Concluding remarks

At the beginning of this book we asked: “How can universities educate students through net-based education and at the same time facilitate Academic Bildung?” Both from a society perspective, an institutional perspective, and a pedagogical and didactical perspective, we have discussed the question and we also here suggest some new questions

Kommunikation, kommunikation, kommunikation

En kommentar til Nadia Rahbek Dyrbergs artikel “Clickers – forbedring af traditionelle forelæsninger?”, MONA, 2014(2

Video, en læringsressource i universitetsundervisningen

Brugen af video i undervisningen har gennem de seneste dekader til stadighed fyldt mere i billedet af anvendte læringsressourcer på universiteterne. Med et kort tilbageblik på de seneste godt ti års brug af videoformater beskrives forskellige didaktiske aspekter ved inddragelse af forskellige videoformater i undervisningen. Med reference til litteraturen præsenteres aspekter ved brugen af videoformater med udgangspunkt i et kommunikationsperspektiv.   Artiklen afsluttes med en opfordring til fortsat didaktisk udvikling, hvor videoformater, set som læringsressourcer, udvikles med fokus på stadig flere kommunikative aktiviteter i undervisningsrelaterede sammenhænge.The use of video in the teaching has, over the past decades, increasingly filled the image of applied learning resources at the universities. With a brief review of the past ten years of video formats, various didactic aspects are described in the inclusion of different video formats in teaching contexts. With reference to the literature, aspects of the use of video formats are presented based on a communication perspective. The article concludes with a call for continued didactic development, in which video formats, seen as learning resources, are developed with a focus on increasingly communicative activities in teaching-related contexts

Gymnasiereformen og udfordringer – med fokus på naturfagene og matematik

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Digitale teknologier i dansk universitetsundervisning – et didaktisk perspektiv

Inviteret replik. Redaktionen har inviteret Helle Mathiasen til at skrive denne replik på baggrund af åbningsoplægget ved Dansk Universitetspædagogisk Netværks Konference 2019 med temaet Undervisningens teknologier og teknikker. &nbsp

2020: En øjenåbner?

Bidrag til DUT Tidskapse

Clickers, en læringsunderstøttende ressource?

Clickers er de seneste år blevet brugt specielt indenfor sciencefag på danske universiteter. Med fokus på studerendes tilgang til clickerbrug i fysikundervisning diskuteres hvornår, hvordan og på hvilke præmisser clickers kan være en ressource for studerende og undervisere. Artiklens overordnede konklusion er, at clickerbrug kan fremstå som en kommunikations- og læringsunderstøttende ressource, men at omfanget af nytteværdi afhænger af undervisernespædagogiske og didaktiske tilgange og formåen samt de studerendes tilgange til kommunikativ deltagelse i undervisningen

Digital Voting Systems and Communication in Classroom Lectures - an empirical study based around physics teaching at bachelor level at two Danish universities

Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} Studies on the use of digital voting systems in large group teaching situations have often focused on the ”non-anonymity” and control and testing functions that the technology provides. There has also been some interest in how students might use their votes tactically to gain “credits”. By focusing on an empirical study of students’ experiences with digital voting systems in lectures at two Danish universities, this study considers the premises and the contexts surrounding this technology. It will also aim to show that for both instructors and students, digital voting systems are a much broader resource than simply a device for facilitating ”non-anonymity”, test, control and allocation of credits. The case studies showed, for instance, that digital voting systems can be conducive to a more open approach in which the systems are used as communication tools and teaching resources in situations where feedback is important, as well as to the more widely recognized controlled approach.According to the students, digital voting systems do present the instructors with challenges. Some of these are discussed along with the students’ suggestions for further development of digital voting systems’ usage in lessons. The overall hope is that this case-based Danish perspective, which is viewed through a systems theory lens, can contribute to the pedagogical discussion surrounding the use of digital voting systems and provide a springboard for further research in this area.<!--EndFragment--