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Digital Teaching, Learning and Assessment
The Way Forward
- 1st Edition - June 15, 2023
- Editors: Upasana Gitanjali Singh, Chenicheri Sid Nair, Susana Goncalves
- Language: English
- Paperback ISBN:9 7 8 - 0 - 3 2 3 - 9 5 5 0 0 - 3
- eBook ISBN:9 7 8 - 0 - 3 2 3 - 9 5 5 0 1 - 0
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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Request a sales quoteDigital 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.
- 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
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
- Cover image
- Title page
- Table of Contents
- Copyright
- List of contributors
- Preface
- Editorial
- Chapter 1. Supporting virtual student research opportunities: the Holistic Foundry Undergraduate Engaged Learners program experience
- Abstract
- 1.1 Background and literature
- 1.2 The Holistic Foundry Undergraduate Engaged Learners program
- 1.3 Evaluative analysis
- 1.4 Evaluative findings
- 1.5 Implications
- 1.6 Summary and concluding remarks
- Acknowledgments
- References
- Chapter 2. Digital education for a resilient new normal using artificial intelligence—applications, challenges, and way forward
- Abstract
- 2.1 Introduction
- 2.2 Technology-enhanced learning—a paradigm shift
- 2.3 Emerging need for digital education
- 2.4 Technologies for digital education
- 2.5 Role of artificial intelligence in education
- 2.6 Strengths, weaknesses, opportunities, and challenges of digital education
- 2.7 Digital education—the way forward
- 2.8 Conclusion
- References
- Chapter 3. Endured understanding of learning in online assessments: COVID-19 pandemic and beyond
- Abstract
- 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
- 3.4 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
- 3.12 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
- Chapter 4. Transformative course design practices to develop inclusive online world language teacher education environments from a critical digital pedagogy perspective
- Abstract
- 4.1 Introduction
- 4.2 Developing a course design pedagogy
- 4.3 Conclusion
- References
- Chapter 5. New teaching and learning strategies during the COVID-19 pandemic: implications for the new normal
- Abstract
- 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
- Chapter 6. Birley Place: a digital community to enhance student learning
- Abstract
- 6.1 Introduction
- 6.2 Background
- 6.3 Evaluating Birley Place—methodology
- 6.4 Evaluation findings
- 6.5 Discussion and conclusions
- 6.6 The future
- Acknowledgment
- References
- Chapter 7. Assessment: higher education institutions’ innovative online assessment methods beyond the era of the COVID-19 pandemic
- Abstract
- 7.1 Introduction
- 7.2 Background to the study
- 7.3 Literature review
- 7.4 Research methodology
- 7.5 Discussion of findings
- 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
- 7.8 Conclusion
- References
- Chapter 8. Formative assessment in hybrid learning environments
- Abstract
- 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
- 8.8 Applying Hattie and Timperley’s model to hybrid learning environments
- 8.9 Conclusion
- References
- Chapter 9. Student experience of online exams in professional programs: current issues and future trends
- Abstract
- 9.1 Introduction
- 9.2 Literature review
- 9.3 Methodology
- 9.4 Results
- 9.5 Discussion
- 9.6 Conclusion
- References
- Chapter 10. E-textbook pedagogy in teacher education beyond the COVID-19 era
- Abstract
- 10.1 Background and introduction
- 10.2 Literature review
- 10.3 Theoretical framework
- 10.4 Research methodology
- 10.5 Data presentation and discussion
- 10.6 Conclusion
- Acknowledgment
- References
- Chapter 11. The death of the massification of education and the birth of personalized learning in higher education
- Abstract
- 11.1 Introduction
- 11.2 Literature review
- 11.3 Research methodology
- 11.4 Results and discussion
- 11.5 Student-centric framework for personalized learning
- 11.6 Implications and the way forward
- 11.7 Conclusions
- 11.8 Limitations
- References
- Chapter 12. New online delivery methods beyond the era of the pandemic: varied blended models to meet the COVID-19 challenges
- Abstract
- 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
- 12.5 Case 2: the information and communication training class
- 12.6 Case 3: the mathematics class
- 12.7 Results and discussion
- 12.8 Conclusion
- Conflict of interest
- Acknowledgment
- References
- Chapter 13. Digital teaching and learning: the future of ophthalmology education
- Abstract
- 13.1 Introduction
- 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
- Chapter 14. “Online education which connects” adopting technology to support feminist pedagogy—a reflective case study
- Abstract
- 14.1 Introduction
- 14.2 Background
- 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
- Index
- No. of pages: 302
- Language: English
- Edition: 1
- Published: June 15, 2023
- Imprint: Chandos Publishing
- Paperback ISBN: 9780323955003
- eBook ISBN: 9780323955010
US
Upasana Gitanjali Singh
Dr Upasana Singh is the academic leader and a senior lecturer in the Discipline of Information Systems and Technology at the University of KwaZulu Natal, Westville Campus, in Durban, South Africa. She has a keen interest in Educational Technologies. In 2019 she completed her Fellowship in “Teaching Advancement in Universities” (TAU), from the CHE. Her primary area of research is Digital Teaching and Learning in Higher Education. https://orcid.org/0000-0002-9943-011X
Affiliations and expertise
Senior Lecturer, Discipline of Information Systems and Technology, University of KwaZulu Natal, Westville Campus, Durban 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, Portugal