{"id":32,"date":"2019-03-10T23:01:07","date_gmt":"2019-03-10T22:01:07","guid":{"rendered":"https:\/\/hhk3.kau.se\/andreamuntean\/?p=32"},"modified":"2019-05-06T17:21:00","modified_gmt":"2019-05-06T15:21:00","slug":"on-academic-teaching-digital-competence-and-pedagogical-development","status":"publish","type":"post","link":"https:\/\/hhk3.kau.se\/andreamuntean\/2019\/03\/10\/on-academic-teaching-digital-competence-and-pedagogical-development\/","title":{"rendered":"Academic teaching, digital competence and pedagogical development"},"content":{"rendered":"

Academic teachership<\/strong><\/p>\n

My perception is that, in academic context, the merits as a teacher are less appreciated than the merits as a researcher. I see around me that many teachers see their teaching duties as very time consuming and as something that stays in their way of performing research. Also, I observe that in hiring and promoting academic staff, the research records are taken more seriously in consideration. One reason for that could be that research activities are more quantified, while teaching expertise and excellence are more subjective. It could also be that the quantification of research performance is actually a consequence of taking research more seriously for a long period of time.<\/p>\n

The concept of “scholarship of teaching” as discussed by Carolin Kreber in Ref. [1] offers a way to quantify teaching activities, via peer-reviewed contributions to the knowledge in the field. I like the idea of pedagogical projects, that would enable teachers to spend more time and energy on their teaching skills and\/or on developing new methods. I also believe that creating a platform do discuss teaching experiences would increase the quality of teaching in universities.<\/p>\n

Blended learning<\/strong><\/p>\n

In the diagram of Picciano’s conceptual\u00a0multimodal model (see figure 2 in Ref. [2]) and adopting the convention that each shade is a unit, just like in a system of coordinates, I place my teaching style at the moment at (-2, +2). I would probably like using more technology and media, thus \u00a0travelling downwards in that diagram. In the same time I would probably keep a high amount of teacher-student contact, so I would like to stay in the left side of the diagram, maybe slightly more towards the centre than I am now. The course that I would like to work on is\u00a0Computational Physics<\/em>(CBAD82), which is part of the program\u00a0Civil Engineering – Engineering Physics<\/em>.<\/p>\n

Digital competence<\/strong><\/p>\n

I would evaluate my digital competence at A2 level according to the proficiency progression in the DigCompEdu brochure. I would like to explore more meaningful digital tools. I think for instance about digital quizzes that would help the students and the teachers to asses on the go during a course. I think that digital resources are very useful when working with large groups of students. But sometimes even for smaller groups they can lower the threshold for asking questions, especially if they can be asked anonymously, still giving the teacher a good feedback about the problems that students face in their learning. Particularily, in teaching physics at university level I find interesting the eLearningPhysics project implemented at the Univeristy of Vienna [3]. Also the blended learning approach with help of blended learning management systems such as LMS Moodle could be a good instrument in teaching physics [4].<\/p>\n

[1]\u00a0Carolin Kreber –\u00a0Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching<\/em>, Innovative Higher Education, Vol. 27, No. 1, Fall 2002;<\/p>\n

[2] Peter Mozelius, Enosha Hettiarachchi –\u00a0Critical Factors for Implementing Blended Learning in Higher Education<\/em>, ICTE Journal, 2017,\u00a06(2): 37-51;<\/p>\n

[3] Franz Embacher, Christian Primetshofer \u2013 An E-Learning Strategy in Academic Physics Education<\/em>, Proceedings of the World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA 2008), Association for the Advancement of Computing in Education (AACE);<\/p>\n

[4] Viktor Yurjevich Shurygin, Fairuza Musovna Sabirova \u2013 Particularities of blended learning implementation in teaching physics by means of LMS Moodle<\/em>, Revista Espacios, Vol. 38 (No, 40), p. 39, 2017, ISSN 0798 1015.<\/p>\n

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Academic teachership My perception is that, in academic context, the merits as a teacher are less appreciated than the merits as a researcher. I see around me that many teachers see their teaching duties as very time consuming and as something that stays in their way of performing research. Also, I observe that in hiring […]<\/p>\n

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