Concrete examples of learning activities and digital facilitation of flexible teaching

In this chapter, we elaborate on and give examples of how to plan good tuition, as set out in the first part of the guide. Although there is research to support some of the content, much of it is based on good practice from Norwegian educators with experience of flexible teaching.

In a report on use of digital technology in higher education (Pedagogisk bruk av digital teknologi i høyere utdanning – in Norwegian only), NIFU indicates that the use of digital technology in higher education ‘can (…) contribute to (1) more student-active teaching methods, (2) pedagogical development, especially in practice-oriented subjects, and (3) increased access to higher education. This assumes that the use of digital technology is an integral part of a holistic learning and teaching design, and that tutors and students have both an understanding of and skill in the use of digital tools for educational purposes.’ (27) The same report underlines the importance of ‘making it clear what students are meant to achieve – «what, why and how” – in relation to assignments and other work with respect to the use of digital technology’. Flexible teaching courses should offer a good balance between fixed structures and varied learning activities. For example, session-based courses and programmes will involve activity at and between face-to-face or online sessions.

Two chapters have also been added about universal design, copyright and privacy considerations.

Translated by EPALE Norge and HK-dir