Training material on digitalization of quality learning resources

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Teachers and trainers have always dealt with content. Preparation for classes, writing activities and examples, preparing assignments and evaluation guidelines, developing curricula ect. Why do we deal with digitalisation? Is there any difference?

So what is digitalisation that we will cover in this training material? Digitalisation is so widely used that we first state we deal only with digitalisation in education and training. Definitions here are rather political and aim driven.

But it is not enough. Digitalisation in education and training is also quite a vague, if not fuzzy term. So in this material we will deal with digitalisation of learning resources, or in other words, learning content. The definitions are still vague.

Training material on tutoring diverse learner groups

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In “training material 3 (TM3)” the focus is on tutoring international, intercultural and diverse learner groups, including the usage of digital Information and Communication Technology (ICT) tools at education institutions for Vocational Education and Training (VET) as well as Higher Education (HE).

As a basis for TM3 we referred to Smith (2005) with “Fifty-One competencies for Online Instruction” which then were increased to 72 competencies for online instruction and supplemented with competencies for intercultural teaching based on the literature that has been accumulated.

Furthermore, the identified competencies were summarized and put into categories to obtain a better overview. As a result, we were able to allocate the identified competencies to 5 categories: teaching skills, communication skills, technical skills, intercultural competence and commitment.

Training material on tutoring international, intercultural and diverse learner groups  will consist of 20 to 30 hours of learning including theoretical references and presentations, as well as practical tasks for the trainees. Practical tasks will be based on group work and trainee collaboration in order to foster teacher, trainer and adult educator mutual collaboration and intercultural approach.  International groups of teachers will be working on practical tasks in groups and teams.

Digital Content Organisation

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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?

Mokomoji medžiaga dėstytojams „Kaip taikyti apverstos klasės metodiką dirbant nuotoliniu būdu?“- mokymosi rezultatai

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Siekiama, kad baigus mokymus pagal šią mokomąją medžiagą besimokantieji gebės:

  • paaiškinti pagrindinius apverstos klasės metodikos bruožus;
  • susieti dėstymo tikslus su siekiamais studijų rezultatais;
  • pasirinkti tinkamus įrankius besimokančiųjų įtraukimui;
  • parinkti besimokančiuosius įsitraukti skatinančias vertinimo strategijas, kurios atinka apverstos klasės metodikos principus;
  • planuoti mokymosi procesą ir veiklas vadovaujantis apverstos klasės metodikos principais.

Learning analytics

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To understand how Learning analytics can help to determine the optimal learning environment.

Webinar Health and wellbeing

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How to: (1) understand the health and wellbeing in relation to workplace, (2) understand the advantage and use of tool Load Balancing Scale, (3) Critical Thinking.

SMETOOL SME’S TOOL TO PREVENT BURNOUT, IO4 Toolkit for managers. Circle of Influence

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How to: (1) understand the health and wellbeing in relation to workplace, (2) understand the advantage and use of the toolkit, (3) Critical Thinking.

The 5 Digital Competences Assessment Tool

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To test and understand knowledge on the 5 Digital Competences (i.e Information processing, Communication, Content creation, Safety, Problem solving).

Inclusive digital practice and digital wellbeing

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To understand the benefits of inclusive digital practice.

Assessment and Documentation of Students’ Learning

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