Teachers and trainers have always dealt with content. Preparation for classes, writing activities and examples, preparing assignments and evaluation guidelines, developing curricula etc. Why do we deal with digitalisation? Is there any difference?
The Navigator è un minigioco basato sulla narrazione che simula le app di social texting con un’interfaccia in quattro lingue (bulgaro, italiano, svedese e inglese).
Mira a sensibilizzare gli studenti dell’istruzione superiore in discipline umanistiche sui rischi legati alla qualità delle fonti informative.
Il modello di test CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) è incorporato nel gioco.
Il gioco inizia con una notizia dell’ultima ora seguita da un dialogo basato sulla chat con un assistente robot basato sull’intelligenza artificiale.
La tempistica nel Navigatore consente un utilizzo più semplice per i formatori dal punto di vista organizzativo.
Il gioco fornisce un feedback quantitativo e qualitativo.
Gli strumenti di Acrobat semplificano la creazione di PDF accessibili e consentono di verificare l’accessibilità dei PDF esistenti. È possibile creare PDF conformi agli standard di accessibilità più diffusi, quali WCAG (Web Content Accessibility Guidelines) 2.0 e PDF/UA (Universal Access o ISO 14289).
The European Community has identified as one of the most important goals of EU 2020, the issue of technological innovation aimed at developing and improving the quality of life of citizens and to enhance the performance of education systems (European Commission, 2012). In particular the Digital Competence Framework 2.0 (DigComp 2.0) states, in the area “Problem Solving”, that a key competence is related to resolve conceptual problems and
problem situations in digital environments and to use digital tools to innovate processes and products. Following these recommendations, in 2015 we started a Master’s program entitled “Digital Innovator” at the FISPPA Department of the University of Padova (now at its 4th edition). Many of the participants came from various public institutions (schools, municipalities, local health authorities). They enrolled in the Master with the aim to acquire
technical and methodological skills useful for designing and implementing specific educational digital projects each one in their specific context. In fact, there is the need to train teachers and experts that are able to deal with these issues and the Master wanted to meet these training needs, focusing especially on the planning stage of educational digital projects.
This paper presents the “Learning Innovation Network”, a learning innovation multi-scale design tool, developed by METID Politecnico di Milano, that provides a synoptic vision of the factors enabling a learning-teaching process.
The decision makers at each level are stimulated in reflecting about actors, objectives and constraints, but also supported in designing in a creative and integrated context all the components (physical and digital) of a transformative collaborative experience (channels, activities, contents, relationships with the outside world, etc.), shifting the focus from the “content centred” approach, still deep-rooted in traditional academic institutions.
Schminktipps, Anleitungen zum Krawatte binden, Komplettlösungen von Videospielen, … Erklärvideos auf YouTube sind mittlerweile sehr präsent in der Alltagswelt unserer Schüler. Wir haben mithilfe von Erklärvideos unseren Unterricht umgedreht. Die Lernenden eignen sich zu Hause in ihrem eigenen Tempo die theoretischen Grundlagen mit von uns erstellten Erklärvideos an. Anschließend wird im Unterricht mit verschiedenen Methoden und Aufgabenstellungen geübt. Wir streben dabei an, jeden Schüler individuell und differenziert zu fördern. Unsere Videos findet man auf unserer Plattform www.fliptheclassroom.de. Diese sind frei verfügbar und können von allen interessierten Schülerinnen und Schülern sowie Eltern und Kollegen gerne genutzt werden. Felix Fähnrich und Carsten Thein sind Lehrer am Wilhelm-Hausenstein-Gymnasium Durmersheim und unterrichten die Fächer Mathematik, Physik und NWT. Sie sind Mathebotschafter der Stiftung Rechnen und Gewinner des “MINT von morgen Schulpreises 2015”. Neben ihrer Lehrtätigkeit sind sie Autoren für die Mathematik-Erklärfilme des Ernst-Klett-Verlags. Vortrag von Felilx Fähnrich und Carsten Thein auf der MINTdigital Lehrertagung 2017.
