Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0036
Branka Mraović
This paper aims to shed light on how students and young employees in Croatia assess their education for open data and what is their opinion on the compliance of the central Open Data Portal with the needs of young people as well as how they evaluate open data policy related to the young people in Croatia. This research highlights the lack of technical knowledge as a serious obstacle to the productive use of open data. As many as 56% of respondents from companies that have undergone digital transformation believe that they do not have enough knowledge to participate in open data projects, and the same scepticism is expressed by 59.6% of non-technical respondents and 45.7% of students. The data presented in this paper is part of a broader empirical research on the impact of digitalization on the transformation of the Croatian economy, carried out by the author in late 2018 on a sample of 51 young employees from 10 companies in the city of Zagreb and 70 students from 16 technical and non-technical Faculties of Zagreb University.
{"title":"The Challenges of Open Data Movement for Education: What is the Say of Young Employees and Students in Croatia?","authors":"Branka Mraović","doi":"10.38069/edenconf-2021-ac0036","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0036","url":null,"abstract":"This paper aims to shed light on how students and young employees in Croatia assess their education for open data and what is their opinion on the compliance of the central Open Data Portal with the needs of young people as well as how they evaluate open data policy related to the young people in Croatia. This research highlights the lack of technical knowledge as a serious obstacle to the productive use of open data. As many as 56% of respondents from companies that have undergone digital transformation believe that they do not have enough knowledge to participate in open data projects, and the same scepticism is expressed by 59.6% of non-technical respondents and 45.7% of students. The data presented in this paper is part of a broader empirical research on the impact of digitalization on the transformation of the Croatian economy, carried out by the author in late 2018 on a sample of 51 young employees from 10 companies in the city of Zagreb and 70 students from 16 technical and non-technical Faculties of Zagreb University.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"253 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114649556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0029
Elaine Beirne, Mairéad Nic, Mark Brown
This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.
{"title":"“I Feel Like a Guinea Pig”: Emotional Responses to the Online Pivot","authors":"Elaine Beirne, Mairéad Nic, Mark Brown","doi":"10.38069/edenconf-2021-ac0029","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0029","url":null,"abstract":"This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128675536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0015
Ana-Cristina Torres, Angélica Monteiro, A. Mouraz
The transition from emergency remote teaching schemes to effective online learning ones has posed just as much similar as specific challenges to different countries and regions during school closures of the COVID-19 pandemic first wave. In Portugal, the specific challenge of a notably aged teaching workforce that admits being underprepared for pedagogically meaningful use of digital technologies in education has become more evident. Focusing on the views of seven interviewed schools’ headteachers, this paper presents and discusses the reported facilitators and barriers/constraints of their schools’ transition from emergency remote teaching to online learning, during the first pandemic wave and relates those factors with the particular issues of veteran teachers’ engagement with online learning. The paper introduces the rekindle+50 project under which the data collection and analysis took place and underlines the extreme importance of continued investment in teacher professional development and collaboration to enhance more effective use of online learning tools and platforms in times of uncertainty.
{"title":"How Portuguese Schools Navigated through THE Pandemic First Wave: Views from Headteachers","authors":"Ana-Cristina Torres, Angélica Monteiro, A. Mouraz","doi":"10.38069/edenconf-2021-ac0015","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0015","url":null,"abstract":"The transition from emergency remote teaching schemes to effective online learning ones has posed just as much similar as specific challenges to different countries and regions during school closures of the COVID-19 pandemic first wave. In Portugal, the specific challenge of a notably aged teaching workforce that admits being underprepared for pedagogically meaningful use of digital technologies in education has become more evident. Focusing on the views of seven interviewed schools’ headteachers, this paper presents and discusses the reported facilitators and barriers/constraints of their schools’ transition from emergency remote teaching to online learning, during the first pandemic wave and relates those factors with the particular issues of veteran teachers’ engagement with online learning. The paper introduces the rekindle+50 project under which the data collection and analysis took place and underlines the extreme importance of continued investment in teacher professional development and collaboration to enhance more effective use of online learning tools and platforms in times of uncertainty.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133479242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0026
Chinaza Solomon Ironsi
The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.
