Learning design som systematisk alternativ til one-hit wonders: Implementering af educational it i de våde fag på Aarhus Universitet

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In 2011 an ambitious policy for educational IT was issued at Aarhus University (AU). The policy includes a number of focus areas of which particularly the acquisition and implementation of a common e‐learning platform, training of educators, and the development of teaching are of the highest priority (Aarhus Universitet, 2011). Due to limited funds there has been a need for an extraordinary systematic and effective way to manage the work of implementation and development. This meant that Faculty of Science and Technology (ST) in 2013 developed a learning design framework, STREAM (Godsk, 2013), to guide the transformation of modules and as a focal point in the faculty’s teacher training programme. In 2015 STREAM was adopted by the Faculty of Health (HE) and further operationalised to a so‐called toolkit using Dee Fink's castle‐top diagram, thus allowing the educators to make explicit designs of coherent teaching (Conole & Fill, 2005; Fink, 2013). This operationalisation meant that the learning design approach could also be used to pedagogically qualify the implementation and deployment of the university's new e­‐learning platform, Blackboard Learn. In the article we describe our learning design framework, STREAM, the associated toolkits at HE and ST, and three cases of how the framework is used for both teacher training and transformation of modules. Furthermore, we reflect on the learning design approach as a method for systematic and effective implementation and development of educational IT at a university.
TidsskriftLæring og Medier
Antal sider24
StatusUdgivet - 18 maj 2016

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