Suchergebnisse

Intro -- Preface -- Organization -- Contents -- Full Papers -- Examining Identity Exploration in a Video Game Participatory Culture -- Abstract -- 1 Problem and Significance -- 2 Projective Reflection as a Framework for Assessing Identity Exploration -- 3 Methods -- 3.1 Data Collection -- 3.2 Data Analysis -- 4 Quantitative Findings -- 5 Qualitative Case Study -- 6 Discussion and Implications -- References -- Using ENA to Analyze Pre-service Teachers' Diagnostic Argumentations: A Conceptual Framework and Initial Applications -- Abstract -- 1 A Diagnostic Argumentation Framework -- 2 Method -- 3 Results -- 4 Discussion -- References -- The Multimodal Matrix as a Quantitative Ethnography Methodology -- Abstract -- 1 Introduction and Background -- 2 From Clicks and Data Streams, to Constructs -- 3 Timely Feedback on Nursing Teamwork Simulations -- 3.1 Instrumenting Simulations to Detect Teamwork -- 4 Defining Requirements for QE Enabled Feedback -- 5 The Multimodal Matrix as a QE Modelling Methodology -- 5.1 Application of the Multimodal Matrix to Nursing Team Simulations -- 5.2 Multimodal Observations -- 5.3 Generation of Visual Feedback -- 6 Summary and Future Work -- References -- nCoder+: A Semantic Tool for Improving Recall of nCoder Coding -- Abstract -- 1 Introduction -- 2 Approaches to Coding -- 3 Codebooks -- 4 nCoder -- 5 Kappa, Shaffer's Rho, Sample Size and Recall -- 6 nCoder+: Adding a Semantic Component to nCoder -- 7 nCoder+ Validation -- 8 Discussions -- Acknowledgements -- References -- Examining the Dynamic of Participation Level on Group Contribution in a Global, STEM-Focused Digital Makerspace Community -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Results -- 4 Discussion -- 4.1 Future Study -- Acknowledgements -- References -- What is the Effect of a Dominant Code in an Epistemic Network Analysis? -- Abstract.

AbstractIn this paper, we put in dialogue the local dimension of a nation-state with the global challenges faced by universities worldwide. We focus on the case of Denmark, a nation that was exceptionally active in implementing international university reforms and where digitalisation is a high priority of the public sector governance. The article seeks to contribute to speculative research and critical studies by presenting a mixed-methods study that explores higher education teachers' views about desirable and realistic future scenarios in Denmark. The study draws on data from a survey applied at a large Danish university, analysed both quantitatively (N = 755) and qualitatively (N = 53). The findings show that teachers share clusters of concern about uncontrolled digitalisation and teaching automation, commodification of education, and modularisation of university courses, the latter being a contested but realistic perspective in the latest political reforms. They reaffirm the mission of the university as preparing students for solving real problems and contributing to the challenges of the present time. The paper concludes with a call for university management to recalibrate future imaginaries to the values expressed by the teachers, and the university they wish to create.