49 research outputs found
Den Digitale Agora; Episode 11: Gæst, Jacob Gorm Davidsen:Didaktik, digitale medier og studerendes motivation
No full textHvordan skaber man et trygt dialogisk undervisningsrum? Og hvordan får man de studerende til reelt at interagere med de forskellige læringsteknologier, som man måske selv lige har brugt så lang tid på at sætte sig ind i?Disse og mange flere spørgsmål diskuterer Jes med lektor Jacob Gorm Davidsen. Samtalen kommer omkring hvordan man kan eller ikke kan eksperimentere med forskellige læringsteknologier, hvordan Jacob og Jes selv gør når de underviser med digitale læringsteknologier
Negotiating Epistemic Experience vs. Epistemic Expertise in PBL Supervision
Full text linkSupervision in higher education (HE) often balances the tension between fostering student autonomy and providing sufficient guidance, especially within undergraduate programs. This paper explores an under-researched area: the dynamics of group supervision in undergraduate education, specifically how students challenge their supervisor's expertise. Using video recordings of a group of engineering students at Aalborg University working within a Problem-Based Learning (PBL) framework, the study investigates moments of disagreement between students and their supervisor during project supervision. Employing conversation analysis (CA), the study examines the negotiation of epistemic claims — where students draw on their experience to challenge the supervisor’s expertise — and the subsequent impact on the learning trajectories. The findings highlight that students use their epistemic authority from experience to challenge their supervisor’s proposed academic direction, while the supervisor defends their stance based on disciplinary knowledge. The study emphasizes the importance of aligning cognitive congruence and situated learning to facilitate productive supervision interactions. Ultimately, the paper sheds light on the critical yet often overlooked role of student agency in supervision and offers insights into improving the supervisory process in HE, particularly in group settings
Adapting Interaction Analysis to CSCL: a systematic review
Full text linkInteraction Analysis (IA) (Jordan & Henderson, 1995) is a fundamental reference in the learning sciences, and a core method within the International Journal of Computer Supported Collaborative Learning. Surprisingly, despite the vast number of citations and labs around the world practicing forms of interaction analysis, there have been few if any substantial efforts to articulate its central premises in the context of CSCL. Following a systematic review method, the purpose of this preliminary study is to provide an overview and foundation for investigating the ways that IA has been interpreted and applied in the field of CSCL. Our findings suggest that IA has been applied in a variety of computer-mediated learning contexts and arrangements which have required extending and adapting the method in novel ways. Our broader goal is to consider ongoing methodological and technological developments for the future directions of interaction analysis within CSCL
Designing for Networked Learning in 360VR - A scenographic turn in online learning environments?
Full text linkDespite the growing popularity of Virtual Reality (VR) in Higher Education (HE), there is a lack of studies dealing with networked and collaborative activities in VR (Radianti et al., 2020). Historically, VR has been promoted as an educational technology that can give access to exotic places or dangerous situations through computer-generated virtual worlds. Another area of application of VR has been therapeutical sessions exposing individuals to unknown situations. Concepts like interactivity, immersion and presence has been shaping the discourse of educational VR (Markowitz & Bailenson, 2019), but that is not necessarily supporting a networked or collaborative learning approach. Recently, 360-degree video cameras has made it possible to record situated practices, which can then be used as the canvas in the virtual world (McIlvenny & Davidsen, 2017). Pirker et al. (2021) argued that 360VR could potentially be a game-changer for distant education, but it is also clear that 360VR pose a new medium for supporting Networked Learning. Basically, 360VR presents a transition from logocentric platforms (e.g. Moodle) emphasising the exchange of text between peers towards platforms that build upon ideas of immersion, inhabitation and multimodality. The aim of the workshop is to discuss how principles of Networked Learning can inform the design of 360VR activities in HE.
CAVA360VR is a prototype Unity-based Windows application supporting 20 simultaneous participants to collaboratively analyse, visualise and annotate 360° video in VR. CAVA360VR is developed by the BigSoftVideo team (www.bigvideo.aau.dk) in Aalborg University (McIlvenny, 2020). In CAVA360VR, remote participants can share, view and interact with a 360° video together, draw on the 360° video, use a ‘mirror-cam’ to see what is behind you, use a laser pointer to guide others’ attention, import a 2D image, view a transcript, and view a synced 2D video with the 360° video. Further, participants can talk to each other, and the audio is spatialized in the VR environment. In CAVA360VR, each participant is represented with an avatar that follows the orientation of the Head Mounted Display (HMD) of the individual participant and the controllers are showed as pair of avatar hands. The potential of CAVA360VR is also particularly interesting in the context of Networked Learning as it offers a new platform for designing for learning. CAVA360VR is not only available in VR, but can also run as a standard desktop application, which allows a larger, mixed group to participate in the analysis of the recorded data. Not all of the features available in VR are available in non-VR mode. For two years, CAVA360VR has been used in many video data sessions (Jordan & Henderson, 1995; McIlvenny, 2020) with participants – for example, from Ghana, Finland and Denmark – analysing 360° video data together. The potential of CAVA360VR is also particularly interesting in the context of Networked Learning as it offers a new platform for designing for learning. This includes addressing how to collect 360 video data, how to pedagogically design activities, and how to support students negotiating of meaning in 360VR, etc
Designing for Networked Learning in 360VR - A scenographic turn in online learning environments?
No full textDespite the growing popularity of Virtual Reality (VR) in Higher Education (HE), there is a lack of studies dealing with networked and collaborative activities in VR (Radianti et al., 2020). Historically, VR has been promoted as an educational technology that can give access to exotic places or dangerous situations through computer-generated virtual worlds. Another area of application of VR has been therapeutical sessions exposing individuals to unknown situations. Concepts like interactivity, immersion and presence has been shaping the discourse of educational VR (Markowitz & Bailenson, 2019), but that is not necessarily supporting a networked or collaborative learning approach. Recently, 360-degree video cameras has made it possible to record situated practices, which can then be used as the canvas in the virtual world (McIlvenny & Davidsen, 2017). Pirker et al. (2021) argued that 360VR could potentially be a game-changer for distant education, but it is also clear that 360VR pose a new medium for supporting Networked Learning. Basically, 360VR presents a transition from logocentric platforms (e.g. Moodle) emphasising the exchange of text between peers towards platforms that build upon ideas of immersion, inhabitation and multimodality. The aim of the workshop is to discuss how principles of Networked Learning can inform the design of 360VR activities in HE
IS “DIGITAL EDUCATION” THE RIGHT WAY FORWARD? – OR IS, MAYBE, POSTDIGITAL EDUCATION WHAT IS NEEDED!
Full text linkThe use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality
