Designing Courses with Digital Technologies

Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.

Stefan Hrastinski is Professor in the Division of Digital Learning and Director of Research Education in the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology, Sweden.

Introduction Stefan Hrastinski, KTH Royal Institute of Technology Section A: Discussion forums and blogs Discussion forums in literature and film Carolina Leon Vegas, Dalarna University Discussion forums in management Richard Cotterill, University of York Knowledge construction through blogs Maria Limniou, University of Liverpool Section B: Collaboration Online pair programming David Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab Digital collaboration tools Eric Loepp, Nicole Weber, University of Washington Whitewater Problem-based learning in international online groups Alastair Creelman, Linnaeus University, Maria Kvarnström, Linköping University, Jörg Pareigis, Karlstad University, Lars Uhlin, Linköping University, Lotta Åbjörnsson, Lund University Section C: Collaborative writing and reading Collaborative writing in group work Katarina Lindahl, Dalarna University Collaborative writing in the classroom Angel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde Contributing to public debate through collaborative writing Patric Wallin, Norwegian University of Science and Technology Collaborative annotation to support students' online reading skills Matt East, Talis, Hope Williard, Jamie Wood, University of Lincoln Section D: Group work Students as content creators Jane Guiller, John Smith, Glasgow Caledonian University Virtual teams Ann-Sofie Hellberg, Jonas Moll, Örebro University Section E: Flipped classroom Teaching Mandarin vocabulary using a flipped approach Xinyi Tan, Coastal Carolina University Flipped math teaching in diagnostic medicine Bei Zhang, University of Vermont Flipping an online module in computational physics Christophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of Technology Section F: Video Video assignments BethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University Interactive videos Rob Lowney, Maria Loftus, Dublin City University Authentic vlogs Felicity Healey-Benson, University of Wales Section G: Video conference Relation building in break out groups Kristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology Using video conference for group problem solving Siming Guo, Coastal Carolina University Recording synchronous online teaching to develop practice Tim Gander, The Mind Lab Section H: Student induction and responsive teaching Student-generated induction in a lecture theatre Nicholas Bowskill, University of Derby Pre-class surveys to inform course design Angela van Barneveld, Helen DeWaard, Lakehead University