Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0020
J. Luís, C. Rodrigo
This paper shows several actions that address the use and development of open educational resources (OERs) and the utilisation of open source machine virtualization tools for Moodle course instantiation in a Computer Science-based Teacher Training course. The training is dedicated to show the basic characteristics and tools present in e-learning environments and to transmit the knowledge to develop educational resources and personalize different learning environments. The learning activities have been designed following the constructive approach, in the form of practical tasks that ensure the training of students in the self-implementation and personalisation of e-learning courses embedded into virtual machines. Students learn how to do the pedagogical design, to set up a delivery, and perform to develop their own resources and re-use from others. Finally, students have to assess the quality of the OERs following the UNE71362 standard. As a transversal pedagogical objective of the Master’s course, the learning aims to help the dissemination and awareness of the UNESCO’s Sustainable Development Goal 4 (SDG4) which ensures inclusive and equitable quality education and fosters lifelong learning opportunities for all. In this sense, specific OER development for gender inclusion and accessibility for all learners has been promoted.
{"title":"Open Educational Practices in Learning and Teaching of Computer Science","authors":"J. Luís, C. Rodrigo","doi":"10.38069/edenconf-2021-ac0020","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0020","url":null,"abstract":"This paper shows several actions that address the use and development of open educational resources (OERs) and the utilisation of open source machine virtualization tools for Moodle course instantiation in a Computer Science-based Teacher Training course. The training is dedicated to show the basic characteristics and tools present in e-learning environments and to transmit the knowledge to develop educational resources and personalize different learning environments. The learning activities have been designed following the constructive approach, in the form of practical tasks that ensure the training of students in the self-implementation and personalisation of e-learning courses embedded into virtual machines. Students learn how to do the pedagogical design, to set up a delivery, and perform to develop their own resources and re-use from others. Finally, students have to assess the quality of the OERs following the UNE71362 standard. As a transversal pedagogical objective of the Master’s course, the learning aims to help the dissemination and awareness of the UNESCO’s Sustainable Development Goal 4 (SDG4) which ensures inclusive and equitable quality education and fosters lifelong learning opportunities for all. In this sense, specific OER development for gender inclusion and accessibility for all learners has been promoted.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"59 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":"133914597","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-ac0033
Marina Brunner, U. Ehlers
The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.
{"title":"Listening to the Student Voice – Student Engagement in Professional Higher Education","authors":"Marina Brunner, U. Ehlers","doi":"10.38069/edenconf-2021-ac0033","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0033","url":null,"abstract":"The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"11 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":"122880103","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-ac0001
Beyza Öz, Dilek Güler, Ezgi Tufan, Ayşegül Liman
Due to the sudden outbreak of COVID-19, there has been a rapid transformation of the learning and teaching environment from face-to-face to fully online classes. Students being at home in isolated home environments challenged the language learning process profoundly which forced teachers to update and adjust their instructional strategies and activities by including collaborative learning elements. Implementing novel technologies with OCL approach might act as a considerably efficient factor if learner characteristics and the educational setting are taken into consideration seriously. Therefore, the purpose of the study is to explore an online collaborative writing tool and students’ opinions towards it. The participants of the study consist of 30 students studying at a preparatory school at a state university in Istanbul. To this aim, both quantitative and qualitative methods have been benefited. According to the quantitative data, the calculated mean scores of the items revealed that the majority of students found the experience of OCW positive. As for the qualitative data, the content analysis showed that the majority of the students reported the benefits of interaction and social learning taking place in collaborative learning, and there were also some disadvantages mentioned by the participants such as disagreements, social loafing, and personality-related problems.
