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Albert Sangra - Quality Online Education beyond the post-pandemic effects

Part of the webinar series 'Online Education during and after COVID-19

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Albert Sangra - Quality Online Education beyond the post-pandemic effects

  1. 1. Quality online education beyond the post-pandemic effects Prof. Albert Sangrà Full professor in Education Universitat Oberta de Catalunya UNESCO Chair Holder in Education & Technology for Social Change Online, 6 April 2021
  2. 2. 1. COVID-19: a historical emergency 2. Online education: looking for clearliness 3. Ten tips to improve online teaching and learning 4. DigiTel Pro on online education 5. Closing remarks Índice
  3. 3. 1. COVID-19: a historical emergency
  4. 4. “When we thought we had all the answers, suddenly, all the questions were changed.” Mario Benedetti Fuente: CC-BY https://geografia.laguia2000.com/
  5. 5. COVID-19: a historical emergency Our action plan: we have (just) digitized our teaching ● It came from a unexpected change ● Any training or preparation were provided ● Important resources could lack ● No pedagogical design nor approach ● It reflected the same behaviour we could find in a classroom ● Difficult to be understood by the users (students, families…)
  6. 6. • Lockdowns don’t let the students to attend to educational institutions • We could not plan the reaction: It could be improved • Digital growth has been the only scape valve • The digital divide is still a great barrier • Hybridization of learning is already there Some (provisory) lessons from the pandemic
  7. 7. “If they have adapted themselves in a matter of hours (or days), they have not adapted well.” (Cristina de Alba, 2020) The great threat: conformism
  8. 8. Pillars of the future of learning Redecker, C. et al. (2011). The Future of Learning: Preparing for Change. Publications Office of the European Union. DOI: 10.2791/64117 (online)
  9. 9. Flexibility Interaction Personalization Collaboration Pillars of the future of learning Informalization
  10. 10. 4 (+1) catalysts for the metamorphosis of learning • Connected networks enable connected learning • Empowerment of learners • Overcoming time and space barriers • Acceptance of the existence of an unconcious, informal, invisible and silent learning • The discontinuity or intermittence generated by the situation of the pandemic Learning
  11. 11. Changes have sped up
  12. 12. 2. Online education: looking for clearliness
  13. 13. Online education is a fuzzy concept Its definition depends of everyone’s use ● Traditional distance education using new technologies ● E-learning, with a strong technology-based approach ● It implies synchronous and asynchronous solutions, … or maybe not ● It can be understood as a simple replica of classroom lectures, usually based on video-lectures; as a PDF delivery model; or as an accessible repository of documents ● All this leads to considerable confusion for those people who are really interested in it for the first time. Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159. https://doi.org/10.19173/irrodl.v13i2.1161
  14. 14. What is quality online education Source: UOC. Educational model. • Flexibility (Burge, Campbell Gibson & Gibson, 2011) • Personalization (Buchem, Attwell & Torres-Kompen (2011) • Interaction (Garrison & Anderson, 2011) • Collaboration (Dillenbourg, 1999; Guitert, 2014) It allows: • Sustainable • Assessable • Innovative It becomes: • Planned • Organized • Demanding • Responsible It is: Source: Bates & Sangrà, 2011 Strategic
  15. 15. ● Online education and virtualization or digitization of teaching are very different things ● Online education continues to grow around the world and there are high quality models
  16. 16. ATTIVITÀ STUDENTE GROUP OF TEACHERS LEARNING RESOURCES NETWORKED COMMUNITY Educational model Activity-based Participation/Engagement Continuous assessment Support Guidance Interaction Collaboration Teamwork Knowledge building Sense of group Access to content Multiple formats Diversified technology
  17. 17. March 2020 Docencia no presencial de emergencia Emergency remote teaching How did we react to the pandemic April-June 2020 September 2020 Download for free: http://hdl.handle.net/10609/122307 (English version coming soon)
  18. 18. 3. Ten tips for improving online teaching and learning
  19. 19. They have to be simple and to work solidly. Appropriate for any single aim and supported by tutorials. 1 Select appropriate tools Help your students to self-organize. They have to have a routine. Use task and activity reminders. Share the learning process on the use of technology. 2 Organize and help the students to get ready
