Learning design in higher education – teachers’ processes and conceptions (HEDLearn)

University teachers’ competencies are coming under scrutiny in Norway, as consequence of the increase interest for quality of higher education.

Students in a room. Photo

The HEDLearn project aims to explore the way university teachers in a teacher training program collaborate to generate learning designs intended to engage students. Photo: Pixabay

About the project

University teachers’ competencies are coming under scrutiny in Norway, as consequence of the increase interest for quality of higher education. Concurrently, university teachers are expected to provide student-centered learning environments, and the opportunity for students to deepen understanding, or facilitate development of problem solving or generic competencies, as required by a changing society and labor market landscapes. Very little is known about how teachers design such learning environments, how their courses are set up, in terms of goals, activities, resources, methods, tools, to both meet the standards of the academic discipline and support students to become independent and competent learners. Research on learning design in higher education, and especially on how teachers work together to create student-centered learning environments are an unexplored terrain.

Objectives

The HEDLearn project aims to explore the way university teachers in a teacher training program collaborate to generate learning designs intended to engage students. One goal is to understand how teacher organize their collaboration in a team, and how they proceed in their discussions and development of the course and learning material. A second aim is to identify teachers’ conceptions, experiences and challenges with a) creating learning environments that are student centered and b) work together on this complex task.

Background

The project employs a theoretical framework inspired by sociocultural and sociomaterial ideas. The discussions of the teacher teams and their collaborative work are analyzed and interpreted by using notions related to productive dialog, co-construction of new ideas, and development of shared knowledge artefacts for the learning design. The methods consist of recorded observations of work meetings, document collection and analysis, and individual interviews with the participating teachers.
The HEDLearn project is hosted at the Department of Education. A number of master students are engaged in the project, through examining the existing dataset and by collecting additional data.

Sub-projects

Master thesis projects by

  • Iulia Barbu
  • Ying Li
  • Monika Elmhjellen

Publications

Selected

Damşa, C.  & Muukkonen, H. (2019). Conceptualizing pedagogies for learning through object-oriented collaboration in higher education. Research Papers in Education.

Damşa, C. & Wittek, A.L. (forthcoming/2020). Group work in higher education. Pedagogical designs for fostering student engagement (pp.xx), In M.Elken, B. Stensaker, P.Maasen, M.Nerland & T. Proitz (eds.). Quality work. The political, organizational and pedagogical dimensions affecting teaching and learning in higher education. Springer Verlag.

Damsa, C. (forthcoming/2020). Knowledge construction in teams. In E. Kyndt & C. Harteis (eds.), Research approaches on workplace learning. Arising perspectives and retrospective reflections, EARLI Series New Perspectives on Learning and Instruction, Routledge.

Master theses

Ying Li (2019). University Teachers' Pedagogical Work with Canvas.

Monika Elmhjellen (2019). Canvas som læringsplattform. En kvalitativ studie om vektlegging av Canvas i undervisningspraksisen.

Published Jan. 27, 2020 1:38 PM - Last modified Jan. 27, 2020 3:19 PM

Contact

Crina Damsa

crina.damsa@iped.uio.no

+47-22840725