{"title":"Using Padriseup as a Collaborative Writing Tool in Higher Education EFL Classes","authors":"Beyza Öz, Dilek Güler, Ezgi Tufan, Ayşegül Liman","doi":"10.38069/edenconf-2021-ac0001","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0001","url":null,"abstract":"Due to the sudden outbreak of COVID-19, there has been a rapid transformation of the learning and teaching environment from face-to-face to fully online classes. Students being at home in isolated home environments challenged the language learning process profoundly which forced teachers to update and adjust their instructional strategies and activities by including collaborative learning elements. Implementing novel technologies with OCL approach might act as a considerably efficient factor if learner characteristics and the educational setting are taken into consideration seriously. Therefore, the purpose of the study is to explore an online collaborative writing tool and students’ opinions towards it. The participants of the study consist of 30 students studying at a preparatory school at a state university in Istanbul. To this aim, both quantitative and qualitative methods have been benefited. According to the quantitative data, the calculated mean scores of the items revealed that the majority of students found the experience of OCW positive. As for the qualitative data, the content analysis showed that the majority of the students reported the benefits of interaction and social learning taking place in collaborative learning, and there were also some disadvantages mentioned by the participants such as disagreements, social loafing, and personality-related problems.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"11 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":"125489255","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-ac0046
E. Zielonka, Y. A. Yeboah, Irena Provazníková, Juergen Deka
The European Molecular Biology Laboratory (EMBL) provides advanced training for life science researchers in state-of-the-art technologies and fosters scientific exchange. The heart of the face-to-face advanced course programme is a strong focus on expert led hands-on training combined with theoretical and application lectures, as well as networking opportunities. Due to the pandemic, the face-to-face life science wet-lab and computational courses were converted into virtual formats. The courses are participant centred and focus on real scientific challenges and problems on the given topic. The need for these advanced molecular biology training courses is reflected by the high numbers of applications. Here we describe one solution to the virtual transformation of EMBL´s course programme, including the first reactions of our international audience and the effect for the future of cutting-edge advanced training courses for lifelong learning in the life sciences.
{"title":"From Bench to Monitor – Turning Advanced Life Science Courses into Virtual","authors":"E. Zielonka, Y. A. Yeboah, Irena Provazníková, Juergen Deka","doi":"10.38069/edenconf-2021-ac0046","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0046","url":null,"abstract":"The European Molecular Biology Laboratory (EMBL) provides advanced training for life science researchers in state-of-the-art technologies and fosters scientific exchange. The heart of the face-to-face advanced course programme is a strong focus on expert led hands-on training combined with theoretical and application lectures, as well as networking opportunities. Due to the pandemic, the face-to-face life science wet-lab and computational courses were converted into virtual formats. The courses are participant centred and focus on real scientific challenges and problems on the given topic. The need for these advanced molecular biology training courses is reflected by the high numbers of applications. Here we describe one solution to the virtual transformation of EMBL´s course programme, including the first reactions of our international audience and the effect for the future of cutting-edge advanced training courses for lifelong learning in the life sciences.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"88 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":"116888870","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-ac0043
D. Rimkuviene, A. Vintere, E. Aruvee
E-learning has become mandatory at all levels of educational institutions due to the coronavirus pandemic. This paper analyses the learning difficulties that university students have encountered as a result of this changed situation. Empirical research includes a survey of students at three Baltic universities: Latvia University of Life Sciences and Technologies (LLU), Vytautas Magnus University (VMU) and Estonian University of Life Sciences (EMÜ). The aim of our article is to compare opinions on the challenges faced by students of Baltic States during mandatory remote learning. The results of this study revealed that there were no statistically significant differences between respondents in the countries participating in the survey in terms of the opinions expressed on the availability of appropriate hardware, communication with teacher and interaction with classmates and difficulty focusing on remote studies. Students who prefer face to face learning style mentioned difficulties in paying attention to studies, In addition, the majority of respondents indicated that they often had problems communicating with teachers. It was found that not only achieving learning outcomes, implementing practical works, and the volume of study works caused challenges but also lack of digital skills and interaction with classmates.
由于冠状病毒大流行，电子学习已成为各级教育机构的强制性课程。本文分析了这种变化给大学生带来的学习困难。实证研究包括对三所波罗的海大学的学生进行调查:拉脱维亚生命科学与技术大学(LLU)、维塔塔斯马格努斯大学(Vytautas Magnus University)和爱沙尼亚生命科学大学(EMÜ)。我们这篇文章的目的是比较波罗的海国家学生在强制性远程学习期间所面临的挑战。本研究的结果显示，参与调查的国家的受访者在对适当硬件的可用性、与老师的沟通和与同学的互动以及关注远程学习的困难方面所表达的意见方面没有统计学上的显著差异。喜欢面对面学习方式的学生提到难以集中注意力学习，此外，大多数受访者表示他们经常与老师沟通有问题。研究发现，学生在取得学习成果、实施实践工作、学习工作量等方面面临挑战，同时也缺乏数字技能和与同学的互动。
{"title":"e-Learning Challenges from the Students’ Point of View","authors":"D. Rimkuviene, A. Vintere, E. Aruvee","doi":"10.38069/edenconf-2021-ac0043","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0043","url":null,"abstract":"E-learning has become mandatory at all levels of educational institutions due to the coronavirus pandemic. This paper analyses the learning difficulties that university students have encountered as a result of this changed situation. Empirical research includes a survey of students at three Baltic universities: Latvia University of Life Sciences and Technologies (LLU), Vytautas Magnus University (VMU) and Estonian University of Life Sciences (EMÜ). The aim of our article is to compare opinions on the challenges faced by students of Baltic States during mandatory remote learning. The results of this study revealed that there were no statistically significant differences between respondents in the countries participating in the survey in terms of the opinions expressed on the availability of appropriate hardware, communication with teacher and interaction with classmates and difficulty focusing on remote studies. Students who prefer face to face learning style mentioned difficulties in paying attention to studies, In addition, the majority of respondents indicated that they often had problems communicating with teachers. It was found that not only achieving learning outcomes, implementing practical works, and the volume of study works caused challenges but also lack of digital skills and interaction with classmates.","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":"129387342","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-ac0038
L. Dafgård, A. Creelman
The covid-19 emergency presented daunting challenges for all in higher education, in particular teachers and students who were forced to quickly pivot from the familiar setting of the campus to purely online education in a matter of days. Despite the enormity of this challenge the transition was negotiated successfully in terms of online teaching though issues such as social interaction, student isolation and digital divides remained largely unaddressed. In Sweden, the pandemic response has been a wake-up call to address the lack of national coordination of online and blended education as well as the need for more coordinated approaches to professional pedagogical development. This paper outlines the response of several national networks and stakeholder organisations, notably the Network for IT in Higher Education (ITHU), though the forming of a mutual support group on Facebook to coordinating workshops and sharing resources. A survey of ITHU members revealed a number of key focus areas for national coordination as well as the development of a culture of sharing between teaching staff and educational technicians that did not exist before the pandemic.
{"title":"Pandemic as Catalyst for National Digital Transformation of Higher Education - A Swedish Case Study","authors":"L. Dafgård, A. Creelman","doi":"10.38069/edenconf-2021-ac0038","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0038","url":null,"abstract":"The covid-19 emergency presented daunting challenges for all in higher education, in particular teachers and students who were forced to quickly pivot from the familiar setting of the campus to purely online education in a matter of days. Despite the enormity of this challenge the transition was negotiated successfully in terms of online teaching though issues such as social interaction, student isolation and digital divides remained largely unaddressed. In Sweden, the pandemic response has been a wake-up call to address the lack of national coordination of online and blended education as well as the need for more coordinated approaches to professional pedagogical development. This paper outlines the response of several national networks and stakeholder organisations, notably the Network for IT in Higher Education (ITHU), though the forming of a mutual support group on Facebook to coordinating workshops and sharing resources. A survey of ITHU members revealed a number of key focus areas for national coordination as well as the development of a culture of sharing between teaching staff and educational technicians that did not exist before the pandemic.","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":"131262259","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-ac0014
Laura Eigbrecht, U. Ehlers
The article reports on a qualitative study based on interviews with students systematically conducted online since March 2020. A total of 13 individual and eleven group interviews on the personal study situation during the Corona shutdown have been conducted, analysed and evaluated. The students’ perspectives provide insights into how they subjectively reconstruct and classify the experiences they have made, what conclusions can be drawn from this for future higher education and how higher education institutions must evolve in order to support students in the best possible way. In addition to numerous challenges, the pandemic has brought forth the potential of students to shape and reflect on their learning processes in a self-determined and self-organised way and to contribute as experts to shaping the future of higher education.
