Christian Dalsgaard

Christian Dalsgaard

I am associate professor in online education, Aarhus University, Denmark.

Location Denmark


  • The video was produced in a video editing tool from a Powerpoint and a separate audio file. Sorry, but I don't know the exact software.

  • Very good point, raised here! This is something that is often brought up by both students and teachers. In the programme from the case, we argue to the students that it is important for their education that they learn about different kinds of tools. In that sense, the argument is that getting experiences with different tools supports their digital literacy.

  • Good point :-). The reason is that the programme has used several different video conferencing tools. Google Hangout (later YouTube Live), Blackboard Collaborate and Zoom. At one point it was important to be able to stream the live video sessions, which was possible with YouTube live. Also, the choice has depended on the platform provided by the university.

  • Your comment made me think about the use of oral feedback. As you argue, oral feedback can be given in a tone, which is difficult in text. Also, I have discussed with some language teacher the idea of providing oral feedback within the students audio file - this gives the opportunity of the teacher to give very detailed feedback, for instance on pronunciation.

  • I guess that oftentimes the flexibility of online teaching is related to the fact that it is new to the students. Thus, there can be a process of getting students to get used to new forms of teaching. For instance, students will (probably) have to get used to sharing their products with fellow students (who they may not meet physically), especially videos of...

  • I agree on your thoughts on being specific about the purpose of the different steps. I believe, the intent of the teacher in the current case was to get the students to challenge definitions, but also to argue for their disagreements. Thus, the feedback was both intended to be a "second layer" of argument - and to get students (the ones giving feedback) to go...

  • Good point, whether this "counts" as blended or flipped. A point is that the teacher has taken student presentations away from the physical classroom (which was done in previous courses), and instead they are presented and can be viewed outside and before the lesson.

  • Hi Jorge. Yes, you are right that the BL tools case could also be related to the interaction dimension, as the dimensions can be used to look at the same cases. The BL tools case also highlights tools for blended learning, and a point would be to focus on tools that support students' production.