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Negotiating scientific knowledge in the development of an eHealth MOOC

Abstract

Interdisciplinary team communication in eHealth development is challenging because all disciplines have unique, intrinsic discursive practices, theories and artefacts. Due to these factors, members of interdisciplinary teams can experience problems in communication and collaboration. Through a centered focus, members can benefit individually, inspire one another, and ultimately reach a timely delivery of their common pedagogical goal(s). Using the lens of dialogism, this paper aims to identify the conceptual considerations that arose during the development of a Massive Open Online Course (MOOC) for higher education in eHealth. Methods included auto-ethnography and interdisciplinary dialogue supported by literacy artefacts, including visual material. Results yielded a visual tool for meta-assessment of team communication, and an organizing principle for topics in the MOOC. A major implication is that especially for eHealth, scientific communicative competence of experts—while establishing a common understanding—can lead to a unique and meaningful delivery of high pedagogical quality.
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Category

Academic article

Language

English

Author(s)

  • Heidi Gilstad
  • Martha Rice Skogen
  • Pieter Toussaint
  • Cathrin Brøndbo Larsen
  • Arild Faxvaag

Affiliation

  • SINTEF Digital / Technology Management
  • St. Olavs Hospital, Trondheim University Hospital
  • Norwegian University of Science and Technology

Year

2022

Published in

Education and Information Technologies : Official Journal of the IFIP technical committee on Education

ISSN

1360-2357

Volume

28

Issue

1

Page(s)

13 - 36

View this publication at Norwegian Research Information Repository