Huvudtalare vid NU2012 är David Boud, Elsebeth Korsgaard Sorensen, William Rankin, Anna Valtonen och Gina Wisker. Nedan finns abstracs för deras föredrag.
David Boud:
Assessment as equipping students for future challenges
Certainties about what assessment is for and how it should operate are being challenged. An older norm-referenced approach has been overturned by one based on standards, and the overwhelming dominance of grading and certification is being challenged by a view that gives more emphasis to howassessment can support learning and future practice. A new focus is emerging based on the core value of higher education that relates to the development of educated persons who can contribute to the world of practice and manage their own learning. It frames assessment not as looking back to knowledge acquired, but as making a contribution to building students’ capacity for future practice through fostering their capacity to make judgements about their own work. The emphasis of the presentation is on the ways assessment practices can be conceptualized to allow for this future-orientation, whilst simultaneously maintaining an emphasis on current needs for certification and the improvement of learning. It builds on the notion of sustainable assessment and identifies key features of a future-orientation that can be built into everyday assessment in courses.
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Elsebeth Korsgaard Sorensen:
Fostering sustainable intercultural group collaboration across time and space in higher education. Promoting a digital dialogic approach on knowledge building and knowledge sharing.
Today’s global society is facing a variety of new educational challenges. One major challenge is the establishment of educational systems, which will be suited for offering the kind of educational opportunities that will promote and sustain modern educational quality and competencies, such as a creative mindset and a corresponding ability to innovate. Needless to say, the education challenge also includes pedagogical and strategic use and implementation of technology for the prosperity and sustainability of human creativity in education in a global and digitized age. We need new networked educational models that integrate and tie creative education and research – and we need the authentic participation of stakeholders. This position carries along serious implications for design and invites novel creative pedagogical concepts and methods to be applied in the cross-disciplinary and educational systems of the future. This talk explores, describes and suggests eLearning designs and the adequacy of a range of non-authoritarian ePedagogies for fostering sustainable global, democratic citizenship within higher and continuing education. Models, which maintain and make a plea for participant dialogue as a parameter of quality in innovative teaching/learning models and as a key resource in learning trajectories.
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William Rankin:
Renewing Teaching & Learning: Leveraging Mobility for Student Engagement
For almost five centuries, our classrooms and teaching have been shaped by a particular relationship between people and information that emerged from the technologies of printing and print culture. Yet as that culture is transformed by emerging digital technologies including mobility, pervasive connectivity, and digital texts, our relationship with information is changing radically, and our approaches to teaching and learning will have to change as well. Five years ago, faculty and technologists at Abilene Christian University began an experimental program based around the new generation of touch-enabled smartphones designed to explore how pervasive use of the new sorts of social, informational, and creative options that these new technologies drive. What they've discovered about breaking free from the classroom walls for in situ learning, for driving new levels of student engagement, and for creating a new kind of student-led learning is encouraging them to push the boundaries even further. In this presentation, you'll discover some of their reasons for exploring mobility and other emerging technologies, some principles they've discovered for redesigning learning and learning spaces, and some of the results they've discovered along the way.
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Anna Valtonen:
Vågar vi tänka innovativt? – Om att utveckla universitetsutbildning med hjälp av design
När världen omkring oss ändras med en hisnande hastighet, borde vi kanske vara mera kreativa och hitta på nya sätt att utveckla våra utbildningar för framtiden? Den komplexa kunskapstid vi lever i utmanar utbildningar, professioner, studenter och lärare på olika sätt.
"Prototyping the Future" är ett koncept där vi på Designhögskolan i Umeå utforskar hur vi kan utveckla våra utbildningar, och oss själva, på ett nytt och kreativt sätt med hjälp av design, tillsammans med våra studenter och externa experter. Design som kunskapsområde strävar till att utveckla någonting för vår framtid, så när vi skulle utveckla vår egen utbildning beslöt vi oss för att frångå de mera traditionella sätten att utveckla högskoleundervisning och i stället utnyttja ett nyskapande designtänkande. Design är en kreativ process, och handlar om att samverka tvärvetenskapligt för att uppnå bästa möjliga resultat – estetiskt, globalt, hållbart, professionellt, demokratiskt osv. Målet är att inte bara förstå vad en designutbildning borde vara i framtiden, utan också testa nya inriktningar och sedan göra strategiska beslut på basis av dem.
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Gina Wisker:
Cross-cultural doctoral supervision and conceptual threshold crossing
Doctoral student numbers are increasing worldwide. Students and supervisors are very mobile and supervisor-student relationships no longer simply represent a ‘host’ university country supervisor and ‘overseas’ students. Characteristics of the sufficiently conceptual, critical and creative doctorate and ways of supervisory ‘nudging’ to enable students to achieve such quality are inflected by cross-cultural supervisory relationships. There is a greater cultural mix with potential for culturally enriched co-construction of knowledge, requiring cultural awareness, flexibility and appreciation of differences in learning approach, topics and methodologies. In this context most research on international doctoral students and culturally inflected learning at doctoral level tends to consider issues of language, learning differences, institutional provision. Research, development and practice explored here deriving from three research projects and a range of practices, focuses on cross-cultural supervision of culturally diverse doctoral students. It considers ways of enabling and recognising doctoral students’ conceptual threshold crossing, achievement of the quality doctorate, and in doing so considers issues of cultural capital and the ‘culturally inflected voice’ affecting students’ and supervisors’ choice of topic, context, research methodology and method, and co-construction of knowledge.