{"title":"Reconstructing Subjective Study Experiences during Shutdown in Pandemic Times","authors":"Laura Eigbrecht, U. Ehlers","doi":"10.38069/edenconf-2021-ac0014","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0014","url":null,"abstract":"The article reports on a qualitative study based on interviews with students systematically conducted online since March 2020. A total of 13 individual and eleven group interviews on the personal study situation during the Corona shutdown have been conducted, analysed and evaluated. The students’ perspectives provide insights into how they subjectively reconstruct and classify the experiences they have made, what conclusions can be drawn from this for future higher education and how higher education institutions must evolve in order to support students in the best possible way. In addition to numerous challenges, the pandemic has brought forth the potential of students to shape and reflect on their learning processes in a self-determined and self-organised way and to contribute as experts to shaping the future of higher education.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"28 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":"131313757","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-ac0030
C. Wladis, A. Hachey, Katherine M. Conway
We report results from a dataset consisting of all courses taken by students at the City University of New York [CUNY] in fall 2019 and spring 2020. This time frame covers the semester prior to the wide-spread onset of the COVID-19 pandemic in New York City (i.e., pre-pandemic), and the semester when the coronavirus precipitated a rapid and unprecedented forced shift of all courses within the university system to a fully-online mode of instruction early in the term (i.e., pandemic term). Findings indicate that students at two-year colleges, men, and certain racial/ethnic groups had less resilient course outcomes when comparing their rates of pre-pandemic vs. pandemic course outcomes. However, these differences were observed primarily among those students who had not originally chosen to enrol in any fully online courses that year. In contrast, students who had originally chosen to enrol in fully online courses that year were much more resilient, with differences by institution type, gender, and race/ethnicity by and large not exacerbated by the pandemic.
{"title":"Differences in Academic Resiliency When the Pandemic Forced Courses Online: Was Prior Online Coursetaking Protective?","authors":"C. Wladis, A. Hachey, Katherine M. Conway","doi":"10.38069/edenconf-2021-ac0030","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0030","url":null,"abstract":"We report results from a dataset consisting of all courses taken by students at the City University of New York [CUNY] in fall 2019 and spring 2020. This time frame covers the semester prior to the wide-spread onset of the COVID-19 pandemic in New York City (i.e., pre-pandemic), and the semester when the coronavirus precipitated a rapid and unprecedented forced shift of all courses within the university system to a fully-online mode of instruction early in the term (i.e., pandemic term). Findings indicate that students at two-year colleges, men, and certain racial/ethnic groups had less resilient course outcomes when comparing their rates of pre-pandemic vs. pandemic course outcomes. However, these differences were observed primarily among those students who had not originally chosen to enrol in any fully online courses that year. In contrast, students who had originally chosen to enrol in fully online courses that year were much more resilient, with differences by institution type, gender, and race/ethnicity by and large not exacerbated by the pandemic.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"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":"127694292","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-ac0022
P. Anastasiades, Konstantinos Kotsidis, Christos Synnefakis, A. Spanoudaki
The closing of schools at the beginning of spring 2020, because of the Corona Virus pandemic, featured the need for School Distance Education (SDE). Nevertheless, teachers did not have previous experience in SDE and as a result, they were in need of support in this urgent situation. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (e-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of teachers who struggled to respond to the challenges of distance teaching resulting from the suspension of schools. Within the above framework, fast track distance seminars were designed and implemented, aiming at the support of teachers on pedagogical issues of Distance Education. During the period from 19 March to 29 April 2020, 20 distance training seminars were conducted, in which more than 40,000 teachers of primary and secondary education from around Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of SDE, on synchronous and asynchronous learning environment as well as the designing or planning of teaching scenarios based on the pedagogical approaches compatible with Distance Learning.