  20. 20. A good design and planning are essential. Maybe you can’t design an entire course, but some specific activities to get the students engaged. 3 Allocate time to course design (or re-design) Your teaching has to be more focused on the activity than on the content. Consider authentic activities that could be divided into tasks and that allow competences to develop. 4 Elaborate a set of activities
  21. 21. 5 Associate a set of resources to the activities 6 Create active interaction dynamics in the online environment Learning resources are the means to access the content. They have to be accessible, and can be created from scratch or to reuse those that can be found in the Net if its quality is good enough. Carry out collaborative activities to foster asychronous interaction among students. Synchronous situations can also be designed if they are essential. They have to be short and with very well defined aims.
  22. 22. 7 Explain the assessment model 8 Generate social presence Make asessment criteria explicit, as well as the kind of feedback you will provide. Foster constinuous assessment: it makes monitoring of the students easier, and increases students’ engagement. If the students are not used, they risk to feel isolated. Don’t allow it. Make them feel like they are part of a community where everyone has the same goal: to learn while socialising.
  23. 23. 9 Develop students’ critical spirit 10 Work collaboratively with your colleagues There is a great opportunity for making themselves aware –with your support- on the benefits and the risks of using technologies. They could help us to define activities, solve doubts, and feel supported. Exchange online teaching practices and resorces and make them all accessible.
  24. 24. uoc.edu 4. DigiTel Pro on online education
  25. 25. Main aims: • to explore and forecast educational needs of teaching staff and learners within and after the COVID+ era; • to exchange expertise between researchers and innovators on synchronous hybrid, blended and online distance learning, optimizing models and guidelines for short-term and future • CPD; • to design, plan and develop continuing education courses enabling anyone involved in course and curriculum development in adapting to hybrid, blended and online distance learning; • to empower student readiness for digital learning by an online course and integrating the “student voice” in all learning scenarios; • to reinforce the ability of universities to provide high quality, inclusive and scalable digital education. Intellectual outputs on Online Education: • To design, develop and implement a CPD course to enhance online and distance teaching and learning in European universities. DigiTel Pro Project
  26. 26. Expected outputs: • An open access report on the state of art research, innovation and good practices of online and distance education and conclusions related to the COVID 19 context. • A compendium of selected best practice training materials and/or resources for CPD for online and distance learning. • Design of a CPD course for online and distance education, taking into account the needs of teaching staff in the COVID 19 period and beyond. • The course will have a modular structure and will be designed in alignment with the needs of universities, a strong concept and relevant learning objectives. • The leading design principle is active learning. • Participants can create content and do assignments that will help them in their work. • The average course workload of a participant is 30 hours. A certificate or credit points can be given. • The course will include a teacher manual that others can use to teach the course themselves. • The course will be integrated in a final CPD programme for digital education, focusing on the three teaching and learning scenarios (synchronous hybrid, blended and fully online), student readiness for online learning, and institutional change.
  27. 27. uoc.edu 5. Closing remarks
  28. 28. Warning: do not replicate in-presence classroom teaching The copy is always worse than the original Given different contexts, different combination of strategies
  29. 29. ● In case of new parcial or total lockdowns, there will be new moments of discontinuity. ● Intermittence can also be caused by the need of having to teach alternate groups.
  30. 30. ● The key is to achieve a fluid, smooth transition between in-presence moments and non- presence moments ● Not traumatic, but natural, assumed, known
  31. 31. To move forward, you must first take a step. It does not bring you where you want to go, but it moves you from where you are.
  32. 32. “And one day, everything begins again … and the smile returns to be once more the owner of your life.” Pablo Neruda
  33. 33. @UOCuniversidad @UOCpsicoedu Email: asangra@uoc.edu Twitter: @albert_sangra www.edulab.uoc.edu

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