Accelerated Digital Learning - M3. Digital Pedagogy

Digital Pedagogy > Using technologies to develop digital, personal and learning to learn competencies.

Competencies for 2030

As defined in the OECD Future of Education and Skills 2030, competencies are the ability and capacity to carry out processes and to be able to use one's knowledge in a responsible way to achieve a goal. Competencies are part of a holistic concept, involving the mobilization of knowledge, skills, attitudes and values to meet complex requirements.

The OECD Learning Compass 2030 distinguishes between three different types of competencies:

cognitive and metacognitive competencies, which include critical thinking, creativity, creative thinking, learning to learn and self-regulation
social and emotional competencies, which include empathy, self-efficacy, responsibility and collaboration
practical and physical skills, including the use of new information and communication technology devices

Cognitive competencies are a set of thinking strategies that allow the use of language, numbers, reasoning and acquired knowledge. They include verbal, non-verbal and higher-order thinking skills.

Metacognitive competencies include the ability to learn how to learn and the ability to recognize one's own knowledge, skills, attitudes and values.

Social and emotional competencies are a set of individual capabilities that can manifest themselves in coherent patterns of thoughts, feelings and behaviors that enable people to develop themselves, cultivate relationships at home, school, work and community, and exercise their civic responsibilities.

Physical competencies are a set of skills for using physical tools, operations and functions. These include manual skills, such as the ability to use information and communication technology devices and new machines, to play musical instruments, to make crafts, to play sports; life skills, such as the ability to dress oneself, to prepare food and drink, to maintain cleanliness; and the ability to mobilize one's own abilities, including strength, muscular flexibility and endurance. Practical skills are those required to use and manipulate materials, tools, equipment and artifacts to achieve specific outcomes.

Sursa: OECD Future of Education and Skills 2030 Conceptual learning framework

Using technology to develop digital, personal and learning how to learn competencie

The aim of this programme is to support the process of developing teachers' digital pedagogy competencies in a manner applied to everyday reality.

In the Digital Pedagogy module, the teachers...

Are challenged to exceed their potential by learning how to select the appropriate learning environment and how to make the most effective use of the existing digital tools
Will learn to use technology to serve specific purposes related to their students' learning objectives, in correlation with how they assimilate and use learning in their everyday reality in the long term
They will have the opportunity to develop the instinct to discern when and how to use the available digital tools and resources to ensure the desired impact on their students' learning.

Technology is just one element in a portfolio of essential solutions that help bridge the gap needed in the 21st Century. These include strategies such as better teacher training, modern ways of learning and education services tailored to families in need.

The fundamental objective of any educational system is to educate students through the development of general culture.

Through education, in which the curriculum goes beyond the barriers of a single subject, teachers can form the specific, transferable competencies necessary for the personal development of the pupil - in particular, the competence to learn how to learn, social competence, metacognitive competence.

Transdisciplinary competencies

General-methodological competencies

- observing, experimenting, graphic representation, interpreting data or text

Metacognitive competencies

- estimation of the difficulty of the work task, strategic planning, assessment of results, behavioral monitoring, personal learning techniques;

Positive, open attitude

- realism, interest in learning, tolerance for conflicting information, positive attitude towards personal performance;

Pragmatic skills

- personal initiative, ability to concentrate, orientation of actions towards solving the task, work skills.

The most effective programs for students are those designed to develop multiple skills simultaneously. This way, teachers could guide their students to think critically and solve complex problems while developing both literacy and numeracy skills.

What will the learner be able to do as a result of transdisciplinary learning?

- interpret, analyze, formulate, express personal opinions
- use the information to solve a given problem
- identify and solve problems.

Research shows that much of technology-based instruction activities focus on basic literacy and almost nothing on improving student competencies and character development.

