A model that allows teachers to reflect on their ict approaches: The convergent learning space

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

The increased global availability of technology and its entry onto the educational stage of Higher Education (HE) requires changes in the way we think of education and learning. This article will briefly describe and shed light on the new conditions for learning that are challenging our traditional pedagogical principles and present a model for pedagogical reflection that we call the Convergent Learning Space (CLS) consisting of the elements: Learning approaches; learning tools; learning spaces; availability; lifeworlds. The model reflects the choices and priorities teachers must make in relation to these elements. The model has been developed through a three-year action-research project, and this article will show the results of an intervention study carried out by the research team in collaboration with eight teachers and their students across a variety of educational programs in the fall of 2016. Against the backdrop of teacher planning and student evaluation of the perceived impact of the model on the teaching and learning – based on planning documents and questionnaires – the strengths and weaknesses of the model and its constituent elements will be presented. In particular, student and teacher perceptions of the realization of the choices made will be discussed.
Original languageEnglish
Title of host publicationINTED2016 Proceedings
Number of pages10
Publication year7 Mar 2016
Pages 5524-5533
ISBN (Electronic)978-84-608-5617-7
StatePublished - 7 Mar 2016
EventINTED2016 - Valencia, Spain
Duration: 7 Mar 20169 Mar 2016



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