Digital Teaching, Learning and Assessment: The Way Forward is the result of the continuous discussion taking place in the teaching and learning space of what the future holds for academics and their stakeholders, post pandemic students. The editors of this book work in the teaching and learning domain and consider such discussion critical to ensure that students of the future are well serviced by all concerned. The book brings such discussions to one platform where academics, administrators and other stakeholders like researchers and regulatory bodies ponder ideas and practices and how the digital world will dominate and change the teaching/learning space.
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Table of Contents
1. Supporting virtual student research opportunities: the Holistic Foundry Undergraduate Engaged Learners program experience2. Digital education for a resilient new normal using artificial intelligence-applications, challenges, and way forward
3. Endured understanding of learning in online assessments: COVID-19 pandemic and beyond
4. Transformative course design practices to develop inclusive online world language teacher education environments from a critical digital pedagogy perspective
5. New teaching and learning strategies during the COVID-19 pandemic: implications for the new normal
6. Birley Place: a digital community to enhance student learning
7. Assessment: higher education institutions' innovative online assessment methods beyond the era of the COVID-19 pandemic
8. Formative assessment in hybrid learning environments
9. Student experience of online exams in professional programs: current issues and future trends
10. E-textbook pedagogy in teacher education beyond the COVID-19 era 179
11. The death of the massification of education and the birth of personalized learning in higher education
12. New online delivery methods beyond the era of the pandemic: varied blended models to meet the COVID-19 challenges
13. Digital teaching and learning: the future of ophthalmology education
14. "Online education which connects� adopting technology to support feminist pedagogy-a reflective case study
Authors
Upasana Gitanjali Singh University of KwaZulu-Natal. Professor Upasana Singh is the Academic Leader and Associate Professor in Information Systems and Technology at the University of KwaZulu-Natal, Durban, and an Adjunct Senior Lecturer at the Victorian Institute of Technology, Australia. With a Ph.D. from the University of South Africa and over 15 years of teaching experience, she specializes in IT-related subjects and Educational Technologies. Professor Singh has an extensive publication record, including books, journal articles, and conference papers, contributing significantly to digital teaching, learning, and assessment. As Chair of the digiTAL2K conference, she promotes global collaboration in educational technologies. Her research, particularly during the pandemic, has been instrumental in guiding online learning transitions, with a focus on quality assurance and gender-specific models. She has received numerous accolades for her leadership and contributions to digital education, including the Distinguished Teachers Award and recognition from ASCILITE's Women in Academic Leadership initiative Chenicheri Sid Nair Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia. Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.
Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.
His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Susana Goncalves Professor, Polytechnic of Coimbra, Coimbra, Portugal. Susana Gon�alves, PhD in Psychology is a Professor at the Polytechnic of Coimbra. She is a researcher at NIEFI, the Research Unit for Education, Training and Intervention (Escola Superior de Educa��o de Coimbra) and she teaches Psychology and Intercultural Education and a range of topics in the field of cultural studies. She is a member of Children's Identity and Citizenship in Europe Association, where she has served as Secretary General from September 2007 to September 2019. She has been Director of the Centre for the Study and Advancement of Pedagogy in Higher Education (CINEP) from 2011 until 2021. Her main research interests are Higher Education, multimedia pedagogical resources, citizenship and art in education. Some of her edited books are Pandemic, Disruption and Adjustment in Higher Education (forthcoming, Brill), Pandemic and Remote Teaching in Higher Education (2021, CINEP), Art in Diverse social settings (Emerald, 2021), Art and intercultural dialogue (Sense, 2016), The challenges of diversity and intercultural encounters (2013, Routledge) and Intercultural Policies and Education (2011, Peter Lang). She is also a visual artist and a photographer.