{"title":"Perceived Efficacy of e-Proctoring Software for Emergency Remote Online Based Assessment: Perceptions of Proctored Examinations","authors":"Chinaza Solomon Ironsi","doi":"10.38069/edenconf-2021-ac0026","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0026","url":null,"abstract":"The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"300 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115767176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0005
M. Dolores, Jorge Mañana-Rodríguez
Until a few years ago, video analytics were not accessible to learning stakeholders, mainly because online video platforms did not share the users’ interactions on the system with stakeholders. However, this scenario has changed, and currently YouTube, the world’s largest media sharing site, offers these data. YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics. In this paper we present our research based on the analysis of viewers’ engagement with 35 videos of the Language MOOC entitled Alemán para hispanohablantes: basic principles (German for Spanish-speakers). The data provided by the YouTube Studio Learning Analytics platform has enabled new insights related to participants’ watching of these videos in Language MOOCs (LMOOCs). The results of our study provide pedagogical implications for Foreign Language instructors concerning the use of videos in language learning.
直到几年前，学习利益相关者还无法使用视频分析，主要是因为在线视频平台没有与利益相关者分享用户在系统上的互动。然而，这种情况已经改变，目前YouTube，世界上最大的媒体分享网站，提供这些数据。YouTube也是语言mooc(大规模开放式在线课程)中传播视听内容的主要工具，其视频参与数据可以通过YouTube Studio频道进行监控，该频道提供免费和开放的视频分析访问。在本文中，我们基于对观众参与的35个名为Alemán para hispanohablantes:基本原则(讲西班牙语的人用德语)的语言MOOC视频的分析，提出了我们的研究。YouTube Studio学习分析平台提供的数据使参与者在语言mooc (LMOOCs)中观看这些视频的新见解成为可能。我们的研究结果为外语教师在语言学习中使用视频提供了教学启示。
{"title":"Exploring Engagement in Online Videos for Language Learning through YouTube’s Learning Analytics","authors":"M. Dolores, Jorge Mañana-Rodríguez","doi":"10.38069/edenconf-2021-ac0005","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0005","url":null,"abstract":"Until a few years ago, video analytics were not accessible to learning stakeholders, mainly because online video platforms did not share the users’ interactions on the system with stakeholders. However, this scenario has changed, and currently YouTube, the world’s largest media sharing site, offers these data. YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics. In this paper we present our research based on the analysis of viewers’ engagement with 35 videos of the Language MOOC entitled Alemán para hispanohablantes: basic principles (German for Spanish-speakers). The data provided by the YouTube Studio Learning Analytics platform has enabled new insights related to participants’ watching of these videos in Language MOOCs (LMOOCs). The results of our study provide pedagogical implications for Foreign Language instructors concerning the use of videos in language learning.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114345240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0016
Orna Farrell, James Brunton, C. Shé, E. Costello
This paper will explore the experiences of the #Openteach project team in developing a flexible and evidence based approach to support professional learning for those who teach online. The project had a number of phases, which included a needs analysis of online students and educators about effective online teaching, the publication of a review of the literature entitled Teaching Online is Different, and a pilot evaluation report. The #Openteach open course ran in March 2020 and focused on five key aspects of teaching online: social presence; facilitating discussion; collaboration online; live online teaching; and supporting online students. The final phase of the project involves the creation of an open textbook bringing together all of the project outputs, due for publication in summer 2021. Drawing on qualitative and quantitative data collected from online educators pre and post the initiative, this paper reports on two aspects of the #Openteach project in detail: the design, development and delivery of the open online course and the process of creating the #Openteach open textbook.
