At present e-learning courses have increased their importance but only a few universities use them, so it is crucial to explore the best ways of using this method for education. This paper is the result of a collaboration among some university teachers that recently have taken part to the EduHack course. The article aims to share their experience with a wider scientific community in order to promote a reflection on e-learning tools and methods specifically reserved for university teaching. This study highlights the structure and the organization of the EduHack course and presents Drag&Fly, the project idea developed by the authors during the collaborative part of the course, called EduHackathon. Some proposals to enhance the experience of participation are discussed by answering the following questions: What feelings did the EduHack course convey? What were its main strengths? What could be improved? Using concepts and categories of analysis widespread in the pragmatic theoretical tradition and adopting a qualitative analysis method based on the reconstruction of the experience through the participants’ observation, the Authors will analyze the learning generated by participating in the EduHack course. Its transformative potential will be investigated, as well as the possibility of changing the teachers’ approach to the design and implementation of a higher educational e-learning course.
|Titolo:||Hacking the Higher Education: Experiences from EduHack Course|
|Data di pubblicazione:||2020|
|Appare nelle tipologie:||4.2 Abstract in Atti di convegno|