Digital Transformations in Nordic Higher Education.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2023. {copy}2023. |
Year of Publication: | 2023 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (286 pages) |
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Pinheiro, Rómulo. Digital Transformations in Nordic Higher Education. 1st ed. Cham : Springer International Publishing AG, 2023. {copy}2023. 1 online resource (286 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Intro -- Acknowledgements -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I Digital Transformations in Higher Education: Setting the Stage -- 1 Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon -- Setting the Stage -- Unpacking Digital Transformations: A Conceptual Framework -- Volume's Contributions -- References -- 2 The Rise of EdTech Platforms in Higher Education: Mapping Themes from Emerging Critical Literature -- Introduction -- Rising EdTech in Context: HE Digitalisation and Marketisation -- Review of Key Themes -- Meta-Theme 1: Platformisation or from Product to Platform -- Sub-Theme 1.1: Datafication or from Interactions to Data -- Sub-Theme 1.2: Assetisation or from Commodity to Asset -- Sub-Theme 1.3: Modularisation or from Continuum to Fragmentation -- Sub-Theme 1.4: Crowdification or from Class to Crowd -- Sub-Theme 1.5: Peer-To-Peering or from University to Web -- Meta-Theme 2: Learnification or from Student to Consumer-Learner -- Sub-Theme 2.1: Unbundling or from Programmes to Courses -- Sub-Theme 2.2: Skillisation and Short-Circuiting or from Education to Skills and Tasks -- Discussion -- References -- 3 Dual Digitalization: A Framework for Digital Transformations of Higher Education -- Introduction -- Digitalization in Higher Education: Identifying and Connecting Separate Streams -- Digitalization in Higher Education -- Digitalization of Education -- Digitalization of the Subjects -- Data Science -- Summing-Up -- Framework -- Method -- Data Collection -- Data Analysis -- Findings-Three Phases of Digital Innovation in Higher Education -- Phase 1: Two Separate Processes (Unintegrated Digital Resources) -- Phase 2: Convergence of Education and Digital Subjects -- Phase 3: Institutionalization in a Digital Learning Space. Discussion -- How Can We Conceptualize Dual Digitalization? -- How Can We Manage Dual Digitalization? -- Conclusion -- References -- Part II New and Emerging Teaching and Learning Practices -- 4 Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space -- Introduction: Digital Transformation and New Learning Spaces -- The Digital Transformation of Teacher Education in Norway -- Undervisningsverkstedet as a Future Classroom Lab -- Undervisningsverkstedet and Future Classroom Labs as Learning Spaces -- Research Approach: Student Teachers with Their Teachers in the UV -- Teacher Interviews -- The Teachers' Plans for the UV Session with Their Student Teachers -- Teacher Perspectives on the Physical Learning Space, Stations, and Available Resources -- Exploring the UV with an Inquiry-Based Learning Approach -- Teacher as Facilitator or Spectator? -- Teachers' Expectations of How Students Are To Learn in UV -- How Can the UV as a Learning Space Promote Collaboration and Socialising? -- Exploration of New Digital Devices and Tools Used in Schools -- How to Use Digital Devices Pedagogically (and Technically) -- Discussion: New Learning Spaces and New Ways of Learning? -- Conclusion: UV as a Learning Space that Fosters Digital Competence -- References -- 5 Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education -- Introduction -- Sustainable Transformations of Digital Practices: A Theoretical Perspective -- Societal Traditions -- Institutional Practices -- Activity Settings -- Actions -- Towards Sustainable Transformations? Exploring Change Efforts at a Faculty of Education -- Initial Responses to the Crisis Situation -- Continued Efforts Towards More Systemic Change -- Discussion -- References -- 6 Engendering Transformative Learning in an Institutional xMOOC. Introduction -- Defining a Research Perspective -- Methodology -- Methods and Data -- Data Analysis -- Findings -- The Learning Design of an Institutional xMOOC -- Student Assessment of the Institutional xMOOC -- Overall Assessment of the Course -- Students' Learning Strategies -- Video as Learning Resources -- Learning by Doing Assignment Tasks -- Learning by Peer Feedback (Peer Review) -- Learning by Doing Multiple-Choice Questions -- Individual Guidance from Instructors -- Discussion -- How Can Learning Resources Contribute to Transformative Learning? -- Conclusion and Pedagogical Implications of the Findings -- References -- 7 Moving Forward or Going Backwards? Understanding Digital Transformations from Teachers' Perspectives