In diesem einfachen Video wird das Lehrkonzept “Inverted Classroom”; auch “Flipped Classroom” genannt, erklärt. Wie funktioniert der Inverted Classroom und wo liegen seine Vorteile? Das Video ist kurz und einfach gemacht und soll – abgesehen vom Inhalt – veranschaulichen, wie einfach es ist, den Inverted Classroom selbst umzusetzen.
The authors propose a social justice lens to be adopted by instructional designers in designing curricula that serves the needs of all students while working towards creating an inclusive learning environment. They provide practical recommendations for practitioners in face-to-face, blended, or online settings focusing on five key areas: inclusivity, communication, content, flexibility, and feedback-seeking. Along with theoretical underpinnings, the authors define each of the areas and provide considerations and recommendations for practice that would be applicable in higher education settings.
Due to the COVID-19 pandemic, the world has witnessed an immense shift to online education, and the uncertainty of the future modality of education has shed light on the important role that instructional designers play. At the same time, we as educators are becoming more aware of the diverse student demographics in our classrooms in terms of race, sexual orientation, ethnicity, and learning abilities, among other factors. As more institutions and instructors reach out to instructional designers for support, the role that these designers play in upholding social justice becomes central. Through their consultations and support, instructional designers have the opportunity to serve as ambassadors for more equitable, inclusive, and diverse education.
The goal of this paper is to explain the importance of using a social justice lens and considering how it can be put into practice in the classroom when designing curricula. We aim to provide practical advice to instructional designers on how to infuse social justice into their designs. This paper is significant to instructional designers in higher education, and industry who are interested in learning more about how they can include aspects of social justice within their educational setting.
We, the authors, have occupied multiple roles in higher education. Being visible minorities, we started as international students. Our experience was enriched by our diverse socio-cultural and pedagogical heritage, coupled with our Canadian experience. At the moment of this paper, our advice is based two-fold. First, on our work as educational developers focusing on equity, diversity, and inclusion, including alternative assessments, and second on our experience teaching in higher education. The recommendations included in this paper have been implemented by at least one of the authors.
The issue of mass migration and population movement has dominated European discourse for at least 40 years. Since the invasion of Iraq and the various destabilization efforts against countries like Libya, Syria and Afghanistan, however, an entirely new phenomenon has erupted onto the centre stage – millions of people fleeing failed States, violence, terrorism and despair. Especially in the case of Syria (now in its fifth year of war) the problem of millions seeking to depart from the chaos has become huge. We are now entering a period of real transition however. Far from the malicious impact of war and violence, new problems arise around family fragmentation, emotional trauma, and the need to rebuild lives. Education provision for refugees is simply not being done in a consistent and qualitative manner in Europe.
In this paper, we outline how creative measures have been implemented in Greece, through work originating with the team of Lesvos Solidarity, initially solely operating in the Pikpa Camp on Lesvos. This initiative reflects the engagement of the authors at theoretical, design and implementation levels in addressing conflict resolution theory with practical steps to support learning in crisis or traumatic environments. Lesvos Solidarity began as a response to the crisis that developed on the Greek islands, especially Lesvos, in 2015. It is a self-organized autonomous space, run with a small core team and many volunteers. Lesvos Solidarity is the only open camp in Lesvos and its main objective is to work in active solidarity with refugees and address European immigration policies. Awareness and advocacy work is undertaken in cooperation with local people to promote community and sustainable action, and services have developed and expanded since 2015 to provide other supports, particularly in the educational sphere.
Designers are known to use a blend of manual and virtual processes to produce design prototype solutions. However, often virtual processes can limit the designers’ feeling of being “hands-on” with materials and processes.
The rise of virtual haptic tools has afforded great potential for designers to feel more “hands-on” with the virtual modelling processes. This paper presents an investigation of an inclusive educational haptic tool and interface.
The Geomagic Touch™ device is the selected haptic technology used within the investigation. It is a sophisticated haptic technology which allows users the chance to interact with 3D design via a single point of contact.
Supporting the Development and Certification of the Digital Competences of Educators – EdDiCo
Project Ref: 2019-1-DE01-KA203-005070
This project has been funded with support from the European Commission. This website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
