Anne-Mette Nortvig

The Double Classroom: Design Patterns Using MOOCs in Teacher Education

This paper presents findings from a study that used an archived MOOC as Open Educational Resources in teacher education in a hybrid learning setting. Using a design-based research approach created through collaboration with educators, two design patterns have been developed and tested to differentiate teaching and to enhance the feedback to students. The findings show that when MOOC resources are integrated, it ‘doubles’ the classroom, meaning it doubles the teacher’s opportunities for being present in more places at once, both digitally on video and physically. Furthermore, MOOCs make it possible to parallelize the teaching, allowing some students to learn in MOOCs and others in a face-to-face manner on campus, as per their specific needs and situations. The paper also highlights some of the teachers’ fears in relation to MOOCs, such as becoming residual in the classroom when the MOOC takes over the teacher’s role.

PBL online: An educational Experience with Online Teaching – Not a Best Practice

This paper examines the themes for two World Conferences on Computers in Education to characterize and theorize the shift in pedagogical rationale from ‘liberating the learner’ (the 1995 theme) to ‘involving everyone’ (the 2017 theme). The WCCE 1995 contributors’ responses to the theme of liberation are analyzed in terms of how the affordances of digital technology for learning are orchestrated by teachers, students and the technology itself. The pedagogical effects of developments in the use of technology in education since 1995 are considered using four key examples, and WCCE 2017 contributors’ responses to the theme of involvement are discussed in the context of these effects. The paper concludes that the shift from ‘liberation’ to ‘involvement’ represents a progression in expectations concerning how technology can aid learning, but that involvement requires that the learner should develop an intention to learn and an ability to orchestrate resources which teachers should help them to acquire.

An educational experience with online teaching – not a best practice

Problem- and Project-Based Learning (PBL) is a widely used pedagogical method in higher education. Although PBL encourages self-directed learning and works with the students’ own projects and problems, it also includes teacher presentations, discussions and group reflections, both on-campus and online. Therefore, the teacher’s plans might be relevant to the students’ projects, but that is not always the case. This study investigates how master’s students interact with an online Problem-Based Learning design and examines how technology influences these interactions. The empirical data stem from lessons at an online master’s course, and they were collected and analyzed using a netnographic approach. The study finds that concepts like self-directed learning and active involvement of everyone can have very different meanings from the teachers’ and the students’ points of view. If the students do not see the relevance immediately, they often leave the online sessions. Hence the title: This study describes an experience and provides a point of departure for further discussion, but it is not an example of best practices for online PBL.

Teknologistøttet simulationsundervisning som translokation for teoretisk viden og praktisk handlen

I professionsuddannelser arbejdes der med refleksioner og arbejdsformer, der pa forskellig vis sammenkaeder teoretisk viden med viden om praktisk handlen. Alligevel problematiseres transfervaerdien af laeringen fra professionsuddannelserne, idet det har vist sig, at der kan vaere lang vej fra viden om teori og handlen til faktisk handlen i en ofte meget kompleks konkret praksis. I denne artikel diskuterer vi med cases fra et forsknings- og innovationsprojekt i sygeplejerskeuddannelsen, hvordan teknologistottet simulationsundervisning (i form af bl.a. inddragelse af programmerbare manikiner) kan fungere som sted for translokationer mellem den teoretiske viden, den professionsfaglige handlen og refleksioner herover. Abstract in English In order to link theoretical knowledge with action in practice, professional bachelor programs employ various methods of teaching and diverse approaches aimed at promoting students’ reflective thinking. Still, the transfer value from the learning outcome in the professional bachelor programs to professional practice is discussed. Thus, it has been shown that knowledge about theory and action is not automatically operational for supporting actual action in the professional practice that is often very complex. Using cases from a research- and innovation project in nursing education as a starting point, we in this paper discuss how technology enhanced simulations (including the use of programmable mannequins) can function as translocations between theoretical knowledge, professional action and reflections concerning both.