Susanne Tellerup

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskning


A Design-Based Project
The project Digital Competencies for Collaboration– across Campuses is a project, which illustrates how faculty through design-based research can improve and transform communication and learning. In the project the Social Education Program (SEP) at University College Zealand (UCZ) works with faculty’s competencies - developing new ways of using technology to empower faculty collaboration across campuses, to create new designs for teaching and to enable new methods of knowledge sharing. Faculty, in the case presented, is located on four different campuses and the use of technology connects faculty members as well as links work and learning in new ways. The project also shows how a design-based approach can improve educational practice.
The objectives of the project were formulated as the need to:
• Increase faculty’s digital competence
• Enable new ways to collaborate across campuses
• Link faculty work and faculty learning

The overall agenda was to enhance the development of a stronger academic environment. This has been achieved by following five important principles:
• Faculty empowerment and user participation – in design and decision processes in all phases of the project
• Leadership - providing visions, direction, concrete support and resources
• External consultants – providing professional guidance, structure, and expertise
• Collaborative reflection, documentation, sharing and development of concrete teaching and learning designs
• Access to digital platforms, tools and training-sessions

The project is being evaluated through the process. The evaluation methods has been questionnaires, interviews and an evaluation workshop where the participants has done peer to peer evaluation mediated by a visualisation method.
The initial results shows that digital competencies for the entire group have been improved by using Podio as a shared learning platform, and by being trained in using Adobe Connect for efficient meetings. Furthermore, the training of a number of teams in the use of digital video and other digital tool as parts of teaching and learning designs has been beneficial. However, the most important initial result is that faculty as part of the projects and seminars has experienced that all faculty-members have specific digital competency. Especially, mapping of faculty competencies has been a core activity during the project. It has enabled peer-to-peer-support, teach-the-teacher–training and knowledge-sharing, which has linked faculty work and faculty learning. Finally, the support of external consultants has had an impact on the results of the project. In professional and innovative ways, the overall process has been structured, faculty and leaders have been supported in the concrete processes and activities and the consultants have maintained a strong focus on project goals, output and outcome.
StatusUdgivet - 2014