Thus, the World Economic Forum believes that more effort and resources could be focused on developing the full range of necessary 21st-century skills, character development and alignment with some of the specific demands young people will face throughout their lives. This would make it easier for teachers to identify the educational content that best addresses young people's competencies, developmental needs and the contexts in which they learn and live.

sursa: https://www.weforum.org/

THE DESIGN

Throughout the 6 hours of design you will have the opportunity to build from "0" interdisciplinary or transdisciplinary lessons that you will reinforce using theoretical concepts relevant to modern teaching.

TPACK Framework

Mishra and Koehler's model of technological, pedagogical and content knowledge emphasizes the ability and capacity to select, critique and use ICT applications in teaching and focuses on preparing the teacher to teach in a teaching-learning context in which digital technologies are integrated and in which both teacher and student use the technologies.
Pedagogical-technological content knowledge (TPACK) helps to identify the nature of the knowledge that teachers should have in order to integrate technology into classroom teaching, while addressing the complex nature of their knowledge.

TPACK model (Mishra and Koehler, 2006); (image from http://tpack.org )

With regard to the TPACK framework, it is important to note that it does not provide specific guidelines on educational content (e.g. science or music), useful pedagogical approaches (didactic or constructivist), and types of technologies to be used in teaching (digital or analog).

At the heart of the TPACK framework is the complex interaction of three primary forms of knowledge: Content (CK), Pedagogy (PK) and Technology (TK).

The TPACK approach focuses on the types of knowledge that lie at the intersection of the three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) .

Given the way the world we live in is changing, it becomes imperative to ask what our students need to know to succeed in life.

Once we identify these larger goals and set appropriate learning objectives, the TPACK framework helps us consider pathways to achieving them through technological/pedagogical solutions.

Effective integration of technology for pedagogy around specific subject matter requires developing teachers' sensitivity to the dynamic and transactional relationship between the components of their knowledge situated in unique contexts. Teacher preparation, grade level, school-specific factors, demographics, cultural issues, and other factors indicate that each intervention becomes a unique combination of content, technology, and pedagogy for each teacher rather than a singular intervention for each course or teaching perspective.

Sursa: http://www.tpack.org

The closed learning loop

According to the World Economic Forum, if teachers add digital education to the mix of potential solutions for skills development, they become more effective the more they are applied in an integrated instructional system known as the "closed loop" - a 6-step instructional system - that aims to produce results.
At the classroom level through the "closed loop" instructional system, teachers can create learning objectives, develop instructional programs and strategies, provide clear instruction, incorporate ongoing (and sometimes occasional and exceptional) assessments, provide appropriate interventions based on student needs, and track outcomes and learning at the individual level.

Toate aceste trebuie să fie interdependente și aliniate cu obiectivul dezvoltării competențelor necesare în Secolul 21.

According to the World Economic Forum, technologies that reinforce the closed-loop instructional system fall into two categories:

Learning resources that support addressing competencies gaps for the 21st Century through the design, delivery and assessment of learning through digitization.

These include curriculum, personalized and adaptive programmes, open educational resources, communication and collaboration tools and interactive simulations and games.

Institutional resources that strengthen achievement through the development of teacher competencies and the streamlining of school management systems. These include digital professional development resources for teachers and student learning and information management systems.

Referințe web și resurse

https://www.weforum.org/

Developing Competencies for Life

Competence relates to an individual's practical ability to perform. Students need to develop their knowledge, skills and abilities through learning and teachers need to be prepared to address them through relevant and visible teaching.

In order to define levels of skills and competences in education, a number of TAXONOMIES have been created over time.

Taxonomia este o disciplină științifică care clasifică și sistematizează unele domenii reale, caracterizate prin structuri complexe.

face o împărțire a unor lucruri sau concepte în grupuri sau categorii ordonate,
și clasifică sau clasterizează unele elemente specifice, după anumite criterii.

De exemplu, o taxonomie web poate clasifica după o anumită ierarhie toate site-urile de pe web în scop de căutare.

