Didactic digital design of teaching and assessment

Petra Magnusson, Sylvana Sofkova Hashemi, Anna Åkerfeldt

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Emerging technologies are affecting teaching and learning and create new complexities to teachers’ work. However, to provide adequatesupport for the development of teachers’ digital competencies, such support needs to be addressed in relevance to teachers’ needs andcontexts. In that sense, it is hard to find and develop a “one fits all solution” (Tondeur et al., 2021).
In this paper, we present preliminary findings from research that addresses authentic educational challenges that teachers encounter whenworking with assessment of pupils' digital multimodal representations. In the research project
Teachers' meta-knowledge, and assessmentpractices in digital, multimodal learning environments, running from 2022-2024, teachers from three Swedish schools collaborated withresearchers.
The project draws on Design Based Research (DBR) (Anderson & Shattuck, 2012), and is informed by multimodal social semiotics(Kress, 2010) and didactic design theoretical perspective (Selander, 2022; Sofkova Hashemi & Spante, 2016; Åkerfeldt, 2014.).
Based on interviews with teachers and pupils, initial analyses revealed three challenges in teachers’ work: 1) alignment in teaching andassessing students’ digital multimodal meaning-making, 2) teachers’ genre knowledge and digital tools for development, and 3) professionaldevelopment through collaborative learning. Based on the initial analysis, a workshop with teachers was designed with a focus on the firstchallenge. To emphasise the teacher's role as a designer, a didactic design theoretical perspective was used, focusing on the teachers' choicesof resources (e.g. room, digital and analogue tools) and why these were chosen, concerning aims and objectives as well as what wasrecognised as learning. Preliminary findings show a discrepancy in teachers’ focus between content and form and a lack of explicit recognitionof students' digital competence. The paper contributes to increased knowledge about teachers’ design of digital didactics and assessments. Italso contributes to our understanding of co-design in teacher-researcher collaborations that aim to develop novel models for teaching andassessment, which are essential for contemporary and future education in the Nordic countries
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Tondeur, J., Petko, D., Christensen, R., Drossel, K., Starkey, L., Knezek, G., & Schmidt-Crawford, D. A. (2021). Quality criteria for conceptualtechnology integration models in education: bridging research and practice.
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(4), 2187–2208.


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