Gilstad Heidi, Skogen Martha, Toussaint Pieter, Larsen Cathrin B, Faxvaag Arild
SEKOM, Department of Language and Literature, NTNU-Norwegian University of Science and Technology, Trondheim, Norway.
Department Rheumatology, St. Olavs University Hospital, Trondheim, Norway.
Educ Inf Technol (Dordr). 2023;28(1):13-36. doi: 10.1007/s10639-022-11107-3. Epub 2022 May 24.
Interdisciplinary team communication in eHealth development is challenging because all disciplines have unique, intrinsic discursive practices, theories and artefacts. Due to these factors, members of interdisciplinary teams can experience problems in communication and collaboration. Through a centered focus, members can benefit individually, inspire one another, and ultimately reach a timely delivery of their common pedagogical goal(s). Using the lens of dialogism, this paper aims to identify the conceptual considerations that arose during the development of a Massive Open Online Course (MOOC) for higher education in eHealth. Methods included auto-ethnography and interdisciplinary dialogue supported by literacy artefacts, including visual material. Results yielded a visual tool for meta-assessment of team communication, and an organizing principle for topics in the MOOC. A major implication is that especially for eHealth, scientific communicative competence of experts-while establishing a common understanding-can lead to a unique and meaningful delivery of high pedagogical quality.
在电子健康发展中，跨学科团队沟通具有挑战性，因为所有学科都有独特的、内在的话语实践、理论和人工制品。由于这些因素，跨学科团队成员在沟通与协作中可能会遇到问题。通过集中关注，成员可以各自受益、相互启发，并最终及时实现他们共同的教学目标。本文运用对话主义视角，旨在确定在为电子健康高等教育开发大规模开放在线课程（MOOC）过程中出现的概念性考量。方法包括自我民族志以及由包括视觉材料在内的读写人工制品支持的跨学科对话。结果产生了一个用于团队沟通元评估的视觉工具，以及MOOC中主题的组织原则。一个主要启示是，特别是对于电子健康领域，专家的科学沟通能力——在建立共同理解的同时——可以带来具有独特性和意义的高质量教学成果。
