords:
it-didaktik, learning design, voksenlæring, arbejdspladsrelateret læring, e-tivities, peer feedback, badges, træning af praktiske færdigheder, asynkrone læringsaktiviteter, synkrone læringsaktiviteterAbstract
Denne artikel gør rede for det læringsdesign, der blev anvendt på Teaching for Tomorrow (T4T), som er et online kursus rettet mod undervisere på videregående uddannelser. Kurset omhandler de pædagogiske og tekniske aspekter ved flipped learning, blended learning og fjernundervisning. Hovedformålet med læringsdesignet var at motivere og engagere deltagerne til aktiv deltagelse. Læringsdesignet er baseret på voksenlæring, arbejdspladsrelateret læring, e-tivities, peer feedback, kollaboration, træning af praktiske færdigheder, asynkrone og synkrone læringsaktiviteter og badges. Der er indhentet kvalitative og kvantitative data, der viser, at læringsdesignet har potentiale ift. at motivere og engagere lærende. Imidlertid gør også andre faktorer sig gældende, såsom den enkelte deltagers specifikke situation ift. undervisning, samlet arbejdsbelastning og graden af support fra kolleger og ledelse. Det anbefales at anvende læringsdesignet men at sikre en følelse af forpligtethed både hos deltagerne og deres ledelse, at gøre designet tilstrækkeligt fleksibelt samt at tilbyde tilstrækkelig support.Downloads
References
Abramovich, S. (2016). Understanding digital badges in higher education through assessment. I: On the Horizon, Vol. 24 Iss 1, s. 126 - 131.
Ahn, j., Pellicone, A. & Butler, B. S. (2014). Open badges for education: what are the implications at the intersection of open systems and badging? I: Research in Learning Technology. Vol. 22, 2014.
Allen, M., Omori, K., Burrel, N., Mabry, E. & Timmerman, E. (2013) Satisfaction With Distance Education. I: More, M.G. (ed.), Handbook of Distance Education. Routledge.
Boud, D., Solomon. N. & Symes, C. (2001). New Practices for New Times. I: Boud, D. & Solomon, N. (Eds.), Work-based Learning: A New Higher Education?Buckingham: Open University Press.
Dahler-Larsen, P. (2015). Evaluering. I: S. Brinkmann & L. Tanggaard (Red.), Kvalitative metoder – en grundbog. (2. udg) (s. 181-196). Kbh: Hans Reitzels Forlag.
Dahler-Larsen, P. (2004). Evaluering af pædagogisk efteruddannelse af universitetslærere. Syddansk Universitetsforlag.
Daniel, J. S. (2016). Making Sense of Blended Learning: Treasuring an Older Tradition or Finding a Better Future?Contact North. Hentet d. 28. november 2016 fra http://teachonline.ca/sites/default/files/tools-trends/downloads/makingsenseofblended.pdf.
Dansk Evalueringsinstititut (2012). Hvordan måles effekt? Notat hentet d. 28. november 2016 fra https://www.eva.dk/udgivelser/2012/effektevaluering-notat.
Dohn, N. B. (2013). “Viden i praksis” - implikationer for it-baseret læring. Res Cogitas 2013, vol. 1, s. 94-128.
Dohn, N. B. & Kjær, C. (2009). Language Is not Enough - Knowledge Persepctives on Work-Based Learning in Global Organisations. Hermes - Journal of Language and Communication Studies no 43, 2009. Aarhus University.
Er, E., Özden, M., & Arifoglu, A. (2009). A blended e-learning environment: A model proposition for integration of asynchronous and synchronous e-learning. International Journal Of Learning, 16(2), s. 449-460.
Evans, K., Guile, D. & Harris, J. (2011). Rethinking work-based learning: for education professionals and professionals who educate. I: Malloch, M., Cairns, L. & Evans, K. (2011). The SAGE handbook of workplace learning (s. 149-162). London: SAGE Publications Ltd.
Grant, S. L. (2014). What Counts As Learning: Open Digital Badges for New Opportunities. Irvine, CA: Digital Media and Learning Research Hub. Hentet d. 23. Marts 2016 fra http://dmlhub.net/wp-content/uploads/files/WhatCountsAsLearning_Grant.pdf.
Herring, M., Thomas, T. og Redmond, P. (2014). Special Editorial: Technology Leadership for Preparing Tomorrow’s Teachers to Use Technology . Journal of Digital Learning in Teacher Education. 30:3, s. 76-80.
Hrastinski, S. (2008). Asynchronous & Synchronous E-Learning - A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes. I: EDUCAUSE QUARTERLY. Number 4, 2008. S. 51-55.
Hurst, E. J. (2015). Digital Badges: Beyond Learning Incentives. Journal of Electronic Resources in Medical Libraries, 12:3, s. 182-189.
Illeris, K. (1974). Problemorientering og deltagerstyring. København: Munksgaard.
Illeris, K. (1981). Modkvalificeringens pædagogik: Problemorientering, deltagerstyring og eksemplarisk indlæring. København: Unge Pædagoger.
Illeris, K., & Roskilde Universitetscenter Erhvervs- og Voksenuddannelses-gruppen. (1995). Læring, udvikling og kvalificering: 6. delrapport fra almenkvalificeringsprojektet. Roskilde: Roskilde Universitetscenter.
Illeris, K. (2003). Voksenuddannelse og voksenlæring. Roskilde Universitetsforlag. Learning Lab Denmark.
MacArthur Foundation (undated). Badges for lifelong learning.Hentet d. 29. Marts 2016 fra https://www.macfound.org/media/article_pdfs/BADGESFORLIFELONGLEARNING_INFO.PDF.
Olsen, P. B. & Pedersen, K. (2015).Problemorienteret Projektarbejde: En værktøjsbog. (4 udg.) Frederiksberg: Samfundslitteratur.
Postareff, L., Lindblom-Ylänne, S. & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), s. 557-571.
Rienties, B., Brouwer, N. og Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education. 29 (2013), s. 122-131.
Salmon, G. (2013). E-tivities – The key to active online learning. Second Edition. Routledge.
Salmon, G. (2014). Carpe Diem MOOC. Live, online session.
Teräs, H. (2016). Collaborative online professional development for teachers in higher eudcation. Professional Development in Education. 42:2, s. 258-275,
Whittier, D. og Lara, S. (2006). Preparing Tomorrow’s Teachers to use Technology (PT3) at Boston University through faculty development: assessment of three years of the project. Technology, Pedagogy and Education. 15:3, s. 321-335.
Downloads
Published
How to Cite
Issue
Section
License
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
