Design principles for higher education teacher development: the Teknosofikum course/concept

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Design principles for higher education teacher development : the Teknosofikum course/concept. / Pischetola, Magda; Møller, Jeppe Kilberg.

In: Læring og Medier, Vol. 15, No. 27, 2023, p. 1-40.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Pischetola, M & Møller, JK 2023, 'Design principles for higher education teacher development: the Teknosofikum course/concept', Læring og Medier, vol. 15, no. 27, pp. 1-40. https://doi.org/10.7146/lom.v15i27.134151

APA

Pischetola, M., & Møller, J. K. (2023). Design principles for higher education teacher development: the Teknosofikum course/concept. Læring og Medier, 15(27), 1-40. https://doi.org/10.7146/lom.v15i27.134151

Vancouver

Pischetola M, Møller JK. Design principles for higher education teacher development: the Teknosofikum course/concept. Læring og Medier. 2023;15(27):1-40. https://doi.org/10.7146/lom.v15i27.134151

Author

Pischetola, Magda ; Møller, Jeppe Kilberg. / Design principles for higher education teacher development : the Teknosofikum course/concept. In: Læring og Medier. 2023 ; Vol. 15, No. 27. pp. 1-40.

Bibtex

@article{9b996135e2dd45429f591478b144987e,
title = "Design principles for higher education teacher development: the Teknosofikum course/concept",
abstract = "This study moves from the research question: how to design a professional course/concept for the development of higher education teachers{\textquoteright} digital competences? It presents Teknosofikum, a project funded by the Danish Ministry of Higher Education and Science between 2020 and 2023. The outcome of the project is a course for higher education teachers with a focus on digital competence. Grounded in sociomaterial theories, digital competence refers here to the capacity to develop agency towards professional changes driven by technology. It comprises teachers{\textquoteright} abilities to evaluate why, when, how and with what effects to include digital technologies in teaching. The study draws on qualitative and quantitative data gathered through design-based research along the first three course iterations, with a total of 64 participants. The findings show the emergence of three design principles: (i) relational approach to technology; (ii) praxis; and (iii) organized non-linearity. These principles will guide the final format of Teknosofikum course/concept.",
author = "Magda Pischetola and M{\o}ller, {Jeppe Kilberg}",
year = "2023",
doi = "10.7146/lom.v15i27.134151",
language = "English",
volume = "15",
pages = "1--40",
journal = "L{\ae}ring og Medier",
issn = "1903-248X",
publisher = "Statsbiblioteket",
number = "27",

}

RIS

TY - JOUR

T1 - Design principles for higher education teacher development

T2 - the Teknosofikum course/concept

AU - Pischetola, Magda

AU - Møller, Jeppe Kilberg

PY - 2023

Y1 - 2023

N2 - This study moves from the research question: how to design a professional course/concept for the development of higher education teachers’ digital competences? It presents Teknosofikum, a project funded by the Danish Ministry of Higher Education and Science between 2020 and 2023. The outcome of the project is a course for higher education teachers with a focus on digital competence. Grounded in sociomaterial theories, digital competence refers here to the capacity to develop agency towards professional changes driven by technology. It comprises teachers’ abilities to evaluate why, when, how and with what effects to include digital technologies in teaching. The study draws on qualitative and quantitative data gathered through design-based research along the first three course iterations, with a total of 64 participants. The findings show the emergence of three design principles: (i) relational approach to technology; (ii) praxis; and (iii) organized non-linearity. These principles will guide the final format of Teknosofikum course/concept.

AB - This study moves from the research question: how to design a professional course/concept for the development of higher education teachers’ digital competences? It presents Teknosofikum, a project funded by the Danish Ministry of Higher Education and Science between 2020 and 2023. The outcome of the project is a course for higher education teachers with a focus on digital competence. Grounded in sociomaterial theories, digital competence refers here to the capacity to develop agency towards professional changes driven by technology. It comprises teachers’ abilities to evaluate why, when, how and with what effects to include digital technologies in teaching. The study draws on qualitative and quantitative data gathered through design-based research along the first three course iterations, with a total of 64 participants. The findings show the emergence of three design principles: (i) relational approach to technology; (ii) praxis; and (iii) organized non-linearity. These principles will guide the final format of Teknosofikum course/concept.

U2 - 10.7146/lom.v15i27.134151

DO - 10.7146/lom.v15i27.134151

M3 - Journal article

VL - 15

SP - 1

EP - 40

JO - Læring og Medier

JF - Læring og Medier

SN - 1903-248X

IS - 27

ER -

ID: 337294641