Abstract
Universitetspædagogikken bygger i stigende grad på studentercentrerede didaktiske set-ups, hvor nærvær, nysgerrighed og engagement er en klar forventning til de studerende. Det ses fx i brugen af logbøger, peerfeedback, refleksionsgrupper, tilstedeværelseskrav o. lign., hvor det stipuleres at personligt engagement skaber en bedre læreproces.
Ifølge ny forskning (Sarauw & Madsen, 2020; Frederiksen & Fenger, 2021) vælger en del studerende imidlertid at foregive at være engagerede – de faker den nysgerrighed og det nærvær, som de oplever, at underviseren efterspørger.
I denne workshop udforsker vi de stigende pædagogiske krav om participatorisk, kropslig og emotionel performance og forekomsten af ’fake learning’ (Macfarlane, 2017, 2019) i og udenfor det skærmmediererede Covid19-landskab og diskuterer eventuelle universitetspædagogiske udfordringer.
Workshoppen sætter fokus på bærende antagelser i den studentercentrerede universitetspædagogik og belyser hvordan forskelligartede forestillinger om nærvær og nysgerrighed tager sig ud blandt hhv. undervisere og studerende:
•Hvordan efterspørger undervisere nysgerrighed, nærvær og engagement – og hvordan faker de studerende det?
•Hvad er det for et ‘savn’ underviserne oplever (fx når kameraet er slukket på Teams) – og hvad siger de studerende om det?
•Hvilke studerende har hhv. nemt og svært ved disse undervisningsformer - og hvad er det, der gør disse undervisningsformer udfordrende for studerende?
Forfatter(e)
Jan Thorhauge Frederiksen, KU; Laura Louise Sarauw, RUC
Referencer
Bendtsen, A.K. et al.(2020): ”Perspektiver på uddannelseskvalitet”, Center For Forskningsanalyse, Aarhus Universitet, https://ps.au.dk/fileadmin/ingen_mappe_valgt/PIQUED_-_Delphi_undersoegelse_af_uddannelseskvalitet.pdf
Frederiksen, J. T. & Fenger, N. (2021). ”Mellem brok og tvungen deltagelse.” In: Togsverd, L. et al. God & Dårlig Pædagoguddannelse, Forlaget DPP
Lindelof, D. (2021). Kære studerende. Dansk Universitetspædagogisk Tidsskrift. Underviseren i centrum, Årgang 16, nr. 30, 2021.
Macfarlane, B. (2021). Methodology, Fake Learning, and Emotional Performativity. DOI link: https://doi.org/10.1177/2096531120984786
Sarauw, L. L., & Madsen, S. R. (2020). Higher education in the paradigm of speed: Student perspectives on the risks of fast-track degree completion. Learning and Teaching, 13(1). https://doi.org/10.3167/latiss.2020.130102
Ifølge ny forskning (Sarauw & Madsen, 2020; Frederiksen & Fenger, 2021) vælger en del studerende imidlertid at foregive at være engagerede – de faker den nysgerrighed og det nærvær, som de oplever, at underviseren efterspørger.
I denne workshop udforsker vi de stigende pædagogiske krav om participatorisk, kropslig og emotionel performance og forekomsten af ’fake learning’ (Macfarlane, 2017, 2019) i og udenfor det skærmmediererede Covid19-landskab og diskuterer eventuelle universitetspædagogiske udfordringer.
Workshoppen sætter fokus på bærende antagelser i den studentercentrerede universitetspædagogik og belyser hvordan forskelligartede forestillinger om nærvær og nysgerrighed tager sig ud blandt hhv. undervisere og studerende:
•Hvordan efterspørger undervisere nysgerrighed, nærvær og engagement – og hvordan faker de studerende det?
•Hvad er det for et ‘savn’ underviserne oplever (fx når kameraet er slukket på Teams) – og hvad siger de studerende om det?
•Hvilke studerende har hhv. nemt og svært ved disse undervisningsformer - og hvad er det, der gør disse undervisningsformer udfordrende for studerende?
Forfatter(e)
Jan Thorhauge Frederiksen, KU; Laura Louise Sarauw, RUC
Referencer
Bendtsen, A.K. et al.(2020): ”Perspektiver på uddannelseskvalitet”, Center For Forskningsanalyse, Aarhus Universitet, https://ps.au.dk/fileadmin/ingen_mappe_valgt/PIQUED_-_Delphi_undersoegelse_af_uddannelseskvalitet.pdf
Frederiksen, J. T. & Fenger, N. (2021). ”Mellem brok og tvungen deltagelse.” In: Togsverd, L. et al. God & Dårlig Pædagoguddannelse, Forlaget DPP
Lindelof, D. (2021). Kære studerende. Dansk Universitetspædagogisk Tidsskrift. Underviseren i centrum, Årgang 16, nr. 30, 2021.
Macfarlane, B. (2021). Methodology, Fake Learning, and Emotional Performativity. DOI link: https://doi.org/10.1177/2096531120984786
Sarauw, L. L., & Madsen, S. R. (2020). Higher education in the paradigm of speed: Student perspectives on the risks of fast-track degree completion. Learning and Teaching, 13(1). https://doi.org/10.3167/latiss.2020.130102
| Original language | Danish |
|---|---|
| Publication date | 7 Oct 2021 |
| Number of pages | 1 |
| Publication status | Published - 7 Oct 2021 |
| Event | Dansk Universitetspædagogisk Netværk Konference 2021: Presence and curiosity - Duration: 7 Oct 2021 → 8 Oct 2021 https://dun-net.dk/aktiviteter/2021/dun-konferencen-2021-naerhed-og-nysgerrighed/ |
Conference
| Conference | Dansk Universitetspædagogisk Netværk Konference 2021 |
|---|---|
| Period | 07/10/2021 → 08/10/2021 |
| Other | Presence and curiosity<br/>Digital and analogue teaching methods in higher education<br/><br/><br/>The pandemic crisis of 2020 has taught us a lot. Organisations have become agile to change, people’s digital skills have improved significantly, and for a period of time we went from being campus universities to online universities. While the world we knew stormed into unknown territory, a new appreciation for the “human values” that we normally take for granted began to emerge, and we realized that this new reality to some extent challenges elementary conditions for good teaching, such as presence and curiosity.<br/><br/>In the world of education where chalk on clothes and the smell of coffee normally is part of everyday life, routines were broken by the light from the computer and the experience of seeing yourself on video. This change in daily routines has by some been perceived as a fruitful break with traditional, inefficient teaching methods, while others simply wishes to bring back what has worked for so many years. Regardless of our position on this continuum, we all need to relate to what we find important, essential, and insignificant in a teaching situation. Furthermore, it is important to be aware of the consequences for students' presence and curiosity in relation to the academic material, their common study environment and their individual learning that a shift from analogue to digital teaching methods can prompt. The question in this regard is: how does the breach of routine shape our pedagogical framework of analogue and digital teaching both now and in the future?<br/><br/>Teaching is what teachers and students do together, but in the past year, togetherness has to a greater extent than before been mediated by digital platforms, which in various ways have challenged the presence between teachers and students. Presence in the form of physical presence in the same room has been replaced with a close-up on Zoom. Does the absence of physical presence mean that we lose the mental and social presence? Does social presence have an impact on teachers’ motivation, commitment and professional identity? And what does this mean for you?<br/><br/>DUNK 2021 will explore what happens to presence and curiosity when digital and analogue teaching methods change places. We look forward to hearing and learning from your experience. |
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