Technologies in HE teaching: giving learners a voice
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The document discusses how technology can be used to give learners a voice in higher education. It presents the DigCompEdu framework for digital competencies in education and describes four types of learner-centered tasks that empower students: learner-centered, learner-led, learner-connected, and learner-self-regulated. These tasks actively engage students and help personalize their learning experiences by allowing them more freedom and ownership over their education. The document argues that technologies can help educators implement new pedagogical approaches that focus on developing students' creativity, critical thinking, collaboration, and communication skills.
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Technologies in HE teaching: giving learners a voice
- 1. Technologies in HE teaching: giving learners a voice Joan-Tomàs Pujolà FIESOLE Group Symposium 2018 - Masaryk University (MU) Brno Learning Technology and Communication in Higher Education
- 2. content Introduction Technology vs Pedagogy Technology in HE The DigCompEdu Framework Giving learners a voice Learner-centred tasks Learner-led tasks Learner-connected tasks Learner-self-regulated tasks Conclusion From: https://www.hwns.com.au/Images/UserUploadedImages/440/Language-blog-main-image.jpg
- 3. technology ⇔ pedagogy From: https://goo.gl/images/nrTWxz
- 4. changing pedagogical approaches Task-based learning Team-based learning Thinking-based learning Design-based thinking Problem-based learning Project-based learning Service-learning M-learning MOOC Blended learning Flipped classroom Personal Learning Environments Etc.
- 5. skills for ICT-driven pedagogy European Union, (2014) Report to the European Commission on New modes of learning and teaching in higher education, p.34 the integration of new modes of teaching is resulting in a changing role for teachers, from knowledge transmitters and experts in a particular subject to mentors and facilitators of critical thinking
- 6. technology in HE - survey Go to PollEv.com/joantomaspuj240
- 7. the DigCompEdu framework European Framework for the Digital Competence of Educators, p. 16
- 8. empowering the learner with technology
- 9. personalizing student learning experiences actively engaging learners learner-centred learner-led learner-self-regulated learner-connected
- 12. the flipped classroom From: http://www.dreambox.com/wp-content/uploads/2014/03/flipped-classroom-comparison.jpg
- 13. m-learning Using QR codes Flexibility of managing jigsaw tasks in class individualized learning Polling Apps From: https://www.pinterest.es/pin/41025046576104563/
- 15. telecollaboration HI-UB Project Students of Spanish Teacher trainees of Spanish
- 16. tandem mooc
- 18. PLE
- 19. ePortfolio Blogs Webpages Portfolio systems
- 20. learner-led tasks co-creation of content with learners (co-designing the syllabus) developing the 4 Cs: creativity critical thinking collaboration communication
- 21. content curation From: http://www.meetalexb.com/wp-content/uploads/2014/10/content-curation.png learners as providers of content
- 22. negotiating assessment choosing digital formats for their assignments Infographics Video Presentation: prezi, powerpoints Webpage From: http://ec.europa.eu/eurostat/cache/infographs/ict/images/digital-hp-cover.jpg
- 24. horizon reports
- 25. innovating pedagogy OU reports Exploring new forms of teaching, learning and assessment, to guide educators and policy makers
- 26. conclusion Providing students with the freedom to choose what and how they prefer to study can increase students’ sense of ownership of the learning process. (Ferguson et al. 2017, p.37) Technologies help us, HE teachers, with these new teaching approaches in which learners HAVE A VOICE.
- 27. bibliography Castañeda, L. y Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil. Retrieve from: http://www.um.es/ple/libro/ European Union, (2014) Report to the European Commission on New modes of learning and teaching in higher education. Retrieve from: http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/modernisation-universities_en.pdf Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y., Kukulska-Hulme, A.,Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E., Sharples, M., Weller, M.,&Whitelock,D. (2017). Innovating Pedagogy 2017: Open University Innovation Report 6. Milton Keynes: The OpenUniversity, UK. Retrieve from: https://iet.open.ac.uk/file/innovating- pedagogy-2017.pdf Healey, M., Flint, A., Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching&Learning Inquiry, 4(2). http://dx.doi.org/10.20343/teachlearninqu.4.2.3 JISC. (2011/2015). Mobile learning. A practical guide for educational organisations planning to implement a mobile learning initiative. Retrieved from https://jisc.ac.uk/full-guide/mobile- learning LEAP Learning Framework Core Components, http://leaplearningframework.org/ Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466. Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieve from: https://iet.open.ac.uk/file/innovating_pedagogy_2016.pdf The New Media Consortium (2017) The NMC Horizon Report: 2017 Higher Education Edition. Retrieved from: http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf UNESCO. (2013). Policy guidelines for mobile learning. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
Notas do Editor
- What comes first? What influences what? New technologies pushing new pedagogies or new pedagogies using new technologies
- New technologies and associated pedagogies require a very different skill-set from more conventional teaching, and this can place additional pressures on teaching staff. Academic staff are not all technology experts and in many cases, they have not received any form of pedagogical training at all. They need specific training, guidance and support if they are to deliver quality teaching. This is especially true as the integration of these new modes of teaching is resulting in a changing role for teachers, from knowledge transmitters and experts in a particular subject to mentors and facilitators of critical thinking.
- Educators need a set of digital competences specfic to their profession in order to be able to seize the potential of digital technologies for enhancing and innovating education. The DigCompEdu Framework aims to capture and describe these educator-specific digital competences by proposing 22 elementary competences organised in 6 areas (Figure 1): Area 1 is directed at the broader professional environment, i.e. educators’ use of digital technologies in professional interactions with colleagues, learners, parents and other interested parties, for their own individual professional development and for the collective good of the organisation. Area 2 looks at the competences needed to effectively and responsibly use, create and share digital resources for learning. Area 3 is dedicated to managing and orchestrating the use of digital technologies in teaching and learning. Area 4 addresses the use of digital strategies to enhance assessment. Area 5 focuses on the potential of digital technologies for learner-centred teaching and learning strategies. Areas 6 details the specific pedagogic competences required to facilitate students’ digital competence.
- Experiencing learning that is relevant, contextualized and designed for their individual needs, interests and strengths
- Enable learners to progress at their own pace based on demonstrated competencies
- Developing communicative digital competence – PLE and ePortfolio
- Collaborative Audiovisual Comprehension - Halloween project – Stargate