of Assessing Students Digitally -- Introduction -- Assessment of Students' Performances Using Digital Technology -- Assessment in Swedish Higher Education -- Theoretical Framework -- Method -- Findings -- Transformation of the Assessment Process -- Rethinking Student Competencies and Learning Requirements -- Redesign of Courses and Assignments -- Discussion -- References -- Part III Organizational Manifestations of Digital Transformations-Before and Following COVID-19 -- 8 Who Are the Frontline Workers of Digital Transformations in Higher Education? A Conceptual Elaboration -- Introduction -- Digital Transformations of Higher Education as Street-Level Bureaucracy and Frontline Work -- Frontline Workers of Digital Transformations of Higher Education -- Faculty -- Students -- Educational Developers -- Administrative Staff -- Where to from Here? -- References -- 9 Digitalization as a Strategic Goal-The Missed Potential of Profiling Danish Universities in the Digitalization Era? -- Introduction -- Theoretical Framework -- Policy Ideas in Danish Higher Education -- Research Design -- Data and Analytical Approach -- Findings. Translations of Digitalization -- Digitalization in/of Education -- Digitalization in/of Research -- Digitalization in/of Organization -- Digitalization as a Societal Condition -- Discussion -- Concluding Remarks-Digitalization as a Missed Strategic Opportunity? -- References -- 10 Digital Transformations in Higher Education in Result of the COVID-19 Pandemic: Findings from a Scoping Review -- Introduction -- Aim and Research Questions -- Method: Scoping Review Approach -- Search Strategy -- Data Collection -- Analytical Categories: Knowledge for and Knowledge about DTHE -- Description and Mapping of the Literature -- Geography -- Disciplines -- Stakeholder Perspectives -- Discussion -- Limitations and Implications for Further Research -- References -- 11 Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study -- Introduction -- Digital Transformations in/of Nordic Higher Education -- Digital Transformations Enters the Field of Higher Education -- Recent and Ongoing Policy Developments in Norway -- Norwegian Higher Education as a Case -- Readiness for Change -- Change Valence -- Change Efficacy -- Case Study & -- Methodology -- Findings and Analysis -- Antecedents-The "History" of Digital Transformations at the Case University -- Change Valence -- Change Efficacy -- Digital Transformations, COVID-19, and Beyond: Concluding Remarks -- References -- Part IV What Next? -- 12 Possible Scenarios for the Future of Digital Transformations in Higher Education -- References -- Index. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Edelhard Tømte, Cathrine. Barman, Linda. Degn, Lise. Geschwind, Lars. Print version: Pinheiro, Rómulo Digital Transformations in Nordic Higher Education Cham : Springer International Publishing AG,c2023 9783031277573 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=30593525 Click to View |
language |
English |
format |
eBook |
author |
Pinheiro, Rómulo. |
spellingShingle |
Pinheiro, Rómulo. Digital Transformations in Nordic Higher Education. Intro -- Acknowledgements -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I Digital Transformations in Higher Education: Setting the Stage -- 1 Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon -- Setting the Stage -- Unpacking Digital Transformations: A Conceptual Framework -- Volume's Contributions -- References -- 2 The Rise of EdTech Platforms in Higher Education: Mapping Themes from Emerging Critical Literature -- Introduction -- Rising EdTech in Context: HE Digitalisation and Marketisation -- Review of Key Themes -- Meta-Theme 1: Platformisation or from Product to Platform -- Sub-Theme 1.1: Datafication or from Interactions to Data -- Sub-Theme 1.2: Assetisation or from Commodity to Asset -- Sub-Theme 1.3: Modularisation or from Continuum to Fragmentation -- Sub-Theme 1.4: Crowdification or from Class to Crowd -- Sub-Theme 1.5: Peer-To-Peering or from University to Web -- Meta-Theme 2: Learnification or from Student to Consumer-Learner -- Sub-Theme 2.1: Unbundling or from Programmes to Courses -- Sub-Theme 2.2: Skillisation and Short-Circuiting or from Education to Skills and Tasks -- Discussion -- References -- 3 Dual Digitalization: A Framework for Digital Transformations of Higher Education -- Introduction -- Digitalization in Higher Education: Identifying and Connecting Separate Streams -- Digitalization in Higher Education -- Digitalization of Education -- Digitalization of the Subjects -- Data Science -- Summing-Up -- Framework -- Method -- Data Collection -- Data Analysis -- Findings-Three Phases of Digital Innovation in Higher Education -- Phase 1: Two Separate Processes (Unintegrated Digital