Nærhed i fjernundervisning – om brugen af audio og video i sprogundervisning

Denne artikel videregiver erfaringer med anvendelse af audio & video i et undervisningsprojekt på Københavns Universitet på Elementarkursus i Græsk & Latin, SAXO-Instituttet, hvor fjernundervisning i sproglæring udvikles. Med udgangspunkt i tre forskellige audio- og videoteknikker, optagelse af audio og video på den elektroniske læringsplatform It's Learning, screen-capture-teknik og videokonference, udvikles redskaber med forskellige pædagogiske formål. En oplagt anvendelse af audio & video er som et uformelt og nemt tilgængeligt underviserredskab, der kan indgå på lige fod med anden underviserfeedback i det virtuelle studiemiljø. Gennemgangen af redskaberne opdeles i almene og fagspecifikke elementer. Nøgleord i projektet er differentiering og etablering af et gunstigt og udfordrende studiemiljø med henblik på at skabe nærhed i fjernundervisning. Artiklen er en gennemgang af de måder, hvorpå audio og video anvendes i projektet, samt en evaluering af de hidtidige erfaringer i forhold til den didaktiske nytte af audio og video

Nærværende fjernundervisning - et projekt om ikt-støttet feedback

En vigtig faktor i al velfungerende undervisning er de feedback‐kanaler, der går på kryds og tværs mellem underviser og studerende. Fungerer disse kanaler tilfredsstillende, kan undervisningen allerede i kraft heraf siges at være forsynet med en vis kvalitetssikring. I fjernundervisning bør deltagerne have de samme muligheder for feedback som i traditionel holdundervisning (i det elektroniske læringsmiljø også kaldet e‐feedback). Hertil kommer endvidere de ekstra læringsmæssige muligheder, som selve fjernundervisningsformen giver. I denne artikel beskrives, hvordan et projekt på Københavns Universitet har søgt at ikt‐understøtte kommunikation og feedback i fjernundervisning i sprog

A pedagogical design pattern framework:for sharing experiences and enhancing communities of practice within online and blended learning

”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning; specifically in the context of technology-enhanced learning (e-learning). Several attempts have been made to establish a framework for describing and sharing such e-learning patterns, but so far they have had limited success. At a series of workshops in a competence-development project for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. In this study, the new pedagogical design pattern framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing new E-learning patterns for online and blended learning courses are discussed

The Use of Videos in Teaching - Some Experiences From the University of Copenhagen

This paper covers videos created and used in different learning patterns. The videos are grouped according to the teaching or learning activities in which they are used. One group of videos are used by the teacher for one-way communication, including: online lectures, experts interacting with one another, instruction videos and introduction videos. Further videos are teacher-student interactive videos, including: feedback on student deliveries, student productions and interactive videos. Examples from different courses at different faculties at The University of Copenhagen of different types of videos (screencasts, pencasts and different kinds of camera recordings, from quick-and-dirty videos made by teachers at their own computer to professionally produced studio recordings) as well as audio files are presented with links, as an empirical basis for the discussion. The paper is very practically oriented and looks at e.g. which course design and teaching situation is suitable for which type of video; at which point is an audio file preferable to a video file; and how to produce videos easily and without specialized equipment, if you don’t have access to (or time for) professional assistance. In the article, we also point out how a small amount of tips & tricks regarding planning, design and presentation technique can improve recordings made by teachers themselves. We argue that the way to work with audio and video is to start by analyzing the pedagogical needs, in this way adapting the type and use of audio and video to the pedagogical context

The Use of Videos in Teaching - Some Experiences From the University of Copenhagen

This paper covers videos created and used in different learning patterns. The videos are grouped according to the teaching or learning activities in which they are used. One group of videos are used by the teacher for one-way communication, including: online lectures, experts interacting with one another, instruction videos and introduction videos. Further videos are teacher-student interactive videos, including: feedback on student deliveries, student productions and interactive videos. Examples from different courses at different faculties at The University of Copenhagen of different types of videos (screencasts, pencasts and different kinds of camera recordings, from quick-and-dirty videos made by teachers at their own computer to professionally produced studio recordings) as well as audio files are presented with links, as an empirical basis for the discussion. The paper is very practically oriented and looks at e.g. which course design and teaching situation is suitable for which type of video; at which point is an audio file preferable to a video file; and how to produce videos easily and without specialized equipment, if you don’t have access to (or time for) professional assistance. In the article, we also point out how a small amount of tips & tricks regarding planning, design and presentation technique can improve recordings made by teachers themselves. We argue that the way to work with audio and video is to start by analyzing the pedagogical needs, in this way adapting the type and use of audio and video to the pedagogical context

The use of videos in teaching:some experiences from the University of Copenhagen

This paper covers videos created and used in different learning patterns. The videos are grouped according to the teaching or learning activities in which they are used. One group of videos are used by the teacher for one-way communication, including: online lectures, experts interacting with one another, instruction videos and introduction videos. Further videos are teacher-student interactive videos, including: feedback on student deliveries, student productions and interactive videos. Examples from different courses at different faculties at The University of Copenhagen of different types of videos (screencasts, pencasts and different kinds of camera recordings, from quick-and-dirty videos made by teachers at their own computer to professionally produced studio recordings) as well as audio files are presented with links, as an empirical basis for the discussion. The paper is very practically oriented and looks at e.g. which course design and teaching situation is suitable for which type of video; at which point is an audio file preferable to a video file; and how to produce videos easily and without specialized equipment, if you don’t have access to (or time for) professional assistance. In the article, we also point out how a small amount of tips & tricks regarding planning, design and presentation technique can improve recordings made by teachers themselves. We argue that the way to work with audio and video is to start by analyzing the pedagogical needs, in this way adapting the type and use of audio and video to the pedagogical context