Abstract

How can online courses be designed, and pedagogies be implemented, such that they support academic learning objectives and promote digital well-being? As online teaching and learning continue to proliferate at Johns Hopkins and other institutions of higher education around the world, faculty and instructional designers must become familiar with and enact course design frameworks and pedagogies that support digital well-being among their students. The current research project proposed to create, teach, and disseminate a professional development (PD) program to help JHU educators foster their students’ digital well-being. The program intent is to introduce educators to two related frameworks, and accompanying best practices, they can use to align teaching practices, class norms, and digital learning activities to the goals of digital well-being in a Wellness by Design framework. The goal of the project is to provide professional development for instructors and course designers to prepare them to integrate the digital well-being frameworks into their online course development processes. The current focus will be reporting on the progress of this research.

Authors: Christina Harnett, James Diamond, Tracy Friedlander, Kelly Cooney

Published in: Ireland International Conference on Education (IICE-2024)

  • Date of Conference: 2-4 April, 2024
  • DOI: 10.20533/IICE.2024.0022
  • ISBN: 978-1-913572-70-9
  • Conference Location: Dún Laoghaire, Ireland

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