Device conscious teaching and learning in HE – social, teaching and cognitive presence f2f

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Abstract

The Community of Inquiry framework is often endorsed as a useful approach to the design of online and blended learning. By designing for social, teaching and cognitive presences in the virtual learning environment, teachers, educational developers, instructional designers etc. hope to engage students in active learning online. Furthermore, when designing online learning, learning processes are carefully designed, learning technologies are evaluated and appropriate technologies selected. However, similar considerations are not always applied when planning face-2-face lessons, and only few teachers have an overall strategy or fixed plan for students’ use of devices in class. This is left to the students’ judgement, and many students will bring one or more devices for class and use these indiscriminately.

At the Faculty of Humanities at the University of Southern Denmark, experiments involving device conscious teaching and learning have been conducted since spring 2017. The experiments involve that students must leave their devices in their bags unless they need to use a device for a specific teaching and learning activity. Instead, students must bring relevant texts, pen and paper and take notes by hand. It was decided to undertake these experiments because teachers felt that students’ use of devices in class was a barrier to their active involvement and resulted in a lack of social and cognitive presence, thus decreasing students’ learning outcomes.
Original languageEnglish
Publication date2018
Number of pages1
Publication statusPublished - 2018
EventThe Online, Open and Flexible Higher Education Conference 2018: Blended and online Learning: Changing the Educational Landscape - Aarhus, Denmark
Duration: 10. Oct 201812. Oct 2018

Conference

ConferenceThe Online, Open and Flexible Higher Education Conference 2018
CountryDenmark
CityAarhus
Period10/10/201812/10/2018

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