Editors note

Authors

  • Yngve Nordkvelle

Abstract

Lifelong learning is a recurring theme in this journal. The present issue of Seminar.net has four contributions, covering a range from how elderly use ICT, how teachers and supervisors in higher education experience virtual learning environments, how producers of MOOC’s fail to observe quality frameworks, and last how “gamification” affects ideas about teaching and learning. They all bring vital arguments to the table about how digital environments cause changes in our lives, beginning with games for children and helping elderly to adjust to an increasingly digitized lifeworld in the other end of the life cycle. First, most of the technological innovations we are used to by now, was invented a long time ago – by persons who now are considered elderly. The ideologies supported around notions like “the digital natives” are exactly that, - ideologies. But even skilled and experienced elderly – and teachers in higher education are in dire need of keeping up with swift changes in technology and its use. I am very pleased that the articles we present here have a critical stance towards ideologies and are able to scrutinise the conditions for a democratic and factual base for education.

The opening article in this issue, “Older active users of ICTs make sense of their engagement”by Magdalena Kania-Lundholm and Sandra Torres, who work at Uppsala University, Sweden enlightens us about how elderly people use digital media. Instead of seeing the elderly as a group of “digital immigrants”, this article focuses on elderly people who are active and skilled users of ICT. They are eager to share their skills and experiences and contribute to the wellbeing of other, not so eager users. The article contributes to the notion of “the digital spectrum” and furthers the very important discussion on the inequalities that using ICT continues to bring about.

The second article is written by Chris O’Toole, of Lancaster University, and has the title “Networked e-Learning: The changing facilitator - learner relationship, a facilitators’ perspective; A Phenomenological Investigation”. The phenomenological case study deals with how the relationship between facilitator and student is changing. Networked e-Learning is the context and the research is undertaken at an Irish higher education institution.The author’s role as a highly experienced facilitator provides particular and specific insight into the guiding facilitator’s experiences during a time of institutional transition to Networked e-Learning.

Gamification is a topic that has been declared as “up and coming” for a number of years. Marc Fabian Buck, of the Nord University, Norway, presents the article “Gamification of learning and teaching in schools – a critical stance”. He states that the aim of Gamification is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. His most contemporary example is of the “Summer of ‘16” and the apparent success of “Pokemon go”. He argues that gamified learning and teaching suspends the fundamental, subversive, and critical moments only schools can offer.

The last article is provided by Ulf Olsson, of Stockholm University, Sweden: “Teachers’ Awareness of Guidelines for Quality Assurance when developing MOOCs”. His study focuses on higher education teachers’ awareness of quality issues in relation to Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Olsson conducted semi-structured interviews with 20 teachers at six Swedish HEIs while they developed open courses (MOOCs). The overall findings show that the teachers were not part of any transparent quality assurance system. Subsequently, he raises the question of the adequacy of a quality system for innovative activities.

Published

2017-01-01

How to Cite

Nordkvelle, Y. (2017). Editors note. Seminar.Net, 13(1). Retrieved from https://journals.oslomet.no/index.php/seminar/article/view/2321

Issue

Section

Editorial
  1. Special issue: 30 years of ICT and learning in education – major changes and challenges
  2. Education, Change and the Longue Durée: The Fate of the Book
  3. 30 years of ICT in education: reflecting on educational technology projects
  4. “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms
  5. When student-activating teaching conflict with students' desire for efficiency. A communication perspective on undergraduate students' media use
  6. On the expression of hegemony in the field of educational technology - a case study of editorials in a Norwegian academic journal
  7. Better together: building a new support site for bachelor's students in nursing
  8. Educational and Digital Divides in Inclusive Education The Case of Video Materials for Teacher Training in Uganda
  9. The challenges and opportunities of using 360-degree video technology in online lecturing: A case study in higher education business studies
  10. Educational textbooks in digital surroundings
  11. Teachers as users of ICT from the student perspective in higher education flipped classroom classes
  12. Teachers’ Pedagogical Role as Mediators in Leading and Guiding Students’ Learning in Digital Storytelling (DST)
  13. Exploring Healthcare Simulation Facilitators’ Conceptions of Teaching and Learning
  14. Nonlinear Storytelling Method and Tools for Low-Threshold Game Development
  15. How are technology-related workplace resources associated with techno-work engagement among a group of Finnish teachers?
  16. Editorial - Recent trends in the digitalization of the Nordic K-12 schools
  17. Rethinking communication in virtual learning environments through the concept of Bildung
  18. Trends in the Digitalization of K-12 Schools: The Australian Perspective
  19. Digitally Competent School Organizations – Developing Supportive Organizational Infrastructures
  20. A Comparison Between Digital Competence in Two Nordic Countries’ National Curricula and an International Framework: Inspecting their Readiness for 21st Century Education
  21. Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design
  22. Digital transformation in Swedish schools – Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives
  23. Digital relational competence: Sensitivity and responsivity to needs of distance and co-located students
  24. Digitally competent schools: teacher expectations when introducing digital competence in Finnish basic education
  25. Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice
  26. Adequate digital competence – a close reading of the new national strategy for digitalization of the schools in Sweden
  27. Introducing Virtual Reality Technologies to Design Education
  28. Enhancing engagement, enjoyment and learning experiences through gamification on an English course for health care students
  29. Transcultural perspectives in Teaching Children's Horror Films
  30. A long way? Introducing digitized historical newspapers in school, a case study from Finland
  31. How to trigger students’ interest in digital learning environments: A systematic literature review
  32. Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy
  33. Differences between the genders in ICT skills for Finnish upper comprehensive school students: Does gender matter?
  34. Cooperative Learning within Educational Networks: Perspectives for Good Educational Governance in Modern Reading Education
  35. Teachers’ practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers’ experiences
  36. Older Adults’ Coping with the Digital Everyday Life
  37. Openness in Education: Claims, Concepts, and Perspectives for Higher Education