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UNIVERSITIES GO ONLINE - Are they ready for the challenges of the new normal?

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Presentation of Antonio Teixeira for EDEN's Education in time of pandemic webinar series on 'Online transformation of universities – having faced the challenges of the pandemic, are they prepared for the new normal?' - 14 Sept 2020, 17:00 CEST
More info:
https://www.eden-online.org/no-1-online-transformation-of-universities-having-faced-the-challenges-of-the-pandemic-are-they-prepared-for-the-new-normal/

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UNIVERSITIES GO ONLINE - Are they ready for the challenges of the new normal?

  1. 1. António Moreira Teixeira Universidade Aberta, PT CFUL – University of Lisbon, PT UNIVERSITIES GO ONLINE Are they ready for the challenges of the new normal?
  2. 2. https://api.time.com/wp-content/uploads/2020/03/unesco_covid.gif
  3. 3. In order for higher education institutions to be successful in their transition to online and distance education they should be able not only to adjust their methodologies and procedures, but also to transform their teaching and learning cultures.
  4. 4. Huertas, E. et al (2017). Recommendations for QA of e-learning EADTU-ENQA Peer Learning Activity, Brussels (21-22/09/2017)Quality assurance designing quality online course - UBC Wiki
  5. 5. Huertas, E. et al (2017). Recommendations for QA of e-learning EADTU-ENQA Peer Learning Activity, Brussels (21-22/09/2017)
  6. 6. Aspects to be Considered in the Digital Transformation of HEI • Adjust governance and leadership to an educational innovation framework (holistic vision, strategic planning, educational innovation management model) • Open up the educational ecosystem (integrated digital learning environment, digitization of libraries, administrative services and others, use, reuse and remix of open educational resources, MOOCs, learning analytics, AI, universal accessibility) • Develop an online pedagogy (reference model for teaching and learning, digital inclusion, eAssessment, teacher training and support, tutor training and support, student/learner training and support, continuous exchange of experiences) • Promote curricular development innovation (openness, flexibility, personalization, formal/non- formal integration, participation of students in co-designing their learning experiences) • Change to a participatory learning culture (learning and assessment based on trust and collaboration, fragmentary and transdisciplinary knowledge, disaggregation of learning, importance of ethical aspects, educating to survive in the era of information overload)
  7. 7. Source: Krasimir Svrakov / Kmeta.bg “Technology alone does not change anything, but in the hands of trained teachers, it can transform the learning process.” Mariya Gabriel, EU Commissioner for Innovation, Research, Culture, Education and Youth (17/07/2020).
  8. 8. https://pbs.twimg.com/media/D0KrrriXQAETBTh.jpg:large JRC SCIENCE FOR POLICY REPORT European Framework for the Digital Competence of Educators (DigCompEdu)
  9. 9. JRC SCIENCE FOR POLICY REPORT European Framework for the Digital Competence of Educators (DigCompEdu) https://onlinelibrary.wiley.com/cms/asset/9d97e033-ebe4-455e-b349-b6745a6dafb3/ejed12345-fig-0001-m.jpg
  10. 10. New Challenges for Teacher Digital Professional Development • To redesign teacher training models as to increase focus on training for innovation and disruptive change and to prepare teachers for practicing in unfamiliar settings; • To introduce immersive online-based training practices which prepare teachers for digital environments as well as for the use of automatic elements and AI; • To train teachers to use digital resources in authentic contexts; • To train teachers to promote flexibility and personalization of learning, as well as to increase participation of students/learners in co-designing and managing their own learning; • To introduce innovative learning assessment models and new forms of certification; • To prepare teachers to teach in semi-open or fully open learning environments; • To raise awareness for task overload and digital fatigue; • To prepare HEIs for a larger integration of non-formal learning (MOOCs, REA, etc.); • To redirect professional development to a new emerging teacher profile.

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