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Quality online education beyond
the post-pandemic effects
Prof. Albert Sangrà
Full professor in Education
Universitat Oberta de Catalunya
UNESCO Chair Holder in Education
& Technology for Social Change Online, 6 April 2021
1. COVID-19: a historical emergency
2. Online education: looking for
clearliness
3. Ten tips to improve online
teaching and learning
4. DigiTel Pro on online education
5. Closing remarks
Índice
1. COVID-19: a historical
emergency
“When we thought we had all the
answers, suddenly, all the
questions were changed.”
Mario Benedetti
Fuente: CC-BY https://geografia.laguia2000.com/
COVID-19: a historical emergency
Our action plan: we have (just) digitized our teaching
● It came from a unexpected change
● Any training or preparation were provided
● Important resources could lack
● No pedagogical design nor approach
● It reflected the same behaviour we could find in a classroom
● Difficult to be understood by the users (students, families…)
• Lockdowns don’t let the students to attend to educational
institutions
• We could not plan the reaction: It could be improved
• Digital growth has been the only scape valve
• The digital divide is still a great barrier
• Hybridization of learning is already there
Some (provisory) lessons from the pandemic
“If they have adapted
themselves in a matter of
hours (or days), they have not
adapted well.” (Cristina de
Alba, 2020)
The great threat: conformism
Pillars of the future of learning
Redecker, C. et al. (2011). The Future of Learning:
Preparing for Change. Publications Office of the
European Union. DOI: 10.2791/64117 (online)
Flexibility
Interaction
Personalization
Collaboration
Pillars of the future of learning
Informalization
4 (+1) catalysts for the metamorphosis of learning
• Connected networks enable connected learning
• Empowerment of learners
• Overcoming time and space barriers
• Acceptance of the existence of an unconcious,
informal, invisible and silent learning
• The discontinuity or intermittence generated by
the situation of the pandemic
Learning
Changes have sped up
2. Online education:
looking for clearliness
Online education is a fuzzy concept
Its definition depends of everyone’s use
● Traditional distance education using new technologies
● E-learning, with a strong technology-based approach
● It implies synchronous and asynchronous solutions, … or maybe not
● It can be understood as a simple replica of classroom lectures, usually
based on video-lectures; as a PDF delivery model; or as an accessible
repository of documents
● All this leads to considerable confusion for those people
who are really interested in it for the first time.
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An
approach to the conceptual framework. The International Review of Research in Open and Distributed
Learning, 13(2), 145-159. https://doi.org/10.19173/irrodl.v13i2.1161
What is quality online education
Source: UOC. Educational model.
• Flexibility (Burge, Campbell Gibson & Gibson, 2011)
• Personalization (Buchem, Attwell & Torres-Kompen (2011)
• Interaction (Garrison & Anderson, 2011)
• Collaboration (Dillenbourg, 1999; Guitert, 2014)
It allows:
• Sustainable
• Assessable
• Innovative
It becomes:
• Planned
• Organized
• Demanding
• Responsible
It is:
Source: Bates & Sangrà, 2011
Strategic
● Online education and
virtualization or digitization of
teaching are very different
things
● Online education continues to
grow around the world and
there are high quality models
ATTIVITÀ
STUDENTE
GROUP OF
TEACHERS
LEARNING
RESOURCES
NETWORKED
COMMUNITY
Educational model
Activity-based
Participation/Engagement
Continuous assessment
Support
Guidance
Interaction
Collaboration
Teamwork
Knowledge building
Sense of group
Access to content
Multiple formats
Diversified technology
March 2020
Docencia no presencial de emergencia
Emergency remote teaching
How did we react to the pandemic
April-June 2020
September 2020
Download for free:
http://hdl.handle.net/10609/122307
(English version coming soon)
3. Ten tips for improving
online teaching and
learning
They have to be simple and to work
solidly. Appropriate for any single aim and
supported by tutorials.
1
Select
appropriate
tools
Help your students to self-organize. They
have to have a routine. Use task and activity
reminders. Share the learning process on
the use of technology.
2
Organize and
help the
students to
get ready
A good design and planning are essential.
Maybe you can’t design an entire course, but
some specific activities to get the students
engaged.
3
Allocate time
to course
design (or
re-design)
Your teaching has to be more focused on the
activity than on the content. Consider
authentic activities that could be divided into
tasks and that allow competences to
develop.
4
Elaborate a
set of
activities
5
Associate a
set of
resources to
the activities
6
Create active
interaction
dynamics in the
online environment
Learning resources are the means to access the
content. They have to be accessible, and can be
created from scratch or to reuse those that can be
found in the Net if its quality is good enough.
Carry out collaborative activities to foster
asychronous interaction among students.
Synchronous situations can also be designed if
they are essential. They have to be short and with
very well defined aims.
7
Explain the
assessment
model
8
Generate
social
presence
Make asessment criteria explicit, as well
as the kind of feedback you will provide.
Foster constinuous assessment: it makes
monitoring of the students easier, and
increases students’ engagement.
If the students are not used, they risk to feel isolated.