{"title":"#Openteach: Open Course, Open Online Teaching, Open Textbook","authors":"Orna Farrell, James Brunton, C. Shé, E. Costello","doi":"10.38069/edenconf-2021-ac0016","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0016","url":null,"abstract":"This paper will explore the experiences of the #Openteach project team in developing a flexible and evidence based approach to support professional learning for those who teach online. The project had a number of phases, which included a needs analysis of online students and educators about effective online teaching, the publication of a review of the literature entitled Teaching Online is Different, and a pilot evaluation report. The #Openteach open course ran in March 2020 and focused on five key aspects of teaching online: social presence; facilitating discussion; collaboration online; live online teaching; and supporting online students. The final phase of the project involves the creation of an open textbook bringing together all of the project outputs, due for publication in summer 2021. Drawing on qualitative and quantitative data collected from online educators pre and post the initiative, this paper reports on two aspects of the #Openteach project in detail: the design, development and delivery of the open online course and the process of creating the #Openteach open textbook.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116168675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0044
G. Tur, A. Poce, Maria Rosaria, Sofía Villatoro
Virtual Mobility can enhance curriculum development in Higher Education by promoting international co-design and collaborative work among students and lecturers through the use of Information and Communication Technologies (ICT). During the spread of COVID-19 pandemic, virtual forms of students’ mobility increased considerably, allowing learners to continue or start VM experience even if boarders and campuses around the world were closed. The recent outbreak in interest and activity related to VM requires educational researchers to study this learning practice in depth in order to provide data and effective indications in terms of skills promotion. During the academic year 2020-2021, a team of lecturers of Teacher Education programs from the Roma Tre University (Rome, Italy) and the University of the Balearic Islands (Balearic Islands, Spain) agreed to work in open digital environment, organising specific VM activities for 38 university students. Specifically, students were asked to meet online, design and collaboratively create, in groups from the two countries, Open Digital Resources (OERs) to be used in international online contexts with their future pupils. This paper presents the design of the learning experience together with self-assessment results of the professional and transverse competences promoted. Conclusions also reflect on the new improvements to be done for new editions of the activity.
{"title":"What Skills are Involved in Open Virtual Mobility? A Students’ Perspective from Italy and Spain","authors":"G. Tur, A. Poce, Maria Rosaria, Sofía Villatoro","doi":"10.38069/edenconf-2021-ac0044","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0044","url":null,"abstract":"Virtual Mobility can enhance curriculum development in Higher Education by promoting international co-design and collaborative work among students and lecturers through the use of Information and Communication Technologies (ICT). During the spread of COVID-19 pandemic, virtual forms of students’ mobility increased considerably, allowing learners to continue or start VM experience even if boarders and campuses around the world were closed. The recent outbreak in interest and activity related to VM requires educational researchers to study this learning practice in depth in order to provide data and effective indications in terms of skills promotion. During the academic year 2020-2021, a team of lecturers of Teacher Education programs from the Roma Tre University (Rome, Italy) and the University of the Balearic Islands (Balearic Islands, Spain) agreed to work in open digital environment, organising specific VM activities for 38 university students. Specifically, students were asked to meet online, design and collaboratively create, in groups from the two countries, Open Digital Resources (OERs) to be used in international online contexts with their future pupils. This paper presents the design of the learning experience together with self-assessment results of the professional and transverse competences promoted. Conclusions also reflect on the new improvements to be done for new editions of the activity.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116823700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0002
R. Hage, Helena Lovasz-Bukvova, Matej Hopp, Marvin Hölzl, Gerhard Kormann-Hainzl, M. Reiner, Deepak Dhungana
Training for small and medium enterprises, especially in the context of leadership and digitalisation, has been traditionally carried out in form of presence workshops. Like other learning and training offers, this type of training needed to be carried out virtually during the COVID-19 pandemic, bringing advantages as well as disadvantages. Furthermore, the purpose of such courses is typically to convey a curriculum of preselected content and skills previously deemed useful. This paper presents the experiences from a mini-course on digital leadership carried out virtually during the pandemic that aims to incorporate SME needs in an agile manner. The presented mini-course is being developed using action research approach and aims to provide input for designing training in this context beyond the current crisis. The findings show high acceptance by the participants for the 100% virtual format and the effectiveness of the pilot run was proven to increase the digital skills of the participants. Engaging participants in order to reflect their needs has proven challenging and will be considered in the next action iteration.