Bloom Taxonomy

is a grading system used to describe how a student should "behave, think and feel" after attending a course.

Anderson Taxonomy

is a modernized version of Bloom's taxonomy, addressing cognitive levels from a digital perspective.

SOLO Taxonomy

describes the level of increasing complexity in the learner/participant's understanding of a topic.

Fiesel-Shmitz taxonomy

is, as the title suggests, tailored to approach learning from a technical perspective.

All these taxonomies are organized hierarchically, which means that learning at higher levels depends on gaining knowledge and improving/developing skills at lower levels beforehand.

TEACHING

In the 6 hours of teaching you will be able to experience the importance of meta-learning in a student-centered approach to teaching. You will have the opportunity to receive feedback from them and learn new ways in which they can respond to challenges that stimulate their interest, curiosity and desire for knowledge.

"Learning is learning what you already know. To apply is to demonstrate that you know. To teach is to remind others that they know as well as you do. We are all learners, applicators and trainers." Richard Bach

According to some theories, teaching strategies can be divided into three categories

Didactic teaching

is one in which the teacher assumes complete control in setting tasks, prescribing procedures and assessing results. This type of teaching suits particular purposes in terms of exposing knowledge and practicing skills, but limits the scope for the student to metacognitively benefit from the experience.

Direct teaching or discovery

allows students to learn through investigation and problem solving, particular strategies and teaching points. The teacher facilitates knowledge transfer by encouraging reflection and making connections. This type of teaching encourages the learner to engage in cognitive description and extension of thinking.

Meta-teaching (teaching for meta-knowledge)

aims to mediate metacognition to help the learner explain their thinking and learning in order to self-assess and self-direct the learning process.

R = QI x I

Student outcomes = Quality of instruction students receive from their teachers x Innovation in teaching

The impact of a good teacher is profound.
The teacher outweighs almost every other variable that influences the school.
The skill of a good teacher lies in knowing both the right content and the potential of the children they work with.

iMATRIX

Newton's New Law: When teaching and quality technology intersect.

"Universal size" doesn't necessarily fit everyone.

The role of innovative training technology is equally powerful. The kind of technology that deepens, rather than dilutes, the interaction between teachers and students, and between students alone, is transformative. Instruction through technology expands the walls of the classroom and opens doors to informational realms and experiences that would not be possible in the absence of technology.

Both variables - good teachers and available technology - can fundamentally transform students' learning experience and have a significant impact on student outcomes. Each variable is compromised in the absence of the other. "The 'Holy Grail' of teaching and learning, it seems, is in the space occupied by teachers who know their content, use the right digital pedagogy for the children they are addressing, and know how to use technology in teaching.

The frequency with which this combination is used should not be a matter of chance or just a reaction to something imposed. Making this combination of variables the norm and not the exception becomes the promise and opportunity that this type of educational support offers.

In 1687, Sir Isaac Newton described the fundamental principles of mechanics in Philosophiae Naturalis Principia Mathematica. While he clearly contemplated something other than interactions between teachers and students, his second law (Law of Motion) states that a force acting on a body exerts an acceleration on it, proportional to the force and inversely proportional to the mass of the body: F = M x A. (Principle of Force or Second Law of Dynamics).

Metacognition, Metateaching, Metalearning

Metacognition helps students make the most of their mental resources. Research into the ways in which children and young people represent, using drawing and metaphor, the workings of their minds shows that ability develops through the process of maturation, but that this process can be accelerated through the mediated experience of self-reflection (Fisher 1990, 1995).

Researchers mention the need to encourage students to think more deeply about what they have said and what they think about the topic of the discussion/lesson, using so-called "empathic challenge" (Bonnet, 1994).

We can support metacognition learning by making students aware of their thoughts and feelings and then communicating them out loud to others. Posting a list of metacognitive questions on the board can help to remind students of the kinds of questions they can ask themselves.