Don’t allow it. Make them feel like they are part of a
community where everyone has the same goal: to learn
while socialising.
9
Develop
students’
critical spirit
10
Work
collaboratively
with your
colleagues
There is a great opportunity for making themselves
aware –with your support- on the benefits and the risks
of using technologies.
They could help us to define activities, solve doubts, and
feel supported. Exchange online teaching practices and
resorces and make them all accessible.
uoc.edu
4. DigiTel Pro on online
education
Main aims:
• to explore and forecast educational needs of teaching staff and learners within and after the COVID+ era;
• to exchange expertise between researchers and innovators on synchronous hybrid, blended and online
distance learning, optimizing models and guidelines for short-term and future
• CPD;
• to design, plan and develop continuing education courses enabling anyone involved in course and curriculum
development in adapting to hybrid, blended and online distance learning;
• to empower student readiness for digital learning by an online course and integrating the “student voice” in
all learning scenarios;
• to reinforce the ability of universities to provide high quality, inclusive and scalable digital education.
Intellectual outputs on Online Education:
• To design, develop and implement a CPD course to enhance online and distance teaching and
learning in European universities.
DigiTel Pro Project
Expected outputs:
• An open access report on the state of art research, innovation and good practices of online and
distance education and conclusions related to the COVID 19 context.
• A compendium of selected best practice training materials and/or resources for CPD for online and
distance learning.
• Design of a CPD course for online and distance education, taking into account the needs of teaching
staff in the COVID 19 period and beyond.
• The course will have a modular structure and will be designed in alignment with the needs
of universities, a strong concept and relevant learning objectives.
• The leading design principle is active learning.
• Participants can create content and do assignments that will help them in their work.
• The average course workload of a participant is 30 hours. A certificate or credit points can
be given.
• The course will include a teacher manual that others can use to teach the course
themselves.
• The course will be integrated in a final CPD programme for digital education, focusing on the three
teaching and learning scenarios (synchronous hybrid, blended and fully online), student readiness
for online learning, and institutional change.
uoc.edu
5. Closing remarks
Warning: do not replicate in-presence classroom teaching
The copy is always worse than the original
Given different contexts, different combination of strategies
● In case of new parcial or
total lockdowns, there will
be new moments of
discontinuity.
● Intermittence can also be
caused by the need of
having to teach alternate
groups.
● The key is to achieve a
fluid, smooth transition
between in-presence
moments and non-
presence moments
● Not traumatic, but natural,
assumed, known
To move forward, you must
first take a step.
It does not bring you where
you want to go, but it moves
you from where you are.
“And one day, everything
begins again … and the
smile returns to be once
more the owner of your life.”
Pablo Neruda
@UOCuniversidad
@UOCpsicoedu
Email: asangra@uoc.edu
Twitter: @albert_sangra
www.edulab.uoc.edu

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Albert Sangra - Quality Online Education beyond the post-pandemic effects

  • 1. Quality online education beyond the post-pandemic effects Prof. Albert Sangrà Full professor in Education Universitat Oberta de Catalunya UNESCO Chair Holder in Education & Technology for Social Change Online, 6 April 2021
  • 2. 1. COVID-19: a historical emergency 2. Online education: looking for clearliness 3. Ten tips to improve online teaching and learning 4. DigiTel Pro on online education 5. Closing remarks Índice
  • 3. 1. COVID-19: a historical emergency
  • 4. “When we thought we had all the answers, suddenly, all the questions were changed.” Mario Benedetti Fuente: CC-BY https://geografia.laguia2000.com/
  • 5. COVID-19: a historical emergency Our action plan: we have (just) digitized our teaching ● It came from a unexpected change ● Any training or preparation were provided ● Important resources could lack ● No pedagogical design nor approach ● It reflected the same behaviour we could find in a classroom ● Difficult to be understood by the users (students, families…)
  • 6. • Lockdowns don’t let the students to attend to educational institutions • We could not plan the reaction: It could be improved • Digital growth has been the only scape valve • The digital divide is still a great barrier • Hybridization of learning is already there Some (provisory) lessons from the pandemic
  • 7. “If they have adapted themselves in a matter of hours (or days), they have not adapted well.” (Cristina de Alba, 2020) The great threat: conformism
  • 8.
