| 1. |
- Auer, Nathalie, Universitetslektor
(författare)
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Emergency teaching in secondary schools in Denmark : 'some students flourish, some wither'
- 2022
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Ingår i: INTED2022 Proceedings. - Valencia : IATED Academy. - 9788409377589 ; , s. 5319-5327
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Konferensbidrag (refereegranskat)abstract
- Educational institutions in Denmark were forced into a temporary closure due to the COVID-19 global pandemic. The current study investigates changes in teaching practice during quarantine restrictions. This study is part of a wider investigation on the impact of the COVID-19 pandemic on teaching practices. Ninety-nine secondary education teachers in Denmark filled out an online survey. Frequencies and percentages were obtained to analyze quantitative data. A thematic analysis was used to analyze qualitative data. Teachers changed their practice from a constructivist approach to a traditional teaching method resulting in a lack of dialogue, interaction and student motivation. Although teachers’ workload increased, they could not preserve the quality of the learning experience. Teachers did not take advantage of the digital tools to differentiate learning and to increase motivation. Implications for practice for the design of online learning courses in the future are discussed.
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| 2. |
- Auer, Nathalie, Universitetslektor
(författare)
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Facilitating metacognitive reading strategies with iBooks Author application
- 2012
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students bring into the classroom their own mobile devices. However, they do not take advantage of the various features that technology offers for supporting learning. Research has been conducted to investigate the role of computer environments in supporting and modelling metacognitive strategies while learning with hypermedia (Azevedo, 2005). The demonstration will present how a metacognitive approach can also be used as a theoretical framework to design reading activities and support comprehension processes with technology.Approaches to prompt metacognitive thinking in reading have been proven to enhance reading comprehension (Sheory and Mokhtari, 2001). These approaches have relied on teacher's help to model metacognitive strategies such as activating background knowledge, inferencing the meaning and monitoring. Technology can help the learner by modelling the above-mentioned strategies.In this demonstration, I will show how instructional designers can model metacognitive thought with the different features of the application iBooks Author. For example, with the Media widget you can add a video file that contains familiar content in order to help students activate prior knowledge. It will also illustrate how to embed metacognitive strategies for successful reading in a digitized text using the application iBooks Author.Structure of the session and activities:Brief outline of strategic reading i.e. ways for enhancing reading through the use of metacognitive strategies;Demonstrations of:How to create a digital text with iBooks Author applicationHow to embed reading strategies in the digital text using iBooks Author applicationHow students can use the embedded reading strategies using this application;Open discussion.Intended outcomes for participants:Understand how technology can support reading processes;Propose guidelines for promoting strategic reading using iBooks; Author application.Participants with Apple devices will be able to try the application, but since this is not a hands-on session you can attend even if you do not have an Apple device.
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| 3. |
- Auer, Nathalie, Universitetslektor
(författare)
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Formative assessment in hybrid learning environments.
- 2023
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Ingår i: Digital Teaching, Learning and Assessment. - : Chandos Publishing. - 9780323955003 - 9780323955010 ; , s. 147-159
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Bokkapitel (refereegranskat)abstract
- Within the context of digitalizing education in higher education, it is crucial to develop an effective feedback strategy for students participating in hybrid learning courses. This chapter aims to understand how educational technology can support effective feedback, as conceptualized by Hattie and Timperley. Their model can be used as an innovative pedagogical strategy to facilitate effective online formative assessment.Online formative assessment has the potential to enhance dialog between the teacher and learner, response time, and clarity in learning outcomes. These advantages are closely connected in Hattie and Timperley’s model. The teacher designs and shares the learning outcomes with students, students have time to respond, and learning outcomes fit students’ needs. Moreover, their model promotes self-regulatory processes.Their conceptual analysis of feedback is particularly useful for those designing and facilitating hybrid courses since it identifies the circumstances that make feedback effective. It may also guide conceptual and empirical work among researchers studying online formative assessment in the hybrid learning context.
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| 4. |
- Auer, Nathalie, Universitetslektor
(författare)
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Resilience in Hybrid Learning Environments : Moving to Hybrid Programmes
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students may have altered their expectations regarding flexibility of teaching and learning after the pandemic. In its drive for resilience, Malmö University established a pilot project on hybrid learning in September 2020. The project aims to develop research-based concepts for how hybrid programs can be implemented locally. It addresses different aspects of hybrid learning (e.g., didactic considerations). This presentation shares the process and the lessons learnt.
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| 5. |
- Auer, Nathalie, Universitetslektor
(författare)
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Scaffolding foreign language learners’ reading strategies using tablet computers at two secondary schools in Denmark
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The use of mobile devices for learning has led to an increased number of textbooks and reading materials being published in digital format. Specific digital literacies are required to take advantage of these digital texts, and students need to acquire these literacies if they are to read and learn efficiently. Teachers need to assist their students in reading with digital devices. However, research on supporting reading comprehension with mobile devices is still limited. This thesis addresses a gap in the field by identifying cognitive and metacognitive foreign language (FL) reading strategies that students employ when using tablets, and how digital features may support FL reading comprehension. Students learning Spanish at two educational institutions in Denmark (n=12) participated in this longitudinal qualitative study. The digital texts employed in the study were designed to model reading strategies by embedding prompts in the texts using features of the iBook Author application on the iPad. These prompts, which appear alongside the text for students using the iBooks app, provide opportunities to learn and practice reading strategies. Data collection was via students’ logs (records of their use of reading strategies with the iPads over three weeks), semi-structured interviews and a researcher’s log. Coding was conducted through thematic analysis. The findings indicate that students used a variety of metacognitive and cognitive reading strategies. Students engaged in higher-order thinking skills by following the scaffolds provided and benefitting from some of the iPads’ features. In conclusion, provided that the student is active in the reading process and is using appropriate strategies, he or she will be able to construct meaning from the digital text. FL reading is a skill that needs to be adapted for the use of mobile technology. This research suggests that, when employed effectively, the applications available on tablets can provide scaffolds for the reading process. This thesis contributes to knowledge by: 1) applying a language learning strategy (LLS) model to mobile technology; 2) applying metacognition in the context of reading electronic books with mobile devices; 3) addressing controversies in the field of digital reading; 4) proposing guidelines for designing digital textbooks, and 5) developing a research instrument for reading strategy research.
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| 6. |
- Auer, Nathalie, Universitetslektor
(författare)
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Skriftlig produktion og it-mediet
- 2008
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Ingår i: Sprogforum. - Copenhagen. - 0909-9328 .- 1399-8617. ; 44, s. 48-54
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Tidskriftsartikel (refereegranskat)abstract
- Skriftlig produktion og it-medietPå Københavns Universitet (KUA) har vi ét fælles computerlokale til alle humanio-rastuderende (cirka 1900). Siden 1999, hvor jeg skulle undervise i skriftlig dansk påSyddansk Universitet, har jeg prøvet at finde et lokale med computere og adgang tilinternet. Det lykkedes først i forår 2007. Jeg er ellers meget kritisk i brugen af it iundervisningen, forstået på den måde at jeg ikke synes man skal bruge it for it’ensegen skyld. Man kan risikere at overføre traditionel undervisning til computereuden at anvende de muligheder der ligger i it. Inden jeg bruger it i undervisningen,stiller jeg mig selv spørgsmålet: Hvordan vil it-medietforbedremin undervisning?Hvad kan it som den almindelige undervisning ikke kan? Hvis der ikke er klare for-bedringer, så synes jeg ikke man skal bruge it, men i stedet inddrage andre gode res-sourcer. Det samme gælder for it-materialer. Som Meyer (Sprogforum 35, 2006)fremhæver i sin artikel, udnytter mange it-materialer ikke de muligheder der ligger iit-mediet, og de risikerer at ligne lærebøger der blot er transformeret til it. Mennetop i et fag som omfatter skriveprocesser, kan jeg kun se fordele ved anvendelsenaf it.Jeg har tit undervist i skriftlig sprogfærdighed og syntes at det ikke er tilfredsstil-lende at bruge tavle og kridt da der er mange ulemper forbundet med det. Stude-rende har travlt med at skrive det korrekte forslag fra tavlen med risiko for at skrivedet forkert. Desuden syntes jeg ikke at studerende skal lytte så meget til læreren nårhensigten er at de studerende skalproducereen tekst.It bør være et værktøj til at forbedre undervisningen med således at de studerendekan arbejde med skriveprocessen uden de nævnte ulemper; de kan fx udnytte dekommunikationsformer, som Absalon1tilbyder.I denne artikel vil jeg skrive om min erfaring med studerendes skriveprocesser vedhjælp af it-mediet. Efter en kort beskrivelse af den teoretiske baggrund bag forløbet,vil jeg med et eksempel vise hvordan man kan bruge it i udviklingen af skrivesprog-færdighed
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| 7. |
- Auer, Nathalie, Universitetslektor, et al.
(författare)
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The Changing Demands on Diverse Faculty’s Digital Competence in Hybrid Learning Environments
- 2023
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Ingår i: EARLI 2023. - : The European Association for Research on Learning and Instruction (EARLI). ; , s. 314-
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to examine the enduring impact of digital competence on university educators’ practices. The COVID-19 pandemic accelerated higher education’s shift to digitization as universities adopted emergency remote teaching. While educators digitized their teaching in only few days, there is asignificant difference between the quality of instruction of a well-designed online course and courses offered online in response to the health crisis. In theaftermath of this crisis, is important to characterize educators’ digital competences for several reasons. These include to empower their use of learning technology, to support their teaching in innovative ways, and to ensure accessibility to learning resources and activities to all learners, including those withspecial needs. To do this, we turn to the research-based European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu’s purposeis to develop teacher digital competences and take advantage of learning technology to improve and innovate education. DigCompEdu provides the frameworkfor qualitative analysis of data collected from lesson observations and interviews with university educators (n= ~30). The study participants, faculty at one university in Scandinavia, represent a diverse range of disciplines, genders, and other social categories. The significance of this research is both theoretical andapplied. It increases knowledge of how educators develop their digital competences and take advantage of learning technologies to innovate. In addition, itsupports inclusive education, as students’ need to become digitally competent depends on educators’ development of their own digital competence
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| 8. |
- Auer, Nathalie, Universitetslektor
(författare)
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The multifaceted skill set of supervisors
- 2023
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Ingår i: Journal of Teaching and Learning in Higher Education (JoTL). - Malmö : Malmö universitet. - 2004-4097. ; 4:2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Under de senaste åren upplever doktoranderna en försämrad kvalitet på forskarutbildningen. Mindre handledning, inställda kurser och bristande forskningsresurser redovisas som faktorer som påverkar handledningens kvalitet. Handledning kräver olika kompetenser då det finns flera aspekter inblandade inklusive ett delat ansvar på institutionsnivå, sammanhanget för handledning inom akademin och maktförhållandena, handledningsrelationer och hur bedömningen går till.
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| 9. |
- Auer, Nathalie, Universitetslektor
(författare)
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The use of e-book readers in foreign language learning
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Technology increases the exposure to a foreign language (Chapelle, 2009). In order to design and implement technology for Foreign Language Teaching, technology has to be informed by research on Foreign Language Learning. This poster presents work-in-progress results of a pilot study aimed to determine how mobile technologies can support foreign language learning.The study draws on a metacognitive approach for foreign language development (Vandergrift, 2004), which stresses the use of metacognitive strategies: prediction, monitoring, problem solving and evaluation for successful comprehension.The study addressed the following questions:• How do foreign language learners use e-book readers’ features to assist them in comprehension?• How do foreign language learners adapt and change their learning styles to mobile learning?• How can mobile technology be used to enhance foreign language comprehension?This longitudinal study collected data over a four-month period of 6 students from a Spanish course at a Danish upper school for adult education. The study comprised an introduction to the technology, including the hardware and the software, showing some Internet addresses where e-books both in text and in audio format are available and the files supported by BeBook ‘One’ e-reader, the model used for the study.Data was collected via two online questionnaires and semi-structured interviews. The first survey focused on the usability of the e-book reader, the second survey focused on the actual use of the e-book reader as a learning tool. Qualitative data was analysed using thematic analysis (Boyatzis, 1998) and NVivo software. Quantitative data collected from the questionnaires were analysed using univariate analysis.Analysis of the questionnaires and interview findings revealed four emergent themes: Reading and IT strategies, portability and reading-while-listening mode. Students made use of metacognitive strategies to assist comprehension as defined in Vandergrift (2004). Moreover, they valued portability in foreign language learning since it enables spaced learning. According to Karpicke & Roediger (2010), spaced learning enhances memory. Furthermore, students perceived the possibility of simultaneously listening to and reading a text very useful to learn pronunciation and to increase attention which is an ap-propriate strategy for language acquisition (Richards, 2008).ReferencesBoyatzis, R.E. 1998. Transforming qualitative information: Thematic analysis and code development. London: Sage.Chapelle, C. A. 2009. The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning. The Modern Language Journal 93: 741–753.Karpicke, J.D. and Roediger, H. L. 2010. Is expanding retrieval a superior method for learning text materials? Memory & Cognition 38:1,116-124.Richards, J.C. 2008. Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press.Vandergrift, L. 2004. Listening to learn or learning to listen? Annual Review of Applied Linguistics 24: 3-25.
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