1st Edition

Designing Courses with Digital Technologies Insights and Examples from Higher Education

Edited By Stefan Hrastinski Copyright 2022
    184 Pages
    by Routledge

    184 Pages
    by Routledge

    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.

    Chapter 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. 

    Table of contents


    Stefan Hrastinski, KTH Royal Institute of Technology

    Section A: Discussion forums and blogs

    1. Discussion forums in literature and film
    2. Carolina Leon Vegas, Dalarna University

    3. Discussion forums in management
    4. Richard Cotterill, University of York

    5. Knowledge construction through blogs
    6. Maria Limniou, University of Liverpool

      Section B: Collaboration

    7. Online pair programming
    8. David Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab

    9. Digital collaboration tools
    10. Eric Loepp, Nicole Weber, University of Washington-Whitewater

    11. Problem-based learning in international online groups
    12. 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

    13. Collaborative writing in group work
    14. Katarina Lindahl, Dalarna University

    15. Collaborative writing in the classroom
    16. Angel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde

    17. Contributing to public debate through collaborative writing
    18. Patric Wallin, Norwegian University of Science and Technology

    19. Social annotation to support students’ online reading skills
    20. Matt East, Talis, Hope Williard, Jamie Wood, University of Lincoln

      Section D: Group work

    21. Students as content creators
    22. Jane Guiller, John Smith, Glasgow Caledonian University

    23. Virtual teams
    24. Ann-Sofie Hellberg, Jonas Moll, Örebro University

      Section E: Flipped classroom

    25. Teaching Mandarin vocabulary using a flipped approach
    26. Xinyi Tan, Coastal Carolina University

    27. Flipped math teaching
    28. Bei Zhang, University of Vermont

    29. Flipping an online module in computational physics
    30. Christophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of Technology

      Section F: Video

    31. Video assignments
    32. BethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University

    33. Interactive videos
    34. Rob Lowney, Maria Loftus, Dublin City University

    35. Authentic vlogs
    36. Felicity Healey-Benson, University of Wales

      Section G: Video conference

    37. Relation building in break out groups
    38. Kristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology

    39. Using video conference for group problem solving
    40. Siming Guo, Coastal Carolina University

    41. Recording synchronous online teaching to develop practice
    42. Tim Gander, The Mind Lab

      Section H: Student induction and responsive teaching

    43. Student-generated induction in a lecture theatre
    44. Nicholas Bowskill, University of Derby

    45. Pre-class surveys to inform course design

    Angela van Barneveld, Helen DeWaard, Lakehead University


    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.