A New Perspective on Education in the Digital Age

Evaluation of the Quality of Higher Education Services by Revised IPA in the Perspective of Digitization

“…Empirical studies [35] support three waves through which the teaching process passes in the digital age. In the first wave, the Internet becomes a challenge for teaching; in the second wave, the attention of teachers and students is on the educational interaction through social networks; and the third wave is the most consolidated in which an educationally relevant interaction is established through access to authors, research, etc.…”

2. The Surplus of Quality: How to Study Quality in Teaching in Three QUINT Projects

“…The other is the Socio Media Education project embedded in a Danish context, which I will focus on more elaborately. In the Socio Media Education project (Taekke & Paulsen, 2019, 2022, the two leading researchers, Michael Paulsen and Jesper Taekke, have developed models that could be useful for the CCN researchers, and for scholars trying to understand the kind of teaching qualities CCN is interested in exploring. From a Niklas Luhmann and Actor Network perspective, they argue that due to digital media, we could be observing a paradigmatic shift from the closed classroom to an open-ended networking classroom.…”

“…One important implication of this potential development in technology mediated classroom dynamics, Taekke and Paulsen argue, is a change in the role of the teacher and a changing dynamic in the intersubjective communication in-between teacher and student and student and student about subject matter. As the researchers argue, the teachers' more or less new role in the digital age is to bring relevant otherness through real-person-interaction in contact with the class on an everyday scale (Taekke & Paulsen, 2019, 2022. Clearly, like other scholars within this field of digitalization, they are suggesting a new vocabulary for a new reality.…”

Skriversubjektivitet i det multimodale danskfag: En posthuman undersøgelse af affekt, krop og materialitet i skriveundervisningen

“…Passiv-aktiv vitalisme kan også bidrage med nuancering af ofte implicitte antagelser om digitale teknologier i undervisningen der styrer mange forskningsprojekter. Det gaelder Taekke og Paulsen (2016, 2022 der i projektet Socio Media Education argumenterer for at sociale medier i bølger så at sige skubber udviklingen vaek fra en lukket klasserumsundervisning og frem til undervisning som et åbent netvaerksrum. Påstanden er i forlaengelse af dette at et digitaliseret klasserum fører til en forandret laererrolle og dynamik i interaktionen mellem laerer og elever såvel som mellem eleverne i arbejdet med det faglige stof (Taekke & Paulsen, 2019, 2022.…”

“…Det gaelder Taekke og Paulsen (2016, 2022 der i projektet Socio Media Education argumenterer for at sociale medier i bølger så at sige skubber udviklingen vaek fra en lukket klasserumsundervisning og frem til undervisning som et åbent netvaerksrum. Påstanden er i forlaengelse af dette at et digitaliseret klasserum fører til en forandret laererrolle og dynamik i interaktionen mellem laerer og elever såvel som mellem eleverne i arbejdet med det faglige stof (Taekke & Paulsen, 2019, 2022. Set i et posthumant perspektiv er problemet at teknologi forudbestemmes som baerende på et iboende didaktisk potentiale, samtidigt med at teknologimenneske-relationen ikke alene isoleres, men også gøres kausal.…”