Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0050
P. Carolei
This research has as its main objective to create, test and improve methodologies and artefacts that help teachers to reflect to transform their practices, making them more creative. Actions are expected that go beyond envisioned planning, but that the teacher is able to concretize, evaluate and continuously improve his/her pedagogical actions. This paper describes the creation of a framework that aims to promote reflection on creative methodologies by teachers, helping them to make explicit the creative movements they already make highlighting their authorial moments, their limits, challenges and difficulties, as well as getting to know new creative possibilities.The data used for the initial construction of this framework was collected in two online courses on Design of Pedagogical Strategies, in which the participating teachers had to describe their teaching practices. From the qualitative analysis of this data, we mapped the challenges and strains in the construction of pedagogical strategies, as well as the fashions and trends that appeared in the discourses. An analysis of formative needs was made and a categorization was created based on a theoretical reflection and critical analysis of the trends presented in the teachers’ data, emphasizing the importance of teachers’ authorial and creative stances in their methodological construction. In this article, we will describe the mapped data, the categorization and the theoretical foundations that supported the construction of this framework. We will also describe the categories and the first validation phase already carried out as well as the next steps for a large-scale application.
{"title":"Creative Methodologies: Designing a Framework for Teacher Reflection and Authorship","authors":"P. Carolei","doi":"10.38069/edenconf-2021-ac0050","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0050","url":null,"abstract":"This research has as its main objective to create, test and improve methodologies and artefacts that help teachers to reflect to transform their practices, making them more creative. Actions are expected that go beyond envisioned planning, but that the teacher is able to concretize, evaluate and continuously improve his/her pedagogical actions. This paper describes the creation of a framework that aims to promote reflection on creative methodologies by teachers, helping them to make explicit the creative movements they already make highlighting their authorial moments, their limits, challenges and difficulties, as well as getting to know new creative possibilities.The data used for the initial construction of this framework was collected in two online courses on Design of Pedagogical Strategies, in which the participating teachers had to describe their teaching practices. From the qualitative analysis of this data, we mapped the challenges and strains in the construction of pedagogical strategies, as well as the fashions and trends that appeared in the discourses. An analysis of formative needs was made and a categorization was created based on a theoretical reflection and critical analysis of the trends presented in the teachers’ data, emphasizing the importance of teachers’ authorial and creative stances in their methodological construction. In this article, we will describe the mapped data, the categorization and the theoretical foundations that supported the construction of this framework. We will also describe the categories and the first validation phase already carried out as well as the next steps for a large-scale application.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"23 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":"130059334","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-ac0037
E. Asbury, Emma Addington, George Orsborn, John Williams
Introduction: SCOUTS New Zealand place paramount importance on keeping young people safe from harm. New Zealand (NZ) has one of the highest rates of child abuse and child death by maltreatment in the developed world. SCOUTS NZ engage with 14,500 children and young people, supported by 4,500 adult volunteers in 340 locations across New Zealand. SCOUTS wanted to inform and educate all their members about the importance of child protection (CP), while managing the challenges of a geographically disparate population through online learning.Method: “Introduction to Child and Youth Protection” module was created collaboratively with SCOUTS NZ and online educators at Whitireia NZ. The aim was to provide an accessible, evidence based, self-paced online module illustrating the realities of child abuse and neglect in NZ, while enabling the participants to understand the role of SCOUTS NZ in child and youth protection. The module was developed using “Articulate Storyline”, peer reviewed by Subject Matter Experts (SMEs) working in Youth Development and Social Work, and evaluated using the Kirkpatrick framework.Results: 1102 SCOUTS leaders and volunteers have completed the CP module and evaluation to date. Significant improvements in the learning outcomes “Understanding the realities of child abuse and neglect in NZ” (5.32 ± 1.35 vs. 6.26 ± 0.79, p 0.001), “Understanding the importance of child and youth protection in NZ” (5.99 ± 1.13 vs. 6.51 ± 0.71, p 0.001) and “Understanding the role of SCOUTS in child protection” (5.74 ± 1.22 vs. 6.46 ± 0.79, p 0.001) were found on completion of the module. Participants found the module engaging (95%), useful (97%), applicable (99%) and relevant to their role (99%).Conclusion: By using tailored, appropriate content, emotive topics can be addressed through online learning, as this successful collaboration has demonstrated.