{"title":"Agile Approach for E-Learning in Digital-Leadership Training for Small and Medium Enterprises","authors":"R. Hage, Helena Lovasz-Bukvova, Matej Hopp, Marvin Hölzl, Gerhard Kormann-Hainzl, M. Reiner, Deepak Dhungana","doi":"10.38069/edenconf-2021-ac0002","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0002","url":null,"abstract":"Training for small and medium enterprises, especially in the context of leadership and digitalisation, has been traditionally carried out in form of presence workshops. Like other learning and training offers, this type of training needed to be carried out virtually during the COVID-19 pandemic, bringing advantages as well as disadvantages. Furthermore, the purpose of such courses is typically to convey a curriculum of preselected content and skills previously deemed useful. This paper presents the experiences from a mini-course on digital leadership carried out virtually during the pandemic that aims to incorporate SME needs in an agile manner. The presented mini-course is being developed using action research approach and aims to provide input for designing training in this context beyond the current crisis. The findings show high acceptance by the participants for the 100% virtual format and the effectiveness of the pilot run was proven to increase the digital skills of the participants. Engaging participants in order to reflect their needs has proven challenging and will be considered in the next action iteration.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126463568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0021
Estela Dauksienè, Elena Trepule, A. Volungevičienė
Distance teaching and learning in Lithuanian schools during COVID-19 pandemic was a booster for teacher digital competence development. The paper analysis the experiences of Lithuanian school teachers to reveal the challenges schools and teachers faced while switching from traditional face to face teaching and learning to distance education. The research revealed existence of different level teacher digital competences at a school and uneven competence development in each school. The analysis of experiences of Lithuanian school teachers through the lens of DigCompEdu framework revealed that professional development competence was the background for other competence areas to develop. The need for digital resources for teaching online contributed to the teacher digital competence development of this area. Digital assessment was indicated as the main challenge that remained unsolved in many cases. Research found that technological peculiarities were easier to learn and showed the need to develop teacher social and didactical competences which are necessary for distance teaching. Lack of activities to empower learners and develop their digital competences was recorded. Teachers themselves acknowledged great improvement of their digital competence.
{"title":"Digital Competence Improvement by Lithuanian School Teachers During Covid-19","authors":"Estela Dauksienè, Elena Trepule, A. Volungevičienė","doi":"10.38069/edenconf-2021-ac0021","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0021","url":null,"abstract":"Distance teaching and learning in Lithuanian schools during COVID-19 pandemic was a booster for teacher digital competence development. The paper analysis the experiences of Lithuanian school teachers to reveal the challenges schools and teachers faced while switching from traditional face to face teaching and learning to distance education. The research revealed existence of different level teacher digital competences at a school and uneven competence development in each school. The analysis of experiences of Lithuanian school teachers through the lens of DigCompEdu framework revealed that professional development competence was the background for other competence areas to develop. The need for digital resources for teaching online contributed to the teacher digital competence development of this area. Digital assessment was indicated as the main challenge that remained unsolved in many cases. Research found that technological peculiarities were easier to learn and showed the need to develop teacher social and didactical competences which are necessary for distance teaching. Lack of activities to empower learners and develop their digital competences was recorded. Teachers themselves acknowledged great improvement of their digital competence.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123818106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0024
Larisa Enríquez, Myrna Hernández
ArguMente is an online system that offers two types of learning spaces. On the one hand, a close group space that implements a student-centred teaching strategy, the purpose of which is to automate the Dialogue Design System model for written argumentation (DDS). On the other hand, it offers a space for the exercise of an argued debate under a non-formal environment of education that calls for the creation of learning communities. Experiences for teaching argumentative skills and for teaching teachers have taken place through the first space, the closed classroom, while the second space, the open classroom, is being used to promote the autonomous argumentative dialogue.
{"title":"ArguMente: An Online Argumentation System for Formal and Non-Formal Education","authors":"Larisa Enríquez, Myrna Hernández","doi":"10.38069/edenconf-2021-ac0024","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0024","url":null,"abstract":"ArguMente is an online system that offers two types of learning spaces. On the one hand, a close group space that implements a student-centred teaching strategy, the purpose of which is to automate the Dialogue Design System model for written argumentation (DDS). On the other hand, it offers a space for the exercise of an argued debate under a non-formal environment of education that calls for the creation of learning communities. Experiences for teaching argumentative skills and for teaching teachers have taken place through the first space, the closed classroom, while the second space, the open classroom, is being used to promote the autonomous argumentative dialogue.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"39 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115858204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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