{"title":"Distance Teacher Training during the first COVID Pandemic by the University of Crete | ΕLearningLab","authors":"P. Anastasiades, Konstantinos Kotsidis, Christos Synnefakis, A. Spanoudaki","doi":"10.38069/edenconf-2021-ac0022","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0022","url":null,"abstract":"The closing of schools at the beginning of spring 2020, because of the Corona Virus pandemic, featured the need for School Distance Education (SDE). Nevertheless, teachers did not have previous experience in SDE and as a result, they were in need of support in this urgent situation. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (e-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of teachers who struggled to respond to the challenges of distance teaching resulting from the suspension of schools. Within the above framework, fast track distance seminars were designed and implemented, aiming at the support of teachers on pedagogical issues of Distance Education. During the period from 19 March to 29 April 2020, 20 distance training seminars were conducted, in which more than 40,000 teachers of primary and secondary education from around Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of SDE, on synchronous and asynchronous learning environment as well as the designing or planning of teaching scenarios based on the pedagogical approaches compatible with Distance Learning.","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":"131048725","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-ac0012
C. Fissore, F. Floris, M. Marchisio, S. Rabellino
The outbreak of COVID-19 and national measures undertaken to tackle the spread of the virus may cause significant disruption to the provision of education opportunities for learners and teachers. In Italy, most schools did not practice online teaching before the emergency, and in a short time head teachers, teachers, students had to face new technological tools and deal with a new type of teaching. The PPS – “Problem Posing and Solving” – project offered to all Italian teachers and schools, for free, a way of carrying out Online Education through a nationwide integrated Digital Learning Environment (DLE). In this paper we present a case study of a high school that used one DLE for online teaching of the entire school, embedded in a larger DLE at national level. The goal of this research is to present the integrated DLE of the project and the reasons why this case study can represent an effective model for online teaching of a school under different dimensions (technological, human and pedagogical). The results show that the teachers and the school head agree with our point of view. Most teachers are very supportive of using one DLE and think that this facilitates students and collaboration among teachers. Being included in a larger project allows teachers to compare, collaborate and share experiences and materials with teachers from all over Italy, and to have continuous technical and training support.
{"title":"Digital Learning Environment Embedded in a Larger Nationwide One: A Case Study of a High School","authors":"C. Fissore, F. Floris, M. Marchisio, S. Rabellino","doi":"10.38069/edenconf-2021-ac0012","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0012","url":null,"abstract":"The outbreak of COVID-19 and national measures undertaken to tackle the spread of the virus may cause significant disruption to the provision of education opportunities for learners and teachers. In Italy, most schools did not practice online teaching before the emergency, and in a short time head teachers, teachers, students had to face new technological tools and deal with a new type of teaching. The PPS – “Problem Posing and Solving” – project offered to all Italian teachers and schools, for free, a way of carrying out Online Education through a nationwide integrated Digital Learning Environment (DLE). In this paper we present a case study of a high school that used one DLE for online teaching of the entire school, embedded in a larger DLE at national level. The goal of this research is to present the integrated DLE of the project and the reasons why this case study can represent an effective model for online teaching of a school under different dimensions (technological, human and pedagogical). The results show that the teachers and the school head agree with our point of view. Most teachers are very supportive of using one DLE and think that this facilitates students and collaboration among teachers. Being included in a larger project allows teachers to compare, collaborate and share experiences and materials with teachers from all over Italy, and to have continuous technical and training support.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"11 2 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":"133327413","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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