Underviseres digitale kompetencer: Kompetencedimensioner i projektet Læringscirkler

Artiklen vil udvikle en forståelse af og en model for et kompetencebegreb bestående af fire dimensioner og undersøge, hvordan underviseres digitale kompetencer forstås, både i større internationale rammeværk som DigCompEdu (Redecker, 2017) og det danske projekt: ”Digital kompetenceudvikling gennem læringscirkler”. Projektet er et ministerielt støttet samarbejdsprojekt mellem UCN, UCL og SDU med det formål, at undervisere udvikler deres it-didaktiske kompetencer for mere kvalificeret at kunne inddrage og anvende digitale teknologier i undervisningen. Det centrale i projektet er konceptet læringscirkler og opbygningen af en digital ressourcesamling. Med udgangspunkt i projektet arbejder denne artikel med to forskningsspørgsmål: 1: Hvordan kan en teoretisk begrundet definition af og model for kompetenceudvikling udformes, og hvad er dens forklaringskraft set i forhold til nationale og internationale rammeværk for digitale kompetencer? Og 2: Hvordan udmønter projektet ”Læringscirkler” et begreb om digitale kompetencer, og hvordan designer man i projektet for udvikling af underviseres digitale kompetencer gennem projektets læringskoncept og ressourcesamling? Artiklen bidrager med en teoretisk begrundet forståelse af kompetencebegrebet. Endvidere belyses, hvorfor underviseres digitale kompetencer er kommet på det uddannelsespolitiske landkort og som ressource for udvikling af god undervisning i uddannelsesinstitutionernes praksis. Endelig undersøges hvilke didaktiske valg, der ligger til grund for design af kompetenceudviklingsforløb i en videregående uddannelseskontekst.The article presents an investigation of the Learning Circle project, its’ conceptualization of the concept of competence and its’ learning design in relation to developing participants' digital competences. The project "Digital competence development through learning circles" is a ministerially supported collaboration project between University College Northern Denmark, UCL University College and University of Southern Denmark. The purpose is for lecturers to develop their skills on teaching with technology in order to be able to include and use digital technologies better. Central to the project is the concept of learning circles and the construction of a digital resource collection. This article presents an understanding and a model for the concept of competence consisting of four dimensions and examines how teachers' digital competences is understood both in larger international frameworks such as DigCompEdu (Redecker 2017) and in the Danish learning circle project. RQ: Based on a theoretically grounded model for competence development, how can teachers' digital competences be understood in a larger national and international framework, and how does the project "Learning Circles" interpret and design for the development of teachers' digital competences' through their learning concept and resource collection? The article contributes knowledge about a theoretically grounded understanding of the concept of competence. Furthermore, it explains why teachers' digital competences have appeared on the education policy map and as a resource for the development of good teaching in the practice of educational institutions. Finally, the pedagogical choices that underlie the design of competence development courses in a higher education context are examined

A randomized placebo-controlled trial of convalescent plasma for adults hospitalized with COVID-19 pneumonia

Passive immunotherapy with convalescent plasma may be the only available agent during the early phases of a pandemic. Here, we report safety and efficacy of high-titer convalescent plasma for COVID-19 pneumonia. Double-blinded randomized multicenter placebo-controlled trial of adult patients hospitalized with COVID-19 pneumonia. The intervention was COVID-19 convalescent plasma and placebo was saline allocated 2:1. The primary outcome was clinical status 14 days after the intervention evaluated on a clinical ordinal scale. The trial was registered at ClinicalTrials.Gov, NCT04345289, 14/04/2020. The CCAP-2 trial was terminated prematurely due to futility. Of 147 patients randomized, we included 144 patients in the modified intention-to-treat population. The ordinal clinical status 14 days post-intervention was comparable between treatment groups (odds ratio (OR) 1.41, 95% confidence interval (CI) 0.72–2.09). Results were consistent when evaluating clinical progression on an individual level 14 days after intervention (OR 1.09; 95% CI 0.46–1.73). No significant differences in length of hospital stay, admission to ICU, frequency of severe adverse events or all-cause mortality during follow-up were found between the intervention and the placebo group. Infusion of convalescent plasma did not influence clinical progression, survival or length of hospitalization in patients with COVID-19 pneumonia