Resources) -- Phase 2: Convergence of Education and Digital Subjects -- Phase 3: Institutionalization in a Digital Learning Space. Discussion -- How Can We Conceptualize Dual Digitalization? -- How Can We Manage Dual Digitalization? -- Conclusion -- References -- Part II New and Emerging Teaching and Learning Practices -- 4 Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space -- Introduction: Digital Transformation and New Learning Spaces -- The Digital Transformation of Teacher Education in Norway -- Undervisningsverkstedet as a Future Classroom Lab -- Undervisningsverkstedet and Future Classroom Labs as Learning Spaces -- Research Approach: Student Teachers with Their Teachers in the UV -- Teacher Interviews -- The Teachers' Plans for the UV Session with Their Student Teachers -- Teacher Perspectives on the Physical Learning Space, Stations, and Available Resources -- Exploring the UV with an Inquiry-Based Learning Approach -- Teacher as Facilitator or Spectator? -- Teachers' Expectations of How Students Are To Learn in UV -- How Can the UV as a Learning Space Promote Collaboration and Socialising? -- Exploration of New Digital Devices and Tools Used in Schools -- How to Use Digital Devices Pedagogically (and Technically) -- Discussion: New Learning Spaces and New Ways of Learning? -- Conclusion: UV as a Learning Space that Fosters Digital Competence -- References -- 5 Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education -- Introduction -- Sustainable Transformations of Digital Practices: A Theoretical Perspective -- Societal Traditions -- Institutional Practices -- Activity Settings -- Actions -- Towards Sustainable Transformations? Exploring Change Efforts at a Faculty of Education -- Initial Responses to the Crisis Situation -- Continued Efforts Towards More Systemic Change -- Discussion -- References -- 6 Engendering Transformative Learning in an Institutional xMOOC. Introduction -- Defining a Research Perspective -- Methodology -- Methods and Data -- Data Analysis -- Findings -- The Learning Design of an Institutional xMOOC -- Student Assessment of the Institutional xMOOC -- Overall Assessment of the Course -- Students' Learning Strategies -- Video as Learning Resources -- Learning by Doing Assignment Tasks -- Learning by Peer Feedback (Peer Review) -- Learning by Doing Multiple-Choice Questions -- Individual Guidance from Instructors -- Discussion -- How Can Learning Resources Contribute to Transformative Learning? -- Conclusion and Pedagogical Implications of the Findings -- References -- 7 Moving Forward or Going Backwards? Understanding Digital Transformations from Teachers' Perspectives of Assessing Students Digitally -- Introduction -- Assessment of Students' Performances Using Digital Technology -- Assessment in Swedish Higher Education -- Theoretical Framework -- Method -- Findings -- Transformation of the Assessment Process -- Rethinking Student Competencies and Learning Requirements -- Redesign of Courses and Assignments -- Discussion -- References -- Part III Organizational Manifestations of Digital Transformations-Before and Following COVID-19 -- 8 Who Are the Frontline Workers of Digital Transformations in Higher Education? A Conceptual Elaboration -- Introduction -- Digital Transformations of Higher Education as Street-Level Bureaucracy and Frontline Work -- Frontline Workers of Digital Transformations of Higher Education -- Faculty -- Students -- Educational Developers -- Administrative Staff -- Where to from Here? -- References -- 9 Digitalization as a Strategic Goal-The Missed Potential of Profiling Danish Universities in the Digitalization Era? -- Introduction -- Theoretical Framework -- Policy Ideas in Danish Higher Education -- Research Design -- Data and Analytical Approach -- Findings. Translations of Digitalization -- Digitalization in/of Education -- Digitalization in/of Research -- Digitalization in/of Organization -- Digitalization as a Societal Condition -- Discussion -- Concluding Remarks-Digitalization as a Missed Strategic Opportunity? -- References -- 10 Digital Transformations in Higher Education in Result of the COVID-19 Pandemic: Findings from a Scoping Review -- Introduction -- Aim and Research Questions -- Method: Scoping Review Approach -- Search Strategy -- Data Collection -- Analytical Categories: Knowledge for and Knowledge about DTHE -- Description and Mapping of the Literature -- Geography -- Disciplines -- Stakeholder Perspectives -- Discussion -- Limitations and Implications for Further Research -- References -- 11 Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study -- Introduction -- Digital Transformations in/of Nordic Higher Education -- Digital Transformations Enters the Field of Higher Education -- Recent and Ongoing Policy Developments in Norway -- Norwegian Higher Education as a Case -- Readiness for Change -- Change Valence -- Change Efficacy -- Case Study & -- Methodology -- Findings and Analysis -- Antecedents-The "History" of Digital Transformations at the Case University -- Change Valence -- Change Efficacy -- Digital Transformations, COVID-19, and Beyond: Concluding Remarks -- References -- Part IV What Next? -- 12 Possible Scenarios for the Future of Digital Transformations in Higher Education -- References -- Index. |
