Handbook of Digital Higher Education (Elgar Handbooks in Education)

"With the COVID-19 pandemic rapidly escalating higher education's move online, this timely Handbook presents holistic conceptualisations of digital higher education which consider change at personal, pedagogic, and organisational levels. Key findings from digital education research and case studies of institutional practices consider the current and future roles of digital technologies in higher education. Examining the changing roles of learning and teaching in digital higher education, the Handbook critiques the current state of the field and considers the impact of digital technologies on the symbiotic relationship between research and practice, pointing to the importance of reflexive professional practice. Through conceptual frameworks and methodologies, chapters demonstrate that researching digital higher education needs to be pluralistic, longitudinal and developmental in order to be rigorous, credible and have impact. The Handbook concludes with a look to future directions of digital higher education, including the key principles of innovation, inclusivity, collaboration and engagement, and sustainability. This Handbook's diverse critical approaches to digital change will be invaluable to researchers and students of education policy and organisational innovation. Dealing extensively with how strategic and policy decisions surrounding digital higher education are made, implemented and evaluated, it will also prove useful to institutional leaders and policy makers in higher education"-- Provided by publisher Contents 6 List of figures 9 List of tables 10 List of contributors 11 Foreword: Why digital higher education matters • Laura Czerniewicz 21 List of abbreviations 23 1 Introduction to the Handbook of Digital Higher Education • Rhona Sharpe, Sue Bennett and Tünde Varga-Atkins 26 PART I: LEARNING AND TEACHING IN DIGITAL HIGHER EDUCATION 38 2 Educational design and productive failure: the need for a culture of creative risk taking • Michael Henderson, Phillip Abramson, Matt Bangerter, Matt Chen, Ingrid D’Souza, Jamie Fulcher, Veronica Halupka, Josephine Hook, Craig Horton, Barbara Macfarlan, Rosie Mackay, Kristofer Nagy, Kirsten Schliephake, Jacqueline Trebilco and Thao Vu 39 3 A model for learning analytics to support personalization in higher education • Abelardo Pardo, Negin Mirriahi, Dragan Gašević and Shane Dawson 51 4 Learning Design as an efficient educational development methodology: conceptualization, assessment, and practice • Mikkel Godsk 63 5 How digital is my curriculum? Embedding signature digital capabilities in engineering • Tünde Varga-Atkins 76 6 Computational thinking in higher education: a framework for mapping and developing learning activities • Nina Bonderup Dohn and Rikke Toft Nørgård 90 7 Future Skills as new currency for the world of tomorrow • Ulf-Daniel Ehlers 109 8 Enabling online learning: who are the educators? • Tina Papathoma, Allison Littlejohn and Rebecca Ferguson 124 9 Designing instructional support in online learning environments: insights from research on supporting self-regulated learning in MOOCs • Jacqueline Wong, Martine Baars, Björn B. de Koning and Fred Paas 136 10 International inclusive teaching and learning • Don Passey 148 11 Higher education instructors’ inclusive design practices during COVID-19: a Hong Kong perspective • Lucas Kohnke and Benjamin Luke Moorhouse 160 PART II: RESEARCHING DIGITAL HIGHER EDUCATION 173 12 From learning design to teacher design practice: researching how teachers design for technology integration • Sue Bennett, Shirley Agostinho, Lori Lockyer, Jennifer Jones, and Amanda Gigliotti 174 13 Critical approaches in digital education research • Helen Beetham 186 14 Researching the impact of learning through COVID-19 and beyond: time for some critical and counterfactual thinking? • Stella Jones-Devitt and Liz Austen 198 15 Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education • Kyungmee Lee 212 16 Multimodal research for studying collaborative learning in higher education • Sanna Järvelä, Muhterem Dindar, Marta Sobocinski and Andy Nguyen 224 17 Spherical 360-degree video recording and viewing in educational research: a case-study from India • Simon Cross, Freda Wolfenden, and Lina Adinolfi 236 18 How knowledge claims relating to academics’ digital literacies can be developed • Liz Bennett 249 PART III: MANAGING DIGITAL HIGHER EDUCATION 260 19 An institutional approach to embedding digital and information literacy into taught programmes • Rhona Sharpe 261 20 Understanding the learner perspective to inform institutional learning analytics strategy and practice • Linda Corrin, Paula G. de Barba and Abi Brooker 273 21 Making sense of learning data at scale • Bart Rienties and Christothea Herodotou 285 22 Students’ academic digital competencies in higher education: development of a cross-institutional model • Rikke Toft Nørgård 296 23 Digital teaching competence development in higher education: key elements for an institutional strategic approach • Linda Castañeda, Francesc M. Esteve-Mon and Ana Yara Postigo-Fuentes 311 24 Technology-based assessment and academic integrity: building capacity in academic staff • Ann M. Rogerson 324 25 Emergency professional development in higher education: lessons from the COVID-19 pandemic • Alejandro Armellini and Brenda Cecilia Padilla Rodriguez 335 26 An institutional approach to developing and implementing a strategy for digital education • Shirley Alexander 349 27 Fostering a culture of radical technological innovation within the boundaries of the educational system in higher education • Farshida Zafar and Fred Paas 364 28 The importance of diversity and digital leadership in education: a feminist perspective from higher education • Melissa Highton 376 29 Digital education: less change and more change than predicted • Shân Wareing 388 Index 399 With the COVID-19 pandemic rapidly escalating higher education’s move online, this timely Handbook offers holistic conceptualisations of digital higher education which consider personal, pedagogic, and organisational level change. Key findings from digital education research are aligned with case studies of institutional practices, to consider the current and future role of digital technologies in higher education.