{"title":"Safe from Harm: Development of Online Child Protection Training for Scouts New Zealand","authors":"E. Asbury, Emma Addington, George Orsborn, John Williams","doi":"10.38069/edenconf-2021-ac0037","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0037","url":null,"abstract":"Introduction: SCOUTS New Zealand place paramount importance on keeping young people safe from harm. New Zealand (NZ) has one of the highest rates of child abuse and child death by maltreatment in the developed world. SCOUTS NZ engage with 14,500 children and young people, supported by 4,500 adult volunteers in 340 locations across New Zealand. SCOUTS wanted to inform and educate all their members about the importance of child protection (CP), while managing the challenges of a geographically disparate population through online learning.Method: “Introduction to Child and Youth Protection” module was created collaboratively with SCOUTS NZ and online educators at Whitireia NZ. The aim was to provide an accessible, evidence based, self-paced online module illustrating the realities of child abuse and neglect in NZ, while enabling the participants to understand the role of SCOUTS NZ in child and youth protection. The module was developed using “Articulate Storyline”, peer reviewed by Subject Matter Experts (SMEs) working in Youth Development and Social Work, and evaluated using the Kirkpatrick framework.Results: 1102 SCOUTS leaders and volunteers have completed the CP module and evaluation to date. Significant improvements in the learning outcomes “Understanding the realities of child abuse and neglect in NZ” (5.32 ± 1.35 vs. 6.26 ± 0.79, p 0.001), “Understanding the importance of child and youth protection in NZ” (5.99 ± 1.13 vs. 6.51 ± 0.71, p 0.001) and “Understanding the role of SCOUTS in child protection” (5.74 ± 1.22 vs. 6.46 ± 0.79, p 0.001) were found on completion of the module. Participants found the module engaging (95%), useful (97%), applicable (99%) and relevant to their role (99%).Conclusion: By using tailored, appropriate content, emotive topics can be addressed through online learning, as this successful collaboration has demonstrated.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"78 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":"114868177","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-ac0013
Maria Rosaria
The present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path.
{"title":"Digital Storytelling in Museum Education Context: How to Promote Critical Thinking Skills through Digital Tools within Secondary School Pupils","authors":"Maria Rosaria","doi":"10.38069/edenconf-2021-ac0013","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0013","url":null,"abstract":"The present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"57 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":"125194131","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-ac0047
Athanasios Sypsas, Evgenia Paxinou, D. Kalles
Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.
{"title":"Using Virtual Laboratory Environment for Science Education in Different Educational Settings","authors":"Athanasios Sypsas, Evgenia Paxinou, D. Kalles","doi":"10.38069/edenconf-2021-ac0047","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0047","url":null,"abstract":"Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131435062","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-ac0052
Sabire Akay, Kürşat Gülteki̇n, Eda Şafak, Sueda Çakir, Ayşegül Liman
The purpose of this study is to investigate the perceptions and experiences of English preparatory school instructors from the perspective of the Community of Inquiry (CoI) framework in online education settings during the Covid-19 pandemic. The study employs a mixed-methods research design, specifically concurrent triangulation design. The quantitative phase of the study includes a survey completed by 140 prep school instructors using snowball sampling. The survey examines the perceptions of participants concerning the three elements of the community of inquiry, teaching presence, social presence and cognitive presence, as well as the challenges the participants faced during online education. The qualitative phase comprises semi-structured interviews with 6 of the participants who took the survey. The interview questions focus on the advantages and disadvantages of online education along with the participants’ efforts to create interaction in their classes. Data from the survey were analysed using SPSS in the form of descriptive statistics with means, percentages and standard deviations. The interviews were recorded, transcribed and coded through thematic content analysis. The results of the survey indicate that while a slightly significant positive correlation was found between overall COI, teaching presence and social presence with online teaching experience, no significant correlation was found between online teaching experience and cognitive presence with an r score close to .0. Furthermore, prep school instructors create interaction during online teaching using collaborative tasks, Web 2.0 tools and personal information from students. The findings from the interviews suggest the following emerging themes: assessment and feedback, social interaction and getting to know students, convenience, technical problems, and attendance issues.
