Digital Pedagogy

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E-Leadership Literacies for Technology-Enhanced Learning in Higher Education – LO

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The research aims to investigate the role of e-leadership literacies for technology-enhanced learning (TEL-eLL) in European campus-based universities and develop recommendations for Leadership Development Programmes (LDPs).

Specifically, it involves developing and validating a TEL-eLL framework, combining the prior research on Leadership Literacies (Davis, 2012) and e-leadership for TEL (Jameson, 2013).

The study explores how such a framework can help HE leaders implement strategic and organisational change to improve the way technology is used for teaching and learning.

The wider aim is to raise awareness of the need for HE leaders to take into account not only pedagogical and technological considerations but also organizational, cultural, economic, societal, ethical and environmental issues in decision-making about TEL in a VUCA (Volatile,
Uncertain, Complex, Ambiguous) world (Johansen, 2012).

10th Grade ELA: Information Fluency – LO

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ISTE Standard: Research and information fluency. Students apply digital tools to gather, evaluate, and use information

Content Area Skills (NE and ISTE Standards) and Student Friendly Objectives:

 LA 10.1.6.a Evaluate the meaning, reliability, and validity of text considering author’s purpose, perspective, and contextual influences  I can analyze and evaluate a text based on what I know about the author’s and or source’s background, influences, and purpose for writing.

I can utilize online tools and verification strategies to determine the reliability and validity of digital content.
 LA 10.3.3.d Listen, ask probing questions, and consider information to generate new ideas and challenge assumptions to a topic,
text, or issue under study.		  I can listen, ask questions, and consider information to generate new ideas and challenge assumptions.
 LA 10.4.1.a Locate, organize, analyze, evaluate, and synthesize information from print and  digital resources to create new understandings and defend conclusions.  I can select and use reliable print and digital resources to develop new ideas and support conclusions.
 LA. 10.4.2.b Use appropriate digital tools (e.g., social media, online collaborative tools, apps) to communicate with others for conveying information, gathering opinions, and solving
problems.		  I can use appropriate digital tools to communicate with others, share information, gather opinions, and solve problems.

ISTE: Research and information fluency
Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

  I can responsibly evaluate, create, and communicate information in a variety of formats.

Expanding The Technology Acceptance Model (TAM) – LO

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Two major purposes of the study are:

  1. to identify the factors that influence faculty members LMS usage behavior and
  2. to determine the underlying causal relationships among the factors.

The core expectation is that understanding the factors that affect faculty members’ LMS usage behavior can shed light on the development, selection, training, maintenance and investments on such systems.

To this end, the current study utilized Davis’s (1989) Technology Acceptance Model (TAM) as a baseline model to predict faculty intention and usage of LMS in higher education institutions.

Also, this study proposes an extension of the original TAM by including three external variables: system quality, perceived self-efficacy and facilitating conditions in it and examines its validity in explaining faculty members’ LMS usage behavior.

By conducting an empirical study among university faculty members, this study presents important findings pertaining to faculty attitude under conditions of non-mandatory use of LMSs.

Based on the findings; the significant determinants of LMS usage are discussed

Content or platform: Why do students complete MOOCs? – LO

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In this paper, authors attempt to assess some of the motivations that learners bring to a MOOC course offered
through Coursera, one of the primary xMOOC hosting platforms, and then study whether these
motivations play an important role in whether a student completes a course or not.

In doing so, authors both investigate classical motivational variables – such as mastery goals and self-efficacy – and motivations that may be more specific to the context of MOOCs and the contemporary societal interest in MOOCs.
Authors study these issues by correlating motivational measures given in a beginning-of-course survey to
platform data on student course completion. Answering this question will help the reader to better understand
whether the low rate of course completion seen in most MOOCs is reason for concern, or whether it is a
natural result of the motivations that learners bring to their use of MOOCs.

eLene4Life Lessons Learned Kit – LO

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The eLene4Life goals are:

  • overcome skills mismatches with respect to transversal skills;
  • develop new innovative curricula and educational methods integrating active learning, at the same time;
  • addressing commonly encountered barriers such as large class sizes and physical spaces;
  • improve the relevance of HE curricula in Partner Countries in a VUCA (Volatile, Uncertain, Complex, Ambiguous) world.

Faculty-Perceived Barriers of Online Education – LO

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The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at one public institution located in the southeastern United States using a new survey instrument, which was developed based on recent research findings.

This study sought to identify the most prevalent barriers to online instruction for the faculty as well as to identify prevalent barriers for faculty groups in an effort to inform administrative decisions concerning policy, training, and compensation as well as to facilitate involvement for specific types of online instructors.

The results of this study may be of use to other institutions as they develop training programs and faculty recruitment strategies for online education in order to meet a growing demand for this type of instruction.

Combattere il digital divide e promuovere l’inclusione – LO

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Il risultato atteso dalla lettura di questo numero della rivista BRICKS, dedicato alla lotta al digital divide e alla promozione dell’inclusione, è un tassello in più nella presa di coscienza nei gap da superare: Gap di competenze ma anche gap “strutturali”.

Il digital divide, che sia dovuto a mancanza di competenze o di dispositivi o di connessione, causa
esclusione. Molti degli articoli che si trovano in questo numero parlano di iniziative per combatterlo
sviluppando le competenze digitali.
Parlare di inclusione non significa, ovviamente, parlare solo di lotta al digital divide. Ma il digitale può
aiutare, come si può leggere in molti articoli, a combattere l’esclusione sociale.

Guida italiana all’Open Education – LO

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Lo scopo della guida è quello di aiutare il lettore ad acquisire:

  • dimestichezza con le terminologie più comuni in uso (open source, OER, MOOC, open textbooks…)
  • conoscenza di base sulle tipologie di OER esistenti e sulle loro potenzialità didattiche, formative e sociali;
  • conoscenza di base su come utilizzare OER in classe;
  • strumenti e competenze di base per sperimentare con i propri studenti/utenti alcune Pratiche Educative Aperte;
  • (ci si augura) entusiasmo per le nuove possibilità offerte da questi approcci open.

Tecnologie educative. Storia, teorie, metodi e applicazioni – LO

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I risultati attesi di apprendimento per ogni lezione sono:

  • Lezione 1. Tecnologie educative: una introduzione
  • Lezione 2. Tecnologie educative: un po’ di storia
  • Lezione 3. Tecnologie e processi di apprendimento
  • Lezione 4. La progettazione tecnologico-educativa
  • Lezione 5. Valutazione, feedback e tecnologie
  • Lezione 6. Scuola e innovazione tecnologica
  • Lezione 7. E-learning e formazione online
  • Lezione 8. Social network e dimensioni educative
  • Lezione 9. Apprendere in mobilità
  • Lezione 10. La competenza digitale nei contesti educativi