In brief, the direct outputs of the project are:
- A state of the art report,
- A collection of scenarios of video conferencing systems’ use in HE,
- A collection of didactic considerations and online tools used for engaging students,
- Teaching scenarios that need further experimentation and innovation,
- Context-appropriated ideation of portable video-conference toolkits and online tools for engaging teaching-learning activities,
- A reproducible workshop model for facilitating educators, and
- A competence matrix for educators and students, which are tested by developed personal development questionnaires as an innovation adoption and reflection tool.
|One outcome of generating these outputs is mapping the diversity of factors on which the scenarios of a video-conferencing system’s use depend on, and the mapping of various online tools used for enabling the engagement of educators and students that substitute physical classroom resources or interaction opportunities. For educators in HE, different types of classrooms (i.e., design studio, gallery, laboratory, etc.) and subject culture or signature pedagogy (for example, chalk and talk/software-mediated analysis in mathematics) require fundamental rethinking while teaching using video conferencing systems. Recognizing and agenda-setting the need for differentiated training and facilitation due to the diversity of the contexts of use is expected to be established by providing roles, for example, IT support and e-learning consultant.
The online training modules and training framework will become training resources for the faculty training programs, which will only be limited to the participating institutions. These outcomes will develop the competence of technological and technological-pedagogical knowledge. Furthermore, the two competence matrices will facilitate the personal development of educators and students regarding the changing role in the online teaching-learning context.
The long-term desired outcome is to change the target groups’ perception and behavior towards “classroom context and engagement first” approaches, acknowledging the diversity of use contexts and signature pedagogy (or subject culture). The practice of classroom context (such as a large gallery, studio, lab, etc.) and learning activity for engaging students in the active learning process will be central in the ideation and technological-pedagogical design. The best case is that no educator, student, or e-learning professional would doubt choosing classroom context and student engagement at firsthand in a pedagogical design for HE online teaching, where the students will bring these skills into their future online teaching-learning practice.
The multiplier events and the educator training events will include all the target groups. The different roles coming from various contexts will enable understanding the experiential or temporal dimensions that may influence the perception and experience of teachers and students. The different roles will understand the differences in expectations and thereby understand the differences in expectation gaps, which will enable improved systemic and systematic innovation adoption.
The developments that we pursue in the transnational clusters of digital learning technologies for higher education impact all educational programs of HE but priority will be given to STEM and teacher education programs. The prioritization will be reflected in the use cases, which will include the diversity of classroom contexts and engagement activities.