EVALUATION

When linking learning outcomes to a form of assessment, it is essential to remember that we are assessing a teaching tool, and that this is not a scale that determines the success or failure of learning. The assessment phase reserves time for analysing the lessons created and refining the assessment methods built into their construction.

Feedback Constructiv & FeedForward

In an effective feedback system, teachers use the data from the assessment to plan future actions; hence the term 'assessment in advance'. For example, as teachers look at student work, whether it's a check-understanding task or a common formative assessment, they use what students can learn to modify their teaching. This requires greater flexibility in lesson planning, as it means teachers will no longer be able to implement a set of pre-determined lessons.

For a feedback system to be effective, all improvement measures must align with each other to present as complete a picture as possible of how students progress in a predetermined direction. For example, daily practice checks on understanding should give the teacher real indications of how well students will be able to perform with similar material in a regular lesson, in a wider test and in national examinations alike.

At the heart of everyday learning is the teacher's ability to check their students' understanding so that they, in turn, actively learn how to help their students.

FeedUp

The first component of an effective feedback system involves setting a clear goal. When learners understand the end goal, they are more likely to focus on the available learning tasks. Setting a goal is also crucial to a feedback system because when teachers have a clear overall goal, they in turn can align their assessments.

The most effective type of feedforward helps people see opportunities for growth - ways in which they can take on new challenges and roles. Joe Hirsch, in his book 'The Feedback Fix', reports that at the simplest level, feedforward induces the unmistakable feeling that we are moving forward in our personal and professional lives. Getting positive feedback on our performance makes us feel good, but it won't increase our motivation to do something new or different. It only confirms what we already knew about ourselves and our talents, essentially blocking our growth.

When constructive feedback makes us think of new ways to grow, and we put our talent and intrinsic motivation to succeed into play, it has a multiplier effect.

In other words, when we notice a student developing an interest in a particular area, instead of just showing them that we know, we might give them the opportunity to actively participate in their "work" by engaging them in healthy competition, thus rewarding their performance or sharing what they do with others, rather than simply encouraging them. This way of challenging them leads students to see themselves in a new light and motivates them to think of new ways in which they could grow more and more.

Assessment based on Bloom's Taxonomy

There are six levels in taxonomy, each requiring a higher level of abstraction on the part of students. Because reality shows that teachers tend to assess eminently objectively by focusing only on the fundamental levels of thinking, they now have the opportunity to try to preemptively access the higher levels of the taxonomy as students advance in their learning.

To create thinkers, teachers could begin to incorporate higher levels of cognitive thinking into lesson plans and tests. This will develop more critical thinking and idea-based reasoning. For this, it is also necessary to introduce subjective assessments ::: the result of essays, experiments, portfolios, projects ::: that measure the higher levels of Bloom's taxonomy: analysis, evaluation and creation.

(3) handout_Metodă de evaluare a învățării_Taxonomia lui Bloom.pdf

Technology-based assessment

Technology-based learning platforms allow for real-time student assessment, personalized interventions and tracking of student outcomes in a centralized way.

Some digital assessment tools have dashboard functions that highlight areas of difficulty for each student or group of students in a particular class/group. Students can use virtual tools outside of school hours for additional practice of concepts they need to deepen.

With these digital tools, teachers are able to review assessment data at the end of each representative stage in learning to identify areas for improvement and plan next steps.

Effective digital pedagogy starts not with a static list of tools, but with concrete goals and fundamental learning and teaching strategies, plus appropriate technology to reinforce student outcomes and goals.

Digital pedagogy does not require the use of more technology, but only to consider whether there are better ways in which digital tools can enhance our goals as teachers and learners. Interrogating the use of digital tools on the impact of learning, as well as imaginative and innovative views on the practices and tools we use, is at the heart of digital pedagogy. It provides us with an opportunity to reflect on how and why we teach and how we use technologies to improve our practices and student learning outcomes.

MoSCoW

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