קידום תבונה דיגיטלית באמצעות מעורבות סטודנטים בעיצוב פדגוגי של קורס אקדמי

Technological learning environments enable implementation of the
constructivist approach, with learners actively involved in the construction
and design of knowledge and learning processes through the use of
educational technologies. This warrants a reconsideration of the instructional
design in academia. This study examined how instructional design, based on
listening to students’ voice, transforms students into active co-partners in
teaching and learning processes and how this concept influences the
development of digital wisdom among students and lecturers. This case study
analyzed 22 reflections of graduate students from the Israeli Open University.
Qualitative analysis was carried out, indicating that students felt they were
co-partners in the pedagogical course design, determining the content and
shared digital activities. The expression of "students' voice" was exhibited in
students' activities aimed to develop a sense of competence, personal strength
and leadership skills, as well as in activities that required collaboration
between members of the learning community, with students and lecturers
having equal levels of participation. Such involvement contributed to
students' digital wisdom and perceptions of the role of the lecturer as a leader
in this process. This was accompanied by perceptions of technology as
facilitating learning processes, improving flexibility, enabling greater
accessibility, and supporting teacher-student communication.