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.

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

10. https://todaysmeet.com/fiesole18
https://todaysmeet.com/fiesole18

11. learner-centred tasks
From: https://goo.gl/eQi45d

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/

14. learner-connected tasks
From: https://educatorinnovator.org/why-connected-learning/

15. telecollaboration
HI-UB Project
 Students of Spanish
 Teacher trainees of
Spanish

16. tandem mooc

17. learner-self-regulated tasks
self-awareness
self-assessment
autonomy
From: https://jyedu.files.wordpress.com/2014/12/srlpic.png

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

23. https://todaysmeet.com/fiesole18
https://todaysmeet.com/fiesole18

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

28. jtpujola@ub.edu
j
@JoanTomas