author_facet |
Pinheiro, Rómulo. Edelhard Tømte, Cathrine. Barman, Linda. Degn, Lise. Geschwind, Lars. |
author_variant |
r p rp |
author2 |
Edelhard Tømte, Cathrine. Barman, Linda. Degn, Lise. Geschwind, Lars. |
author2_variant |
t c e tc tce l b lb l d ld l g lg |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Pinheiro, Rómulo. |
title |
Digital Transformations in Nordic Higher Education. |
title_full |
Digital Transformations in Nordic Higher Education. |
title_fullStr |
Digital Transformations in Nordic Higher Education. |
title_full_unstemmed |
Digital Transformations in Nordic Higher Education. |
title_auth |
Digital Transformations in Nordic Higher Education. |
title_new |
Digital Transformations in Nordic Higher Education. |
title_sort |
digital transformations in nordic higher education. |
publisher |
Springer International Publishing AG, |
publishDate |
2023 |
physical |
1 online resource (286 pages) |
edition |
1st ed. |
contents |
Intro -- Acknowledgements -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I Digital Transformations in Higher Education: Setting the Stage -- 1 Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon -- Setting the Stage -- Unpacking Digital Transformations: A Conceptual Framework -- Volume's Contributions -- References -- 2 The Rise of EdTech Platforms in Higher Education: Mapping Themes from Emerging Critical Literature -- Introduction -- Rising EdTech in Context: HE Digitalisation and Marketisation -- Review of Key Themes -- Meta-Theme 1: Platformisation or from Product to Platform -- Sub-Theme 1.1: Datafication or from Interactions to Data -- Sub-Theme 1.2: Assetisation or from Commodity to Asset -- Sub-Theme 1.3: Modularisation or from Continuum to Fragmentation -- Sub-Theme 1.4: Crowdification or from Class to Crowd -- Sub-Theme 1.5: Peer-To-Peering or from University to Web -- Meta-Theme 2: Learnification or from Student to Consumer-Learner -- Sub-Theme 2.1: Unbundling or from Programmes to Courses -- Sub-Theme 2.2: Skillisation and Short-Circuiting or from Education to Skills and Tasks -- Discussion -- References -- 3 Dual Digitalization: A Framework for Digital Transformations of Higher Education -- Introduction -- Digitalization in Higher Education: Identifying and Connecting Separate Streams -- Digitalization in Higher Education -- Digitalization of Education -- Digitalization of the Subjects -- Data Science -- Summing-Up -- Framework -- Method -- Data Collection -- Data Analysis -- Findings-Three Phases of Digital Innovation in Higher Education -- Phase 1: Two Separate Processes (Unintegrated Digital Resources) -- Phase 2: Convergence of Education and Digital Subjects -- Phase 3: Institutionalization in a Digital Learning Space. Discussion -- How Can We Conceptualize Dual Digitalization? -- How Can We Manage Dual Digitalization? -- Conclusion -- References -- Part II New and Emerging Teaching and Learning Practices -- 4 Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space -- Introduction: Digital Transformation and New Learning Spaces -- The Digital Transformation of Teacher Education in Norway -- Undervisningsverkstedet as a Future Classroom Lab -- Undervisningsverkstedet and Future Classroom Labs as Learning Spaces -- Research Approach: Student Teachers with Their Teachers in the UV -- Teacher Interviews -- The Teachers' Plans for the UV Session with Their Student Teachers -- Teacher Perspectives on the Physical Learning Space, Stations, and Available Resources -- Exploring the UV with an Inquiry-Based Learning Approach -- Teacher as Facilitator or Spectator? -- Teachers' Expectations of How Students Are To Learn in UV -- How Can the UV as a Learning Space Promote Collaboration and Socialising? -- Exploration of New Digital Devices and Tools Used in Schools -- How to Use Digital Devices Pedagogically (and Technically) -- Discussion: New Learning Spaces and New Ways of Learning? -- Conclusion: UV as a Learning Space that Fosters Digital Competence -- References -- 5 Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education -- Introduction -- Sustainable Transformations of Digital Practices: A Theoretical Perspective -- Societal Traditions -- Institutional Practices -- Activity Settings -- Actions -- Towards Sustainable Transformations? Exploring