This work-in-progress research paper describes an ongoing study of digital assessment discourses in engineering higher education with a focus on teacher roles and agency. Developing assessment practices in higher education is often emphasised as necessary when new technologies emerge. However, enactment of these changes is often delayed. This study employs discourse analysis to investigate digital assessment discourses at a Swedish higher education institution. The discourse analysis provides insight into which assessment practices are enabled and which agencies and roles the teacher can be assigned. A discourse analysis has been made on written policies and instructions intended to clarify and regulate the use of digital resources when assessing student performance. The preliminary analysis reveals three different discourses: the legal assessment discourse, the learning outcome-driven assessment discourse and the transformative assessment discourse. The three different assessment discourses enable different approaches to teachers' work with assessment in a time of emergent digital technologies. The study findings highlight the need to understand digital assessment practice as a social practice enabled or limited by the prevailing discourse. An increased understanding of different assessment discourses gives insights into how assessment activities in the digital context can be enacted. This contributes to increased knowledge of why the adaptation and development of assessment is slow.

In this phenomenographic study, we contribute with a critical view on teachers’ understanding of the use of digital technology in education. By analysing engineering teachers in Sweden’s qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises. Based on our findings, the tensions between the possibilities in the virtual learning environment and teachers’ teaching-learning intentions are discussed, and teachers’ decreased room for action to design for learning is problematised. Notably, teachers with an increased breadth of awareness of teaching-learning appear to experience the greatest tensions, forcing them to compromise their student-centred intentions.

This work in progress research reports on an ongoing study with the aim to explore engineering teachers' approaches of teaching and learning online. Digitalization of higher education is a fact and raises new challenges for academics when creating education of high quality. Adopting phenomenography as a qualitative research approach, the preliminary findings suggest that teachers from the technical and engineering sciences experience teaching and learning online in four qualitative different ways. Teachers experience teaching and learning online as: A) knowledge-building units, B) isolated learning, C) pathway for learning and D) enabling changes of teaching and learning activities.

The ANNA tool developed in the scope of the project "Increasing Gender Diversity in STEM" is an online tool that allows high school students to match their own personality, views, and expectations to those of engineering students and professional engineers. Not only does it provide easy access to role models, but it also increases awareness of what it means to be an engineer and picks up on some stereotypes associated with studying technology at the university. This EU funded Erasmus+ project helped the partners to study the gender difference in self-perception about the engineering degree. In the meantime, the data collection gives the opportunity to take a look at how students perceive their university and their degree.

In this research to practice paper we report on a framework for learning design useful to identify expertise that is needed when creating courses in digital environments, such as MOOCs (Massive Open Online Courses). The framework is based on research emphasizing active and meaningful learning, variation in activities and, feedback. Five different domains of course design for online learning is included in the framework; 1) overall course design, 2) platform possibilities, 3) learning activities, 4) videos, and the design of 5) graded assignments. Each of these domains is associated with certain knowledge and expertise. Applying the framework suggested here can help learning designers and teachers in making purposeful choices and prioritize resources to further enhance student learning.

This work-in-progress research-to-practice paper describes how a technical university has worked to build a research-based course evaluation and analysis framework into its IT-infrastructure and how it is used for course development. We report an initial analysis made to see how spread the use of the framework is over the university. We investigate the usage and the ownership of course evaluations and discuss different approaches of how the system has been utilized. By analysing the use of the framework at the university we gain a first insight how the framework has been received among faculty and how they make use of the framework for course evaluation, analysis, and development in a systematic way.

This Work in Progress Research reports on an ongoing study about engineering teachers' approaches to inclusive teaching when designing MOOCs (Massive Open Online Education). It is part of a larger project exploring ways in which MOOC-initiatives can facilitate educational change within Universities. Our assumption is that the teachers, may develop their understanding of inclusive teaching, and, if so, transfer that knowledge into the design and delivery of regular course offerings given by universities. The knowledge generated in this study can help to shape future initiatives for faculty development and support, regarding engineering teachers' ways to design and deliver flexible scalable forms of teaching that facilitates inclusiveness in the learning process.