  • 9. Pillars of the future of learning Redecker, C. et al. (2011). The Future of Learning: Preparing for Change. Publications Office of the European Union. DOI: 10.2791/64117 (online)
  • 11. 4 (+1) catalysts for the metamorphosis of learning • Connected networks enable connected learning • Empowerment of learners • Overcoming time and space barriers • Acceptance of the existence of an unconcious, informal, invisible and silent learning • The discontinuity or intermittence generated by the situation of the pandemic Learning
  • 13. 2. Online education: looking for clearliness
  • 14. Online education is a fuzzy concept Its definition depends of everyone’s use ● Traditional distance education using new technologies ● E-learning, with a strong technology-based approach ● It implies synchronous and asynchronous solutions, … or maybe not ● It can be understood as a simple replica of classroom lectures, usually based on video-lectures; as a PDF delivery model; or as an accessible repository of documents ● All this leads to considerable confusion for those people who are really interested in it for the first time. Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159. https://doi.org/10.19173/irrodl.v13i2.1161
  • 15. What is quality online education Source: UOC. Educational model. • Flexibility (Burge, Campbell Gibson & Gibson, 2011) • Personalization (Buchem, Attwell & Torres-Kompen (2011) • Interaction (Garrison & Anderson, 2011) • Collaboration (Dillenbourg, 1999; Guitert, 2014) It allows: • Sustainable • Assessable • Innovative It becomes: • Planned • Organized • Demanding • Responsible It is: Source: Bates & Sangrà, 2011 Strategic
  • 16. ● Online education and virtualization or digitization of teaching are very different things ● Online education continues to grow around the world and there are high quality models
  • 17. ATTIVITÀ STUDENTE GROUP OF TEACHERS LEARNING RESOURCES NETWORKED COMMUNITY Educational model Activity-based Participation/Engagement Continuous assessment Support Guidance Interaction Collaboration Teamwork Knowledge building Sense of group Access to content Multiple formats Diversified technology
  • 18. March 2020 Docencia no presencial de emergencia Emergency remote teaching How did we react to the pandemic April-June 2020 September 2020 Download for free: http://hdl.handle.net/10609/122307 (English version coming soon)
  • 19. 3. Ten tips for improving online teaching and learning
  • 20. They have to be simple and to work solidly. Appropriate for any single aim and supported by tutorials. 1 Select appropriate tools Help your students to self-organize. They have to have a routine. Use task and activity reminders. Share the learning process on the use of technology. 2 Organize and help the students to get ready
  • 21. A good design and planning are essential. Maybe you can’t design an entire course, but some specific activities to get the students engaged. 3 Allocate time to course design (or re-design) Your teaching has to be more focused on the activity than on the content. Consider authentic activities that could be divided into tasks and that allow competences to develop. 4 Elaborate a set of activities
  • 22. 5 Associate a set of resources to the activities 6 Create active interaction dynamics in the online environment Learning resources are the means to access the content. They have to be accessible, and can be created from scratch or to reuse those that can be found in the Net if its quality is good enough. Carry out collaborative activities to foster asychronous interaction among students. Synchronous situations can also be designed if they are essential. They have to be short and with very well defined aims.
  • 23. 7 Explain the assessment model 8 Generate social presence Make asessment criteria explicit, as well as the kind of feedback you will provide. Foster constinuous assessment: it makes monitoring of the students easier, and increases students’ engagement. If the students are not used, they risk to feel isolated. Don’t allow it. Make them feel like they are part of a community where everyone has the same goal: to learn while socialising.
  • 24. 9 Develop students’ critical spirit 10 Work collaboratively with your colleagues There is a great opportunity for making themselves aware –with your support- on the benefits and the risks of using technologies. They could help us to define activities, solve doubts, and feel supported. Exchange online teaching practices and resorces and make them all accessible.
  • 25. uoc.edu 4. DigiTel Pro on online education
  • 26. Main aims: • to explore and forecast educational needs of teaching staff and learners within and after the COVID+ era; • to exchange expertise between researchers and innovators on synchronous hybrid, blended and online distance learning, optimizing models and guidelines for short-term and future • CPD; • to design, plan and develop continuing education courses enabling anyone involved in course and curriculum development in adapting to hybrid, blended and online distance learning; • to empower student readiness for digital learning by an online course and integrating the “student voice” in all learning scenarios; • to reinforce the ability of universities to provide high quality, inclusive and scalable digital education. Intellectual outputs on Online Education: • To design, develop and implement a CPD course to enhance online and distance teaching and learning in European universities. DigiTel Pro Project
  • 27. Expected outputs: • An open access report on the state of art research, innovation and good practices of online and distance education and conclusions related to the COVID 19 context. • A compendium of selected best practice training materials and/or resources for CPD for online and distance learning. • Design of a CPD course for online and distance education, taking into account the needs of teaching staff in the COVID 19 period and beyond. • The course will have a modular structure and will be designed in alignment with the needs of universities, a strong concept and relevant learning objectives. • The leading design principle is active learning. • Participants can create content and do assignments that will help them in their work. • The average course workload of a participant is 30 hours. A certificate or credit points can be given. • The course will include a teacher manual that others can use to teach the course themselves. • The course will be integrated in a final CPD programme for digital education, focusing on the three teaching and learning scenarios (synchronous hybrid, blended and fully online), student readiness for online learning, and institutional change.
  • 29. Warning: do not replicate in-presence classroom teaching The copy is always worse than the original Given different contexts, different combination of strategies
  • 30. ● In case of new parcial or total lockdowns, there will be new moments of discontinuity. ● Intermittence can also be caused by the need of having to teach alternate groups.
  • 31. ● The key is to achieve a fluid, smooth transition between in-presence moments and non- presence moments ● Not traumatic, but natural, assumed, known
  • 32. To move forward, you must first take a step. It does not bring you where you want to go, but it moves you from where you are.
  • 33. “And one day, everything begins again … and the smile returns to be once more the owner of your life.” Pablo Neruda