On the one hand, digital technology use in higher education is a clear example of what Gert Biesta has termed 'learnification' - i.e. "the translation of everything there is to say about education in ...terms of learning and learners" (Biesta, 2009, p. 38). ...this is an area that is often described as 'learning technology' or 'technology enhanced learning', and where technologies are framed in terms of their association with learning - i.e. 'learning management systems' and 'learning analytics'. On the contrary, pedagogy is inherently part of any educational technology use. ...not explicitly addressing the pedagogical foundations of any instance of digital education makes it difficult to robustly question (let alone change) the ways in which the technology is being used to support learning. ...it is also important to explore how the use of digital technologies in higher education settings profoundly shapes the emotions, moods and feelings of students and staff. ...critical studies need to be conducted in a generous, open-minded spirit if they are to find a place in the general educational technology firmament.
In this paper, we lay the foundations of the personal learning environment or PLE, its conception, cognitive and theoretical underpinnings, and implications for the design of pedagogical processes ...and learning ecosystems. We characterize the PLE as a technosocial reality that embodies the sociomaterial entanglement with which people learn as well as an approach that enacts contemporary ideas about how people learn. We argue that the learning ecology of the PLE and its disruptive educational character, position it as a framework that addresses the challenges of being in a continuous learning mode and empowers learners to direct their own learning and develop agency in lifelong learning. We envision the PLE as the core of a learning activity ecosystem that is diverse, personalized, social, adaptive, integrated, and transparent, enabling the creation of a network of learning that supports students as peers, creators and entrepreneurs, and agents of their own learning. We conclude with implications and challenges for future research and educational practice.
Personalization is one of the recurring themes in education and has occupied a large amount of specialised literature, since its appearance in the 1960s. A systematic exploration of the literature of ...the last 55 years (1960–2015) is presented and is intended to analyse which educational perspective underlies the customized environments or experiences proposed in the educational technology that is addressed in the literature. It is important to understand that this analysis is a very relevant challenge, if we want to understand what pedagogical approaches have been continuously developed and how and why we should consider their future. The results show a complete centralisation of experiences in technological developments, the majority of them focussed in Higher Education, as well as a lack of an explicit pedagogical perspective in the experiences analysed, especially those with greater impact. It also shows a shortage of in-house pedagogical material – developed in the light of this research, that evolves and makes an impact on the educational landscape.
Digital literacy has moved away from its traditional instrumental conception, to be nourished by critical perspectives that have been increasingly adopted in all areas of the analysis of technology ...and education. The importance of generating educational models that contribute to the emancipation of people in a post-digital and highly complex world is an increasingly evident challenge. However, it is still difficult to find concrete examples of pedagogical strategies specifically devised to foster digital literacy in line with this much needed emerging critical lens. This paper presents a case study of a set of learning experiences integrated into a compulsory module for students in the 1st year of a degree in education sciences, which leads to the qualification required to teach at primary schools in Spain. The results highlight the importance of providing students with learning opportunities conceived to help them become future teachers ready to have a transversal impact on education for the emancipation of people in the post-digital world, rather than simply training them as operators who use technology to enhance skills.
Universitat Politècnica de València’s students can take in-company internships during their bachelor’s degrees, and, with the COVID-19 lockdown, 224 students had their internships cancelled. EdX ...launched a free certificate initiative for its partners, and UPV gave the possibility of using MOOCs to cover for the credit needed to graduate. We have tried to answer the question, “Is it possible to use MOOCs to replace an in-company internship in an emergency?” using Learning Analytics; 179 students chose this possibility. More than 90% of the students got their academic credit, and their satisfaction with the initiative was 4.6/5. They scored MOOCs’ quality with 4/5 and the contribution of MOOCs to their careers with 3.6/5; 95% will take a MOOC, and 69.3% think it is worth paying for the certificate. The answers to the question evaluating if MOOCs had given them the same knowledge as a company internship are positive but much less conclusive, with an average of 2.87/5. We conclude that MOOCs achieved the pursued goal during the emergency. With more time for planning and extra resources for remote support, they can be a good solution in environments where online is the only choice, and they can even be used as a tool to reinforce some of the knowledge needed to be successful in a traditional internship.
During the 2020 COVID-19 lockdown, edX launched an initiative, called the Remote Access Program, to give access to free certificates for its Massive Open Online Courses (MOOCs) to the communities of ...its partners. This paper describes the experience of a Higher Education (HE) institution in Europe participating in this initiative as a strategic action to spread MOOCs, not just as a resource to open the university educational offer but also to improve the professional development possibilities of its community. This case study explores general data about the participation of over 7,700 people (23,4% of the Universitat Politècnica de Valencia’s community) in these courses and data from participants (1,515) about their initiative perceptions. The data obtained evaluates how a university community integrates MOOCs into their day-to-day life under certain conditions and their perception of the quality and usefulness of the courses. Data shows most of the community did not have experience or knowledge about MOOCs (73%), they used it (they obtained 5,202 certificates, a 33% completion rate), they value the course quality (4.1/5) and are happy with the initiative (4.7/5), and they think MOOCs will be useful for their career (3.67/5) and will take more MOOCs in the future (98%, with 71% thinking it is worth paying for the certificate). These results remark the importance of thinking about MOOCs in HE Institutions not just as a punctual resource but as a strategic investment affecting the university teaching offer, the professional development of its community, and their social compromise.
DESVELANDO NUESTRA IDENTIDAD DIGITAL CASTANEDA, Linda; CAMACHO, Mar
El profesional de la informacion,
07/2012, Letnik:
21, Številka:
4
Journal Article
Dado el nuevo concepto de identidad, consecuencia de los cambios tecnológicos y de comunicación actuales, se hace una aproximación crítica al concepto de identidad digital para desenmarañar su ...complejidad. Se presentan los resultados de una primera aproximación práctica, un estudio en el que se han analizado las percepciones de los alumnos de último año de universidad sobre su identidad digital, su nivel de preocupación en relación con la misma y la influencia de ésta en su presente y futuro profesional.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Abstract
Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully ...understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers' perspectives of their career, that is, what core features can be said to ...characterise teacher's practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers' approaches to their professional definition and their agency to enact this, against a theoretically validated framework. Results indicated the emergence of three defining categories based on the validation and synthesis of the relationships between six elements in the theoretical model.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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