Stefan Hrastinski is Professor in the Division of Digital Learning and Director of Research Education in the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology, Sweden.

• IntroductionStefan Hrastinski, KTH Royal Institute of TechnologySection A: Discussion forums and blogs Discussion forums in literature and filmCarolina Leon Vegas, Dalarna University Discussion forums in managementRichard Cotterill, University of York Knowledge construction through blogsMaria Limniou, University of LiverpoolSection B: Collaboration Online pair programmingDavid Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab Digital collaboration toolsEric Loepp, Nicole Weber, University of Washington Whitewater Problem-based learning in international online groupsAlastair Creelman, Linnaeus University, Maria Kvarnström, Linköping University, Jörg Pareigis, Karlstad University, Lars Uhlin, Linköping University, Lotta Åbjörnsson, Lund UniversitySection C: Collaborative writing and reading Collaborative writing in group workKatarina Lindahl, Dalarna University Collaborative writing in the classroomAngel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde Contributing to public debate through collaborative writingPatric Wallin, Norwegian University of Science and Technology Collaborative annotation to support students’ online reading skillsMatt East, Talis, Hope Williard, Jamie Wood, University of LincolnSection D: Group work Students as content creatorsJane Guiller, John Smith, Glasgow Caledonian University Virtual teamsAnn-Sofie Hellberg, Jonas Moll, Örebro UniversitySection E: Flipped classroom Teaching Mandarin vocabulary using a flipped approachXinyi Tan, Coastal Carolina University Flipped math teaching in diagnostic medicineBei Zhang, University of Vermont Flipping an online module in computational physicsChristophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of TechnologySection F: Video Video assignmentsBethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University Interactive videosRob Lowney, Maria Loftus, Dublin City University Authentic vlogsFelicity Healey-Benson, University of WalesSection G: Video conference Relation building in break out groupsKristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology Using video conference for group problem solvingSiming Guo, Coastal Carolina University Recording synchronous online teaching to develop practiceTim Gander, The Mind LabSection H: Student induction and responsive teaching Student-generated induction in a lecture theatreNicholas Bowskill, University of Derby Pre-class surveys to inform course designAngela van Barneveld, Helen DeWaard, Lakehead University

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Stefan Hrastinski is Professor in the Division of Digital Learning and Director of Research Education in the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology, Sweden.

• IntroductionStefan Hrastinski, KTH Royal Institute of TechnologySection A: Discussion forums and blogs Discussion forums in literature and filmCarolina Leon Vegas, Dalarna University Discussion forums in managementRichard Cotterill, University of York Knowledge construction through blogsMaria Limniou, University of LiverpoolSection B: Collaboration Online pair programmingDavid Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab Digital collaboration toolsEric Loepp, Nicole Weber, University of Washington Whitewater Problem-based learning in international online groupsAlastair Creelman, Linnaeus University, Maria Kvarnström, Linköping University, Jörg Pareigis, Karlstad University, Lars Uhlin, Linköping University, Lotta Åbjörnsson, Lund UniversitySection C: Collaborative writing and reading Collaborative writing in group workKatarina Lindahl, Dalarna University Collaborative writing in the classroomAngel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde Contributing to public debate through collaborative writingPatric Wallin, Norwegian University of Science and Technology Collaborative annotation to support students’ online reading skillsMatt East, Talis, Hope Williard, Jamie Wood, University of LincolnSection D: Group work Students as content creatorsJane Guiller, John Smith, Glasgow Caledonian University Virtual teamsAnn-Sofie Hellberg, Jonas Moll, Örebro UniversitySection E: Flipped classroom Teaching Mandarin vocabulary using a flipped approachXinyi Tan, Coastal Carolina University Flipped math teaching in diagnostic medicineBei Zhang, University of Vermont Flipping an online module in computational physicsChristophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of TechnologySection F: Video Video assignmentsBethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University Interactive videosRob Lowney, Maria Loftus, Dublin City University Authentic vlogsFelicity Healey-Benson, University of WalesSection G: Video conference Relation building in break out groupsKristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology Using video conference for group problem solvingSiming Guo, Coastal Carolina University Recording synchronous online teaching to develop practiceTim Gander, The Mind LabSection H: Student induction and responsive teaching Student-generated induction in a lecture theatreNicholas Bowskill, University of Derby Pre-class surveys to inform course designAngela van Barneveld, Helen DeWaard, Lakehead University

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Stefan Hrastinski is Professor in the Division of Digital Learning and Director of Research Education in the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology, Sweden.

• IntroductionStefan Hrastinski, KTH Royal Institute of TechnologySection A: Discussion forums and blogs Discussion forums in literature and filmCarolina Leon Vegas, Dalarna University Discussion forums in managementRichard Cotterill, University of York Knowledge construction through blogsMaria Limniou, University of LiverpoolSection B: Collaboration Online pair programmingDavid Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab Digital collaboration toolsEric Loepp, Nicole Weber, University of Washington Whitewater Problem-based learning in international online groupsAlastair Creelman, Linnaeus University, Maria Kvarnström, Linköping University, Jörg Pareigis, Karlstad University, Lars Uhlin, Linköping University, Lotta Åbjörnsson, Lund UniversitySection C: Collaborative writing and reading Collaborative writing in group workKatarina Lindahl, Dalarna University Collaborative writing in the classroomAngel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde Contributing to public debate through collaborative writingPatric Wallin, Norwegian University of Science and Technology Collaborative annotation to support students’ online reading skillsMatt East, Talis, Hope Williard, Jamie Wood, University of LincolnSection D: Group work Students as content creatorsJane Guiller, John Smith, Glasgow Caledonian University Virtual teamsAnn-Sofie Hellberg, Jonas Moll, Örebro UniversitySection E: Flipped classroom Teaching Mandarin vocabulary using a flipped approachXinyi Tan, Coastal Carolina University Flipped math teaching in diagnostic medicineBei Zhang, University of Vermont Flipping an online module in computational physicsChristophe Demazière, Tom Adawi, Christian Stöhr, Chalmers University of TechnologySection F: Video Video assignmentsBethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University Interactive videosRob Lowney, Maria Loftus, Dublin City University Authentic vlogsFelicity Healey-Benson, University of WalesSection G: Video conference Relation building in break out groupsKristin Landrø, Camilla Hellesøy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology Using video conference for group problem solvingSiming Guo, Coastal Carolina University Recording synchronous online teaching to develop practiceTim Gander, The Mind LabSection H: Student induction and responsive teaching Student-generated induction in a lecture theatreNicholas Bowskill, University of Derby Pre-class surveys to inform course designAngela van Barneveld, Helen DeWaard, Lakehead University

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