Utilising digital technology for dialogue and evaluation – a quasi-scholastic method in action

Abstract

This article investigates how digital technology can enhance evaluation and reflection through dialogue in a theory lesson in the context of university college teaching. The pedagogical designs in the article vary from synchronous classroom evaluation on smartphones, to online discussion fora as dialogue facilitators. The article suggests methods for assessing engagement/disengagement instead of presence/absence in a theory lesson at a university college. The article compares and contrasts the practical use of Socrative and Online Discussions Forums in order to shed light on their different potentials for application and suggests ways of applying them in teaching.