{"title":"The Perceptions of English Preparatory School Instructors on Online Education through the Community of Inquiry in the Covid-19 Process","authors":"Sabire Akay, Kürşat Gülteki̇n, Eda Şafak, Sueda Çakir, Ayşegül Liman","doi":"10.38069/edenconf-2021-ac0052","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0052","url":null,"abstract":"The purpose of this study is to investigate the perceptions and experiences of English preparatory school instructors from the perspective of the Community of Inquiry (CoI) framework in online education settings during the Covid-19 pandemic. The study employs a mixed-methods research design, specifically concurrent triangulation design. The quantitative phase of the study includes a survey completed by 140 prep school instructors using snowball sampling. The survey examines the perceptions of participants concerning the three elements of the community of inquiry, teaching presence, social presence and cognitive presence, as well as the challenges the participants faced during online education. The qualitative phase comprises semi-structured interviews with 6 of the participants who took the survey. The interview questions focus on the advantages and disadvantages of online education along with the participants’ efforts to create interaction in their classes. Data from the survey were analysed using SPSS in the form of descriptive statistics with means, percentages and standard deviations. The interviews were recorded, transcribed and coded through thematic content analysis. The results of the survey indicate that while a slightly significant positive correlation was found between overall COI, teaching presence and social presence with online teaching experience, no significant correlation was found between online teaching experience and cognitive presence with an r score close to .0. Furthermore, prep school instructors create interaction during online teaching using collaborative tasks, Web 2.0 tools and personal information from students. The findings from the interviews suggest the following emerging themes: assessment and feedback, social interaction and getting to know students, convenience, technical problems, and attendance issues.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"197 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":"132029341","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-ac0035
A. Tomasini, Valeria Baudo, Deborah Arnold
The eLene4Life project aims to support curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability. The MOOC “Active Learning for Soft Skills Development”, one of the project outputs, has been put in place as a space for learning through experience sharing and discussion. The MOOC aims at fostering the exchange of results achieved by instructors after the concrete experimentation of active learning methods and at increasing their sensibility and knowledge of the most effective modalities through which to implement those methods. This paper outlines the genesis of the MOOC. Its three main objectives are: (a) collecting and valorising different voices of the teachers who directly experimented one or more methodologies of active learning in their classroom (most of them during the pandemic); (b) embracing and sustaining experiences, as well as addressing doubts coming from a wider audience interested in putting into practice such methods oriented to soft and digital skills’ development; (c) offering a non-formal learning opportunity in line with European indications about micro-credentialing through developing synergies with the ECCOE project (European Credit Clearinghouse for Opening up Education).
{"title":"Developing soft Skills through Active Learning: Storytelling Concrete Experiences through a MOOC","authors":"A. Tomasini, Valeria Baudo, Deborah Arnold","doi":"10.38069/edenconf-2021-ac0035","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0035","url":null,"abstract":"The eLene4Life project aims to support curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability. The MOOC “Active Learning for Soft Skills Development”, one of the project outputs, has been put in place as a space for learning through experience sharing and discussion. The MOOC aims at fostering the exchange of results achieved by instructors after the concrete experimentation of active learning methods and at increasing their sensibility and knowledge of the most effective modalities through which to implement those methods. This paper outlines the genesis of the MOOC. Its three main objectives are: (a) collecting and valorising different voices of the teachers who directly experimented one or more methodologies of active learning in their classroom (most of them during the pandemic); (b) embracing and sustaining experiences, as well as addressing doubts coming from a wider audience interested in putting into practice such methods oriented to soft and digital skills’ development; (c) offering a non-formal learning opportunity in line with European indications about micro-credentialing through developing synergies with the ECCOE project (European Credit Clearinghouse for Opening up Education).","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":"130968997","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-ac0006
P. Prinsloo, Mohammad Khalil, Sharon Slade
The coronavirus pandemic has impacted global society in many ways, not least education, with schools and universities moving many teaching and learning practices online. This paper examines the response of educational institutions in employing learning analytics, an approach which includes the collection and analysis of student data to understand and optimise teaching and learning. A systematic review of publications is undertaken and key themes identified in an attempt to answer the question: How did learning analytics allow educators to respond to learners’ risks and challenges during the pandemic? This study illustrates issues around the rapid adoption of technological solutions outside of the institution; inequality of internet access; considerations of data privacy and longer term consequences; and the need for an agile, but considered policy response.
{"title":"Learning Analytics in a Time of Pandemics: Mapping the Field","authors":"P. Prinsloo, Mohammad Khalil, Sharon Slade","doi":"10.38069/edenconf-2021-ac0006","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0006","url":null,"abstract":"The coronavirus pandemic has impacted global society in many ways, not least education, with schools and universities moving many teaching and learning practices online. This paper examines the response of educational institutions in employing learning analytics, an approach which includes the collection and analysis of student data to understand and optimise teaching and learning. A systematic review of publications is undertaken and key themes identified in an attempt to answer the question: How did learning analytics allow educators to respond to learners’ risks and challenges during the pandemic? This study illustrates issues around the rapid adoption of technological solutions outside of the institution; inequality of internet access; considerations of data privacy and longer term consequences; and the need for an agile, but considered policy response.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"13 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":"127486263","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-ac0009
Christian-Andreas Schumann, Anna-Maria Nitsche, Kevin Reuther, C. Tittmann
The transition from a knowledge society to a network society leads to growing globalisation, networking and a sudden increase in networked knowledge. Higher education and further education, like vocational training, must react with hybrid forms of generalisation and specialisation, in which way complexity and diversity are rapidly increasing in the education systems. In addition, digitalisation and the consequences of the pandemic are pushing this development. Hybridisation can make a theoretical and practical contribution to finding an answer to the complexity of mastering these processes. The consistent further development of learning theory approaches in the context of modelling and applying hybrid systems and automata leads to hybridism and thus to the expansion of the spectrum of learning theories.