Change Efforts at a Faculty of Education -- Initial Responses to the Crisis Situation -- Continued Efforts Towards More Systemic Change -- Discussion -- References -- 6 Engendering Transformative Learning in an Institutional xMOOC. Introduction -- Defining a Research Perspective -- Methodology -- Methods and Data -- Data Analysis -- Findings -- The Learning Design of an Institutional xMOOC -- Student Assessment of the Institutional xMOOC -- Overall Assessment of the Course -- Students' Learning Strategies -- Video as Learning Resources -- Learning by Doing Assignment Tasks -- Learning by Peer Feedback (Peer Review) -- Learning by Doing Multiple-Choice Questions -- Individual Guidance from Instructors -- Discussion -- How Can Learning Resources Contribute to Transformative Learning? -- Conclusion and Pedagogical Implications of the Findings -- References -- 7 Moving Forward or Going Backwards? Understanding Digital Transformations from Teachers' Perspectives of Assessing Students Digitally -- Introduction -- Assessment of Students' Performances Using Digital Technology -- Assessment in Swedish Higher Education -- Theoretical Framework -- Method -- Findings -- Transformation of the Assessment Process -- Rethinking Student Competencies and Learning Requirements -- Redesign of Courses and Assignments -- Discussion -- References -- Part III Organizational Manifestations of Digital Transformations-Before and Following COVID-19 -- 8 Who Are the Frontline Workers of Digital Transformations in Higher Education? A Conceptual Elaboration -- Introduction -- Digital Transformations of Higher Education as Street-Level Bureaucracy and Frontline Work -- Frontline Workers of Digital Transformations of Higher Education -- Faculty -- Students -- Educational Developers -- Administrative Staff -- Where to from Here? -- References -- 9 Digitalization as a Strategic Goal-The Missed Potential of Profiling Danish Universities in the Digitalization Era? -- Introduction -- Theoretical Framework -- Policy Ideas in Danish Higher Education -- Research Design -- Data and Analytical Approach -- Findings. Translations of Digitalization -- Digitalization in/of Education -- Digitalization in/of Research -- Digitalization in/of Organization -- Digitalization as a Societal Condition -- Discussion -- Concluding Remarks-Digitalization as a Missed Strategic Opportunity? -- References -- 10 Digital Transformations in Higher Education in Result of the COVID-19 Pandemic: Findings from a Scoping Review -- Introduction -- Aim and Research Questions -- Method: Scoping Review Approach -- Search Strategy -- Data Collection -- Analytical Categories: Knowledge for and Knowledge about DTHE -- Description and Mapping of the Literature -- Geography -- Disciplines -- Stakeholder Perspectives -- Discussion -- Limitations and Implications for Further Research -- References -- 11 Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study -- Introduction -- Digital Transformations in/of Nordic Higher Education -- Digital Transformations Enters the Field of Higher Education -- Recent and Ongoing Policy Developments in Norway -- Norwegian Higher Education as a Case -- Readiness for Change -- Change Valence -- Change Efficacy -- Case Study & -- Methodology -- Findings and Analysis -- Antecedents-The "History" of Digital Transformations at the Case University -- Change Valence -- Change Efficacy -- Digital Transformations, COVID-19, and Beyond: Concluding Remarks -- References -- Part IV What Next? -- 12 Possible Scenarios for the Future of Digital Transformations in Higher Education -- References -- Index. |
isbn |
9783031277580 9783031277573 |
callnumber-first |
L - Education |
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Electronic books. |
genre_facet |
Electronic books. |
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Exploring Teacher Education in a New Learning Space -- Introduction: Digital Transformation and New Learning Spaces -- The Digital Transformation of Teacher Education in Norway -- Undervisningsverkstedet as a Future Classroom Lab -- Undervisningsverkstedet and Future Classroom Labs as Learning Spaces -- Research Approach: Student Teachers with Their Teachers in the UV -- Teacher Interviews -- The Teachers' Plans for the UV Session with Their Student Teachers -- Teacher Perspectives on the Physical Learning Space, Stations, and Available Resources -- Exploring the UV with an Inquiry-Based Learning Approach -- Teacher as Facilitator or Spectator? -- Teachers' Expectations of How Students Are To Learn in UV -- How Can the UV as a Learning Space Promote Collaboration and Socialising? -- Exploration of New Digital Devices and Tools Used in Schools -- How to Use Digital Devices Pedagogically (and Technically) -- Discussion: New Learning Spaces and New Ways of Learning? -- Conclusion: UV as a Learning Space that Fosters Digital Competence -- References -- 5 Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education -- Introduction -- Sustainable Transformations of Digital Practices: A Theoretical Perspective -- Societal Traditions -- Institutional Practices -- Activity Settings -- Actions -- Towards Sustainable Transformations? Exploring Change Efforts at a Faculty of Education -- Initial Responses to the Crisis Situation -- Continued Efforts Towards More Systemic Change -- Discussion -- References -- 6 Engendering Transformative Learning in an Institutional xMOOC.