Digital Transformations in Nordic Higher Education

Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
Part I Digital Transformations in Higher Education: Setting the Stage
1 Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon
	Setting the Stage
	Unpacking Digital Transformations: A Conceptual Framework
	Volume’s Contributions
	References
2 The Rise of EdTech Platforms in Higher Education: Mapping Themes from Emerging Critical Literature
	Introduction
	Rising EdTech in Context: HE Digitalisation and Marketisation
	Review of Key Themes
		Meta-Theme 1: Platformisation or  from Product to Platform
		Sub-Theme 1.1: Datafication or  from Interactions to Data
		Sub-Theme 1.2: Assetisation or from Commodity to Asset
		Sub-Theme 1.3: Modularisation or from Continuum to Fragmentation
		Sub-Theme 1.4: Crowdification or from Class to Crowd
		Sub-Theme 1.5: Peer-To-Peering or from University to Web
		Meta-Theme 2: Learnification or from Student to Consumer-Learner
		Sub-Theme 2.1: Unbundling or from Programmes to Courses
		Sub-Theme 2.2: Skillisation and Short-Circuiting or from Education to Skills and Tasks
	Discussion
	References
3 Dual Digitalization: A Framework for Digital Transformations of Higher Education
	Introduction
	Digitalization in Higher Education: Identifying and Connecting Separate Streams
		Digitalization in Higher Education
		Digitalization of Education
		Digitalization of the Subjects
		Data Science
		Summing-Up
	Framework
	Method
		Data Collection
		Data Analysis
	Findings—Three Phases of Digital Innovation in Higher Education
		Phase 1: Two Separate Processes (Unintegrated Digital Resources)
		Phase 2: Convergence of Education and Digital Subjects
		Phase 3: Institutionalization in a Digital Learning Space
	Discussion
		How Can We Conceptualize Dual Digitalization?
		How Can We Manage Dual Digitalization?
	Conclusion
	References
Part II New and Emerging Teaching and Learning Practices
4 Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space
	Introduction: Digital Transformation and New Learning Spaces
	The Digital Transformation of Teacher Education in Norway
	Undervisningsverkstedet as a Future Classroom Lab
	Undervisningsverkstedet and Future Classroom Labs as Learning Spaces
	Research Approach: Student Teachers with Their Teachers in the UV
		Teacher Interviews
	The Teachers’ Plans for the UV Session with Their Student Teachers
		Teacher Perspectives on the Physical Learning Space, Stations, and Available Resources
		Exploring the UV with an Inquiry-Based Learning Approach
		Teacher as Facilitator or Spectator?
	Teachers’ Expectations of How Students Are To Learn in UV
		How Can the UV as a Learning Space Promote Collaboration and Socialising?
		Exploration of New Digital Devices and Tools Used in Schools
		How to Use Digital Devices Pedagogically (and Technically)
	Discussion: New Learning Spaces and New Ways of Learning?
	Conclusion: UV as a Learning Space that Fosters Digital Competence
	References
5 Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education
	Introduction
	Sustainable Transformations of Digital Practices: A Theoretical Perspective
		Societal Traditions
		Institutional Practices
		Activity Settings
		Actions
	Towards Sustainable Transformations? Exploring Change Efforts at a Faculty of Education
	Initial Responses to the Crisis Situation
	Continued Efforts Towards More Systemic Change
	Discussion
	References
6 Engendering Transformative Learning in an Institutional xMOOC
	Introduction
	Defining a Research Perspective
	Methodology
		Methods and Data
		Data Analysis
	Findings
		The Learning Design of an Institutional xMOOC
		Student Assessment of the Institutional xMOOC
			Overall Assessment of the Course
			Students’ Learning Strategies
			Video as Learning Resources
			Learning by Doing Assignment Tasks
			Learning by Peer Feedback (Peer Review)
			Learning by Doing Multiple-Choice Questions
			Individual Guidance from Instructors
	Discussion
		How Can Learning Resources Contribute to Transformative Learning?
	Conclusion and Pedagogical Implications of the Findings
	References
7 Moving Forward or Going Backwards? Understanding Digital Transformations from Teachers’ Perspectives of Assessing Students Digitally
	Introduction
	Assessment of Students’ Performances Using Digital Technology
	Assessment in Swedish Higher Education
	Theoretical Framework
	Method
	Findings
	Transformation of the Assessment Process
	Rethinking Student Competencies and Learning Requirements
	Redesign of Courses and Assignments
	Discussion
	References
Part III Organizational Manifestations of Digital Transformations—Before and Following COVID-19
8 Who Are the Frontline Workers of Digital Transformations in Higher Education? A Conceptual Elaboration
	Introduction
	Digital Transformations of Higher Education as Street-Level Bureaucracy and Frontline Work
	Frontline Workers of Digital Transformations of Higher Education
		Faculty
		Students
		Educational Developers
		Administrative Staff
	Where to from Here?
	References
9 Digitalization as a Strategic Goal—The Missed Potential of Profiling Danish Universities in the Digitalization Era?
	Introduction
	Theoretical Framework
	Policy Ideas in Danish Higher Education
	Research Design
	Data and Analytical Approach
	Findings
	Translations of Digitalization
	Digitalization in/of Education
	Digitalization in/of Research
	Digitalization in/of Organization
	Digitalization as a Societal Condition
	Discussion
	Concluding Remarks—Digitalization as a Missed Strategic Opportunity?
	References
10 Digital Transformations in Higher Education in Result of the COVID-19 Pandemic: Findings from a Scoping Review
	Introduction
	Aim and Research Questions
	Method: Scoping Review Approach
		Search Strategy
		Data Collection
	Analytical Categories: Knowledge for and Knowledge about DTHE
	Description and Mapping of the Literature
		Geography
		Disciplines
		Stakeholder Perspectives
	Discussion
		Limitations and Implications for Further Research
	References
11 Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study
	Introduction
	Digital Transformations in/of Nordic Higher Education
		Digital Transformations Enters the Field of Higher Education
		Recent and Ongoing Policy Developments in Norway
	Norwegian Higher Education as a Case
	Readiness for Change
		Change Valence
		Change Efficacy
	Case Study & Methodology
	Findings and Analysis
		Antecedents—The “History” of Digital Transformations at the Case University
		Change Valence
			Change Efficacy
	Digital Transformations, COVID-19, and Beyond: Concluding Remarks
	References
Part IV What Next?
12 Possible Scenarios for the Future of Digital Transformations in Higher Education
	References
Index