{"title":"Hybridism – Theoretical Learning Response to the Growing Diversity in Higher Education","authors":"Christian-Andreas Schumann, Anna-Maria Nitsche, Kevin Reuther, C. Tittmann","doi":"10.38069/edenconf-2021-ac0009","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0009","url":null,"abstract":"The transition from a knowledge society to a network society leads to growing globalisation, networking and a sudden increase in networked knowledge. Higher education and further education, like vocational training, must react with hybrid forms of generalisation and specialisation, in which way complexity and diversity are rapidly increasing in the education systems. In addition, digitalisation and the consequences of the pandemic are pushing this development. Hybridisation can make a theoretical and practical contribution to finding an answer to the complexity of mastering these processes. The consistent further development of learning theory approaches in the context of modelling and applying hybrid systems and automata leads to hybridism and thus to the expansion of the spectrum of learning theories.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"14 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":"124279304","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-ac0025
Maria João Spilker, Antonieta Rocha, A. Afonso, L. Morgado
This investigation relates to the professional development of in-service teachers on online teaching in K-12/P-12 schools during the COVID-19 pandemic. The main questions concerned the autonomy and support from/in schools, alternatives found and implemented. A model was developed and applied in different institutions. This article will focus on analysing the results of one Portuguese school.The study follows a Design-Based-Research methodology. The results revealed teachers have knowledge gaps regarding intermediate/advanced digital skills. Through the training course, teachers’ awareness was raised about the distinction between Remote Education and Distance Learning and some skills inherent to online teaching were developed.
{"title":"“Mission Possible”: Supporting an Adoption of a Distance Learning Model for Schools during the Pandemic","authors":"Maria João Spilker, Antonieta Rocha, A. Afonso, L. Morgado","doi":"10.38069/edenconf-2021-ac0025","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0025","url":null,"abstract":"This investigation relates to the professional development of in-service teachers on online teaching in K-12/P-12 schools during the COVID-19 pandemic. The main questions concerned the autonomy and support from/in schools, alternatives found and implemented. A model was developed and applied in different institutions. This article will focus on analysing the results of one Portuguese school.The study follows a Design-Based-Research methodology. The results revealed teachers have knowledge gaps regarding intermediate/advanced digital skills. Through the training course, teachers’ awareness was raised about the distinction between Remote Education and Distance Learning and some skills inherent to online teaching were developed.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"101 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":"114517532","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-ac0018
J. Trapani, Maria Cassar, E. Tartari, Veronica Montebello, Adrienne Grech, Stefan Attard, Michelle Camilleri
The COVID-19 pandemic brought online learning to the forefront of education across the globe. Educational institutions were forced to develop and deliver online programmes of study at a manner and pace that left many unprepared. A year and a half into the pandemic, the need for review and evaluation of swiftly developed online programmes is clearly indicated. This paper presents the process of developing a toolkit for evaluating online programmes by academics from the six partners of the European University of the Seas (SEA-EU) project. The toolkit provides a user-friendly guide for educators, managers and stakeholders in the education field, seeking to assess the quality of online programmes. The toolkit development process is extensively described in order to highlight its potential and the usefulness of collaborative work amongst international academic partners.
{"title":"Evaluation of Online Programmes: Constructing the SEA-EU Toolkit","authors":"J. Trapani, Maria Cassar, E. Tartari, Veronica Montebello, Adrienne Grech, Stefan Attard, Michelle Camilleri","doi":"10.38069/edenconf-2021-ac0018","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0018","url":null,"abstract":"The COVID-19 pandemic brought online learning to the forefront of education across the globe. Educational institutions were forced to develop and deliver online programmes of study at a manner and pace that left many unprepared. A year and a half into the pandemic, the need for review and evaluation of swiftly developed online programmes is clearly indicated. This paper presents the process of developing a toolkit for evaluating online programmes by academics from the six partners of the European University of the Seas (SEA-EU) project. The toolkit provides a user-friendly guide for educators, managers and stakeholders in the education field, seeking to assess the quality of online programmes. The toolkit development process is extensively described in order to highlight its potential and the usefulness of collaborative work amongst international academic partners.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"307 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":"116457241","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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