Next workshop TBA
Sign up to Learning Consultant Mikkel Hvidtfeldt Andersen,

The purpose of this module is to enhance student centered learning by qualifying learning activities with the use of digital technology.
We use the term learning technology in the broadest sense of the word including both hardware and software that, if appropriated to the idea of constructive alignment, have the potential of leveraging the level of student engagement in learning activities and assessment tasks.
Learning Technology Basics is not an IT showcase nor a dedicated learnIT introduction. Rather it is paramount to stress that Pedagogy supersedes technology when talking about learning technology. The point of departure in this module is the didactical reflection and thus technology acts as a mean to an end (intended learning outcome) rather than to serve in its own right.

Intended learning outcomes

After the module, participants will be able to:
  • Identify and describe digital technologies for student centered learning activities and assessment tasks.
  • Choose, plan and apply learning technologies in a concrete learning context.
  • Evaluate a specific experiment in relation to the intended learning outcome for students
  • Reflect on the application of learning technology within own teaching practice.


14 hours. The workshop takes up 6 hours and the remaining 8 hours are devoted to preparation, evaluation and process reflection. The amount of time spend experimenting with a learning technology in your own teaching is not included in those 10 hours.

Module activities

Learning Technology Basics consists of:
  1. A full day workshop.
  2. Experiment with a technology in your own teaching practice.
  3. Written process reflections.

Ad 1. Workshop
The face-to-face workshop will provide hands-on experience with a selection of digital technologies and give examples on how they are integrated into various teaching practices. As student-centered learning is about facilitating participation and engagement this workshop is thought to be a workspace where we examine how different technologies can promote a variety of learning activities. We will approach learning technologies relating to each level in the SOLO taxonomy but also look at how a single technology can be applied at several levels.
Scaffolding on participants’ current teaching activities we work towards setting up a learning technology experiment undertaken by each participant. A mapping exercise serves as a starting point for identifying actual learning technology opportunities and gradually we elaborate with demonstrations, trying things out, theoretical concepts and peer stimulus. The mode of inquiry is a continual shift between short presentations and hands-on exercises on applying technologies in concrete contexts such as lectures and tutoring.

Workshop activities
  • Technology application
  • E-learning theories
  • Activity concept planning

Ad 2. Experiment
Participants are required to select, plan, implement and receive student feedback on a given pedagogically relevant technology within own teaching. We invite to think about the experiment as undertaking action research, meaning that a real learning problem or challenge is to be critically reflected upon, solved and best practice guidelines produced.
It is mandatory that students evaluate the experiment separate from the general course evaluation. The format is entirely up to you but it is recommended that you do it within recent proximity. There are no requirements to the nature of the chosen learning technology however it must align with a course ILO.
Learning Support supports your experiment with sparring on pedagogical aspects and technical guidance within the limits of our current scope. In example, we fully support the use of institutional platforms such as learnIT but only a limited range of third party software.

Ad. 3. Written process reflection
Participants are to submit a process reflection paper and give written feedback on another participants work (peer assessment). The process reflection is an open paper (1-2 pages in scope or equivalent) on your experiment presenting the constructive aligned technology use-case. The sole requirement is that the paper treats the outcome of the student evaluation. Submission is via learnIT. Discussion and feedback with Learning Support about the reflections and the paper is an option.

Module assessment

The module is passed with
  • Active participation in the workshop
  • Conducting a learning technology experiment
  • Handing in a brief process reflection

Facilitating a teachIT workshop on learning technology

As a part of the TDP course participants are to facilitate a teachIT workshop. It is possible to develop your written process reflection to serve as workshop theme in this respect.

Workshop facilitators

Mikkel Hvidtfeldt Andersen, (Module responsible)
Learning consultant in Learning Support

Rune Koldborg Jensen
Media Specialist in Learning Support