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Introduction -- Defining a Research Perspective -- Methodology -- Methods and Data -- Data Analysis -- Findings -- The Learning Design of an Institutional xMOOC -- Student Assessment of the Institutional xMOOC -- Overall Assessment of the Course -- Students' Learning Strategies -- Video as Learning Resources -- Learning by Doing Assignment Tasks -- Learning by Peer Feedback (Peer Review) -- Learning by Doing Multiple-Choice Questions -- Individual Guidance from Instructors -- Discussion -- How Can Learning Resources Contribute to Transformative Learning? -- Conclusion and Pedagogical Implications of the Findings -- References -- 7 Moving Forward or Going Backwards? Understanding Digital Transformations from Teachers' Perspectives of Assessing Students Digitally -- Introduction -- Assessment of Students' Performances Using Digital Technology -- Assessment in Swedish Higher Education -- Theoretical Framework -- Method -- Findings -- Transformation of the Assessment Process -- Rethinking Student Competencies and Learning Requirements -- Redesign of Courses and Assignments -- Discussion -- References -- Part III Organizational Manifestations of Digital Transformations-Before and Following COVID-19 -- 8 Who Are the Frontline Workers of Digital Transformations in Higher Education? A Conceptual Elaboration -- Introduction -- Digital Transformations of Higher Education as Street-Level Bureaucracy and Frontline Work -- Frontline Workers of Digital Transformations of Higher Education -- Faculty -- Students -- Educational Developers -- Administrative Staff -- Where to from Here? -- References -- 9 Digitalization as a Strategic Goal-The Missed Potential of Profiling Danish Universities in the Digitalization Era? -- Introduction -- Theoretical Framework -- Policy Ideas in Danish Higher Education -- Research Design -- Data and Analytical Approach -- Findings.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Translations of Digitalization -- Digitalization in/of Education -- Digitalization in/of Research -- Digitalization in/of Organization -- Digitalization as a Societal Condition -- Discussion -- Concluding Remarks-Digitalization as a Missed Strategic Opportunity? -- References -- 10 Digital Transformations in Higher Education in Result of the COVID-19 Pandemic: Findings from a Scoping Review -- Introduction -- Aim and Research Questions -- Method: Scoping Review Approach -- Search Strategy -- Data Collection -- Analytical Categories: Knowledge for and Knowledge about DTHE -- Description and Mapping of the Literature -- Geography -- Disciplines -- Stakeholder Perspectives -- Discussion -- Limitations and Implications for Further Research -- References -- 11 Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study -- Introduction -- Digital Transformations in/of Nordic Higher Education -- Digital Transformations Enters the Field of Higher Education -- Recent and Ongoing Policy Developments in Norway -- Norwegian Higher Education as a Case -- Readiness for Change -- Change Valence -- Change Efficacy -- Case Study &amp -- Methodology -- Findings and Analysis -- Antecedents-The "History" of Digital Transformations at the Case University -- Change Valence -- Change Efficacy -- Digital Transformations, COVID-19, and Beyond: Concluding Remarks -- References -- Part IV What Next? -- 12 Possible Scenarios for the Future of Digital Transformations in Higher Education -- References -- Index.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Edelhard Tømte, Cathrine.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Barman, Linda.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Degn, Lise.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Geschwind, Lars.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Pinheiro, Rómulo</subfield><subfield code="t">Digital Transformations in Nordic Higher Education</subfield><subfield code="d">Cham : Springer International Publishing AG,c2023</subfield><subfield code="z">9783031277573</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=30593525</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |