Digital Teaching, Learning and Assessment
The Way Forward
- 1st Edition - June 15, 2023
- Latest edition
- Editors: Upasana Gitanjali Singh, Chenicheri Sid Nair, Susana Goncalves
- Language: English
Digital Teaching, Learning and Assessment: The Way Forward is the result of the continuous discussion taking place in the teaching and learning space of what the future holds… Read more
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Description
Description
Digital Teaching, Learning and Assessment: The Way Forward is the result of the continuous discussion taking place in the teaching and learning space of what the future holds for academics and their stakeholders, post pandemic students. The editors of this book work in the teaching and learning domain and consider such discussion critical to ensure that students of the future are well serviced by all concerned. The book brings such discussions to one platform where academics, administrators and other stakeholders like researchers and regulatory bodies ponder ideas and practices and how the digital world will dominate and change the teaching/learning space.
Key features
Key features
- Provides the new post-pandemic audience a futuristic look at the new digital world
- Covers how practitioners perceive this new era
- Enables administrators to have a glance at the possibilities of teaching and learning of the future
- Gives regulatory bodies a glimpse of the future as they try to find how QA would be for such teaching and learning that deviates significantly from didactic approaches
Readership
Readership
Academics and management of Higher Education Institutions (HEI)s, The book should reach teachers and administrators in HEIs globally, It could also become an essential reader in graduate certificate programmes on higher education teaching, Regulatory bodies (such as national and regional higher education officials), professional bodies and quality assurance oversight bodies or regulators
Table of contents
Table of contents
1. Supporting virtual student research opportunities: the Holistic
Foundry Undergraduate Engaged Learners program experience
1.1 Background and literature
1.1.1 The digital divide
1.1.2 Digital support for students during the pandemic
1.1.3 Lasting digital tools for student success
1.2 The Holistic Foundry Undergraduate Engaged Learners program
1.2.1 Foundry innovation
1.2.2 Description of the program
1.2.3 Digital learning focus
1.2.4 Illustrated examples of implementation
1.3 Evaluative analysis
1.4 Evaluative findings
1.4.1 Skill development through digital knowledge acquisition and transfer
1.4.2 The digital development of a prototype of innovative technology
1.5 Implications
1.5.1 As an innovative delivery approach
1.5.2 For student learning
1.6 Summary and concluding remarks
Acknowledgments
References
2. Digital education for a resilient new normal using artificial
intelligence—applications, challenges, and way forward
2.1 Introduction
2.2 Technology-enhanced learning—a paradigm shift
2.3 Emerging need for digital education
2.4 Technologies for digital education
2.4.1 Internet of things
2.4.2 Artificial intelligence
2.5 Role of artificial intelligence in education
2.5.1 Intelligent assistance for education
2.5.2 Applications of artificial intelligence
2.6 Strengths, weaknesses, opportunities, and challenges of digital education
2.6.1 Strength
2.6.2 Weakness
2.6.3 Opportunities
2.6.4 Challenges
2.7 Digital education—the way forward
2.8 Conclusion
References
3. Endured understanding of learning in online assessments: COVID-19 pandemic and beyond
3.1 Endured understanding of learning in online assessments: enabling learning and learners
3.2 Alternative paradigms in online learning design
3.3 The United Nations Educational, Scientific, and Cultural Organization
3.3.1 (UNESCO) 2030 Sustainability Development Goals
3.4 Literature review
3.5 Diffusing online learning
3.6 Online learning: pedagogy before technology
3.7 Authentic assessment
3.8 Endured understanding of learning
3.9 McTighe and Wiggins test to confirm essential question
3.10 Essential questions should inspire endured understanding of learning
3.11 COVID-19 pandemic—essential questions
3.11.1 General
3.11.2 Health
3.11.3 Education
3.11.4 Management and leadership
3.11.5 Employment and labor law
3.12 Apple Inc and Coca Cola—essential questions
3.13 Apple Incorporated
3.14 Apple Inc—essential questions
3.15 Coca Cola company
3.16 Coca Cola
3.17 Recommendations, dilemmas, and challenges
3.18 Recommendations
3.19 Limitations of the study
3.20 Conclusion
References
4. Transformative course design practices to develop inclusive online world language teacher education environments from a critical digital pedagogy perspective
4.1 Introduction
4.2 Developing a course design pedagogy
4.2.1 Open educational resource
4.2.2 Critical digital pedagogy
4.2.3 Design Justice
4.3 Conclusion
References
5. New teaching and learning strategies during the COVID-19 pandemic: implications for the new normal
5.1 Introduction
5.2 Context of the programs
5.3 Preparation and delivery challenges
5.4 Reflections on delivering classes during COVID-19 lockdowns
5.5 Reshaping assessments
5.6 Implications for future delivery of higher education programs
5.7 Conclusion
References
6. Birley Place: a digital community to enhance student learning
6.1 Introduction
6.2 Background
6.2.1 Building Birley Place—digital community development
6.2.2 Case study one—interactive digital placements
6.2.3 Case study two—interprofessional education
6.3 Evaluating Birley Place—methodology
6.4 Evaluation findings
6.4.1 Theme 1—authentic learning experiences
6.4.2 Theme 2—digital place-based education
6.4.3 Theme 3—opportunities for collaboration
6.4.4 Theme 4—flexibility and convenience
6.5 Discussion and conclusions
6.6 The future
Acknowledgment
References
7. Assessment: higher education institutions’ innovative online assessment methods beyond the era of the COVID-19 pandemic
7.1 Introduction
7.2 Background to the study
7.3 Literature review 123
7.3.1 Online learning and assessment
7.3.2 Higher education institutions’ online assessment: the evolution and the paradigm shift
7.3.3 Innovative formative assessment adopted during the COVID-19 pandemic
7.3.4 Summative assessment currently adopted and their future use in the education sector
7.3.5 Blended learning and blended assessment during and post the COVID-19 era
7.4 Research methodology
7.5 Discussion of findings
7.5.1 Learning and assessment in higher education institutions
7.6 Innovative formative assessment adopted in higher education institutions during and post the COVID-19 pandemic
7.7 Summative assessment currently adopted and their future use in higher education institutions
7.7.1 Recommendations
7.8 Conclusion
References
8. Formative assessment in hybrid learning environments
8.1 Introduction
8.2 A relevant model for implementing online formative assessment in ways that increase self-regulation by learners
8.3 The need for a conceptual framework
8.4 Formative assessment and online formative assessment
8.5 Using formative assessments online
8.6 Key concepts
8.7 Hattie and Timperley’s feedback model
8.7.1 Examples of the three feedback questions
8.8 Applying Hattie and Timperley’s model to hybrid learning environments
8.8.1 Dialog
8.8.2 Time and immediacy of response
8.8.3 Learning outcomes
8.8.4 Individual learning
8.8.5 Design considerations
8.9 Conclusion
References
9. Student experience of online exams in professional programs: current issues and future trends
9.1 Introduction
9.2 Literature review
9.2.1 Online exams
9.2.2 Learners’ experiences of online exams
9.2.3 Challenges faced and trends in transforming traditional exams
9.2.4 Theoretical framework
9.3 Methodology
9.3.1 Study setting
9.3.2 Data collection and analysis
9.4 Results
9.4.1 The fear of being disadvantaged
9.4.2 Online exams: an uncomfortable experience
9.4.3 Students need for authenticity in online exams
9.5 Discussion
9.6 Conclusion
References
10. E-textbook pedagogy in teacher education beyond the COVID-19 era 179
10.1 Background and introduction
10.2 Literature review
10.3 Theoretical framework
10.4 Research methodology
10.5 Data presentation and discussion
10.5.1 Before the pandemic
10.5.2 During the pandemic
10.5.3 Beyond the pandemic
10.6 Conclusion
Acknowledgment
References
11. The death of the massification of education and the birth of personalized learning in higher education
11.1 Introduction
11.2 Literature review
11.2.1 Online learning
11.2.2 Personalized learning
11.3 Research methodology
11.3.1 YouTube analytics
11.3.2 Online surveys
11.3.3 Informal WhatsApp chats
11.3.4 Focus groups
11.3.5 Qualitative data analysis
11.3.6 Quantitative data analysis
11.3.7 Ethical considerations
11.4 Results and discussion
11.4.1 Student learning: when?, what time?, using what device?
11.4.2 Student learning: which resources?
11.4.3 Student learning: support-seeking behavior
11.4.4 Student learning: how they blend technology, resources, platforms, and content to create their personal
braid
11.5 Student-centric framework for personalized learning
11.6 Implications and the way forward
11.7 Conclusions
11.8 Limitations
References
12. New online delivery methods beyond the era of the pandemic: varied blended models to meet the COVID-19 challenges
12.1 Background to the study
12.2 Blending the classroom: established norms
12.3 The half-and-half model
12.4 Case 1: the English class
12.4.1 Components of the syllabus
12.4.2 Classroom processes
12.4.3 Sample task from the English class
12.5 Case 2: the information and communication training class
12.5.1 Components of the syllabus
12.5.2 Classroom processes
12.5.3 Sample task from the information and communication training class
12.6 Case 3: the mathematics class
12.6.1 Components of the syllabus
12.6.2 Classroom processes
12.6.3 Sample task from the mathematics class
12.7 Results and discussion
12.7.1 Using different digital tools simultaneously
12.7.2 Interaction with other learners
12.7.3 Access to the resources
12.7.4 Movement of the teacher in the classroom
12.7.5 Greater involvement of online learners
12.7.6 Limited exposure to learners
12.7.7 Motivating students
12.7.8 Aversion to new technology
12.7.9 Mode of instruction
12.7.10 In-class practices
12.8 Conclusion
Conflict of interest
Acknowledgment
References
13. Digital teaching and learning: the future of ophthalmology education
13.1 Introduction
13.1.1 Digital teaching program one: an academic ophthalmology
curriculum for preprofessional students
13.1.2 Digital teaching program two: a virtual COVID-19 ophthalmology rotation
13.2 Clinical knowledge
13.3 Morning report
13.4 Grand rounds
13.5 Research experience
13.6 Patient encounters
13.7 Oral examination
13.8 Conclusions
References
Further reading
14. “Online education which connects” adopting technology to support feminist pedagogy—a reflective case study
14.1 Introduction
14.2 Background
14.2.1 The South African context
14.3 My positionality
14.4 Literature
14.5 My journey—an exploration of my teaching through the lens of critical feminist pedagogy
14.6 Methodology
14.7 Analysis and discussion
14.8 Implications
References
Foundry Undergraduate Engaged Learners program experience
1.1 Background and literature
1.1.1 The digital divide
1.1.2 Digital support for students during the pandemic
1.1.3 Lasting digital tools for student success
1.2 The Holistic Foundry Undergraduate Engaged Learners program
1.2.1 Foundry innovation
1.2.2 Description of the program
1.2.3 Digital learning focus
1.2.4 Illustrated examples of implementation
1.3 Evaluative analysis
1.4 Evaluative findings
1.4.1 Skill development through digital knowledge acquisition and transfer
1.4.2 The digital development of a prototype of innovative technology
1.5 Implications
1.5.1 As an innovative delivery approach
1.5.2 For student learning
1.6 Summary and concluding remarks
Acknowledgments
References
2. Digital education for a resilient new normal using artificial
intelligence—applications, challenges, and way forward
2.1 Introduction
2.2 Technology-enhanced learning—a paradigm shift
2.3 Emerging need for digital education
2.4 Technologies for digital education
2.4.1 Internet of things
2.4.2 Artificial intelligence
2.5 Role of artificial intelligence in education
2.5.1 Intelligent assistance for education
2.5.2 Applications of artificial intelligence
2.6 Strengths, weaknesses, opportunities, and challenges of digital education
2.6.1 Strength
2.6.2 Weakness
2.6.3 Opportunities
2.6.4 Challenges
2.7 Digital education—the way forward
2.8 Conclusion
References
3. Endured understanding of learning in online assessments: COVID-19 pandemic and beyond
3.1 Endured understanding of learning in online assessments: enabling learning and learners
3.2 Alternative paradigms in online learning design
3.3 The United Nations Educational, Scientific, and Cultural Organization
3.3.1 (UNESCO) 2030 Sustainability Development Goals
3.4 Literature review
3.5 Diffusing online learning
3.6 Online learning: pedagogy before technology
3.7 Authentic assessment
3.8 Endured understanding of learning
3.9 McTighe and Wiggins test to confirm essential question
3.10 Essential questions should inspire endured understanding of learning
3.11 COVID-19 pandemic—essential questions
3.11.1 General
3.11.2 Health
3.11.3 Education
3.11.4 Management and leadership
3.11.5 Employment and labor law
3.12 Apple Inc and Coca Cola—essential questions
3.13 Apple Incorporated
3.14 Apple Inc—essential questions
3.15 Coca Cola company
3.16 Coca Cola
3.17 Recommendations, dilemmas, and challenges
3.18 Recommendations
3.19 Limitations of the study
3.20 Conclusion
References
4. Transformative course design practices to develop inclusive online world language teacher education environments from a critical digital pedagogy perspective
4.1 Introduction
4.2 Developing a course design pedagogy
4.2.1 Open educational resource
4.2.2 Critical digital pedagogy
4.2.3 Design Justice
4.3 Conclusion
References
5. New teaching and learning strategies during the COVID-19 pandemic: implications for the new normal
5.1 Introduction
5.2 Context of the programs
5.3 Preparation and delivery challenges
5.4 Reflections on delivering classes during COVID-19 lockdowns
5.5 Reshaping assessments
5.6 Implications for future delivery of higher education programs
5.7 Conclusion
References
6. Birley Place: a digital community to enhance student learning
6.1 Introduction
6.2 Background
6.2.1 Building Birley Place—digital community development
6.2.2 Case study one—interactive digital placements
6.2.3 Case study two—interprofessional education
6.3 Evaluating Birley Place—methodology
6.4 Evaluation findings
6.4.1 Theme 1—authentic learning experiences
6.4.2 Theme 2—digital place-based education
6.4.3 Theme 3—opportunities for collaboration
6.4.4 Theme 4—flexibility and convenience
6.5 Discussion and conclusions
6.6 The future
Acknowledgment
References
7. Assessment: higher education institutions’ innovative online assessment methods beyond the era of the COVID-19 pandemic
7.1 Introduction
7.2 Background to the study
7.3 Literature review 123
7.3.1 Online learning and assessment
7.3.2 Higher education institutions’ online assessment: the evolution and the paradigm shift
7.3.3 Innovative formative assessment adopted during the COVID-19 pandemic
7.3.4 Summative assessment currently adopted and their future use in the education sector
7.3.5 Blended learning and blended assessment during and post the COVID-19 era
7.4 Research methodology
7.5 Discussion of findings
7.5.1 Learning and assessment in higher education institutions
7.6 Innovative formative assessment adopted in higher education institutions during and post the COVID-19 pandemic
7.7 Summative assessment currently adopted and their future use in higher education institutions
7.7.1 Recommendations
7.8 Conclusion
References
8. Formative assessment in hybrid learning environments
8.1 Introduction
8.2 A relevant model for implementing online formative assessment in ways that increase self-regulation by learners
8.3 The need for a conceptual framework
8.4 Formative assessment and online formative assessment
8.5 Using formative assessments online
8.6 Key concepts
8.7 Hattie and Timperley’s feedback model
8.7.1 Examples of the three feedback questions
8.8 Applying Hattie and Timperley’s model to hybrid learning environments
8.8.1 Dialog
8.8.2 Time and immediacy of response
8.8.3 Learning outcomes
8.8.4 Individual learning
8.8.5 Design considerations
8.9 Conclusion
References
9. Student experience of online exams in professional programs: current issues and future trends
9.1 Introduction
9.2 Literature review
9.2.1 Online exams
9.2.2 Learners’ experiences of online exams
9.2.3 Challenges faced and trends in transforming traditional exams
9.2.4 Theoretical framework
9.3 Methodology
9.3.1 Study setting
9.3.2 Data collection and analysis
9.4 Results
9.4.1 The fear of being disadvantaged
9.4.2 Online exams: an uncomfortable experience
9.4.3 Students need for authenticity in online exams
9.5 Discussion
9.6 Conclusion
References
10. E-textbook pedagogy in teacher education beyond the COVID-19 era 179
10.1 Background and introduction
10.2 Literature review
10.3 Theoretical framework
10.4 Research methodology
10.5 Data presentation and discussion
10.5.1 Before the pandemic
10.5.2 During the pandemic
10.5.3 Beyond the pandemic
10.6 Conclusion
Acknowledgment
References
11. The death of the massification of education and the birth of personalized learning in higher education
11.1 Introduction
11.2 Literature review
11.2.1 Online learning
11.2.2 Personalized learning
11.3 Research methodology
11.3.1 YouTube analytics
11.3.2 Online surveys
11.3.3 Informal WhatsApp chats
11.3.4 Focus groups
11.3.5 Qualitative data analysis
11.3.6 Quantitative data analysis
11.3.7 Ethical considerations
11.4 Results and discussion
11.4.1 Student learning: when?, what time?, using what device?
11.4.2 Student learning: which resources?
11.4.3 Student learning: support-seeking behavior
11.4.4 Student learning: how they blend technology, resources, platforms, and content to create their personal
braid
11.5 Student-centric framework for personalized learning
11.6 Implications and the way forward
11.7 Conclusions
11.8 Limitations
References
12. New online delivery methods beyond the era of the pandemic: varied blended models to meet the COVID-19 challenges
12.1 Background to the study
12.2 Blending the classroom: established norms
12.3 The half-and-half model
12.4 Case 1: the English class
12.4.1 Components of the syllabus
12.4.2 Classroom processes
12.4.3 Sample task from the English class
12.5 Case 2: the information and communication training class
12.5.1 Components of the syllabus
12.5.2 Classroom processes
12.5.3 Sample task from the information and communication training class
12.6 Case 3: the mathematics class
12.6.1 Components of the syllabus
12.6.2 Classroom processes
12.6.3 Sample task from the mathematics class
12.7 Results and discussion
12.7.1 Using different digital tools simultaneously
12.7.2 Interaction with other learners
12.7.3 Access to the resources
12.7.4 Movement of the teacher in the classroom
12.7.5 Greater involvement of online learners
12.7.6 Limited exposure to learners
12.7.7 Motivating students
12.7.8 Aversion to new technology
12.7.9 Mode of instruction
12.7.10 In-class practices
12.8 Conclusion
Conflict of interest
Acknowledgment
References
13. Digital teaching and learning: the future of ophthalmology education
13.1 Introduction
13.1.1 Digital teaching program one: an academic ophthalmology
curriculum for preprofessional students
13.1.2 Digital teaching program two: a virtual COVID-19 ophthalmology rotation
13.2 Clinical knowledge
13.3 Morning report
13.4 Grand rounds
13.5 Research experience
13.6 Patient encounters
13.7 Oral examination
13.8 Conclusions
References
Further reading
14. “Online education which connects” adopting technology to support feminist pedagogy—a reflective case study
14.1 Introduction
14.2 Background
14.2.1 The South African context
14.3 My positionality
14.4 Literature
14.5 My journey—an exploration of my teaching through the lens of critical feminist pedagogy
14.6 Methodology
14.7 Analysis and discussion
14.8 Implications
References
Product details
Product details
- Edition: 1
- Latest edition
- Published: June 15, 2023
- Language: English
About the editors
About the editors
US
Upasana Gitanjali Singh
Professor Upasana Singh is the Academic Leader and Associate Professor in Information Systems and Technology at the University of KwaZulu-Natal, Durban, and an Adjunct Senior Lecturer at the Victorian Institute of Technology, Australia. With a Ph.D. from the University of South Africa and over 15 years of teaching experience, she specializes in IT-related subjects and Educational Technologies. Professor Singh has an extensive publication record, including books, journal articles, and conference papers, contributing significantly to digital teaching, learning, and assessment. As Chair of the digiTAL2K conference, she promotes global collaboration in educational technologies. Her research, particularly during the pandemic, has been instrumental in guiding online learning transitions, with a focus on quality assurance and gender-specific models. She has received numerous accolades for her leadership and contributions to digital education, including the Distinguished Teachers Award and recognition from ASCILITE’s Women in Academic Leadership initiative
Affiliations and expertise
University of KwaZulu-Natal, South AfricaCN
Chenicheri Sid Nair
Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.
Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.
Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.
His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education.
Affiliations and expertise
Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), AustraliaSG
Susana Goncalves
Susana Gonçalves, PhD in Psychology is a Professor at the Polytechnic of Coimbra. She is a researcher at NIEFI, the Research Unit for Education, Training and Intervention (Escola Superior de Educação de Coimbra) and she teaches Psychology and Intercultural Education and a range of topics in the field of cultural studies. She is a member of Children's Identity and Citizenship in Europe Association, where she has served as Secretary General from September 2007 to September 2019. She has been Director of the Centre for the Study and Advancement of Pedagogy in Higher Education (CINEP) from 2011 until 2021. Her main research interests are Higher Education, multimedia pedagogical resources, citizenship and art in education. Some of her edited books are Pandemic, Disruption and Adjustment in Higher Education (forthcoming, Brill), Pandemic and Remote Teaching in Higher Education (2021, CINEP), Art in Diverse social settings (Emerald, 2021), Art and intercultural dialogue (Sense, 2016), The challenges of diversity and intercultural encounters (2013, Routledge) and Intercultural Policies and Education (2011, Peter Lang). She is also a visual artist and a photographer.
Affiliations and expertise
Professor, Polytechnic of Coimbra, Coimbra, PortugalView book on ScienceDirect
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