Digital Transformations in Nordic Higher Education.

Digital Transformations in Nordic Higher Education.

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Bibliographic Details
:
Pinheiro, Rómulo.
TeilnehmendeR:
Edelhard Tømte, Cathrine.
Barman, Linda.
Degn, Lise.
Geschwind, Lars.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2023.
{copy}2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (286 pages)
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Table of 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 &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.

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