4. Fuente: CC-BY https://www.todocoleccion.net/
Fuente: CC-BY https://www.jhu.edu/som/
Fuente: CC-BY https://www.todocoleccion.net/
Always supporting the society in critical times
Fuente: CC-BY https:/es.wikipedia.org//
7. 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
(González-Sanmamed, Sangrà, Souto-Seijo, & Estévez, 2020)
Learning
With the pandemic, these
changes have sped up
• The discontinuity or intermittence generated by
the situation of the pandemic
8. • Maybe in different forms, this could happen
again and we have to avoid the interruption
of education
• We did our best, but some things can be done
much better
• Digital growth has resulted in the only
feasible solution
• The digital divide is still a great barrier
• Remote teaching was not online education*
• Hybridization of learning is already there
Some (provisory) lessons from the pandemic
(*) Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The Difference between Emergency Remote Teaching and
Online Learning. EDUCAUSE Review, March 27, 2020. https://er.educause.edu/articles/2020/3/the-difference-between-
emergency-remote-teaching-and-online-learning
9. 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
10. Different online education models
● Fully synchronous
There is no other kind of activity beyond the synchronous contact between students and
teachers. All the content is delivered synchronously.
● Blended (synchronous and asynchronous)
Teachers deliver content synchronously; and also some other content can be accessed
asynchronously (records, books, pdf, multimedia); communications and feedback can be
both synchronous and asynchronous (through e-mails, discussion boards, and
videconferencing)
● Fully asynchronous
All the content is delivered asynchronously (records, books, pdf, multimèdia);
communications and feedback are always asynchronous (through e-mails and discussion
boards)
13. Warning: do not replicate in-presence classroom teaching
The copy is always worse than the original
Given different contexts, different combination of strategies
How much have we
learnt from the
pandemic situation?
16. Start date: March 2022
Fee: None
Lenght: 14 weeks in total, 6 modules
Effort: 30 hours in total, 3-5h per module
Assessment will be continuous, combining
peer and teacher assessment
Participants received a certificate of
attendance.
Course
details
17. Course
Modules
Definition of online education. Pedagogical
approaches (OUNL, UOC)
Role of the teacher in online education (UOC)
Learning Design (Uninettuno)
Orchestrating the classroom (UOC)
Assessing and evaluating (OUNL)
Understanding innovation & Key emerging
technologies (OUNL & Uninettuno)