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Digitel Pro
Digital Readiness
(Post-)COVID-19
EADTU
18-11-2021
George Ubachs,
Managing director EADTU
Covid-19 crisis 1st and 2nd wave
 The COVID-19 crisis has made universities switch to digital education and to re-
organize their campus. In the May 2020 surveys of the European Commission
show 95,1% of the universities organized online and distance learning and
82,7% even online exams. All institutions set-up massive support for organizing
online lectures, tutorials and video-conferencing with diverse pedagogical
approaches. At all levels, emergency decisions were made.
 In the second wave of COVID-19, many universities wanted to keep students on
campus for face to face teaching. After a few weeks only, this seemed impossible
as Europe coloured red again. Universities allowed only half or one fifth of the
students in face-to-face lectures, while others attended online. Now, most
universities have to go in a complete lockdown again with online and distance
education.
 Teaching staff felt this as a disruption, requiring an extreme workload to adapt
to the situation.
 Students started to manifest for the right of having “quality education”.
Watching a video or following a lesson via zoom was no longer felt as a solution as
it was in the first wave.
Emergency remote teaching
 Let’s put this in perspective. What about education if the pendemic occured
half a centry ago and there was no online education… ? So, embrace online
education!
 Improvisation was needed and appreciated, but not the way forward
 Overall, digital literacy was needed but not always there. Clearly here is
already a lot to gain.
Elements of
professional online education
Highest priority is with the further education of educators in digital didactics
(Rector T. Bastiaens OUNL)
 Building on expertise and experience
 Methodologically designed education
 Well-considered digital didactics (research based)
 Interaction, debate and dialogue can be done synchrones, but certainly also
asynchrones without bounderies in online education
 Activating education, engaging students (knowledge videoclips, serious
gaming, student peer meetings, online collaborative learning etc)
 Extending and enriching programmes by virtual mobility
 Safe software use
Most and for all:
Do not copy on campus education, but use new modes of teaching to enhance
education
Needed
Sharing expertise; there is a wealth on research and good
practices in online education
Face the challenges of digitalisation, like privacy issues, e-
assessments, online interaction between students, engaging
students, make online educational systems safe etc.
Start the discussion within your institution and with the
companies that deliver supporting systems (innovation often
is coming from commercial companies)
Expertise is needed supporting main trends in
practices observed during the crisis, and in
the student learning experience:
 Synchronous hybrid learning: based on settings that have
in common that both on-site or ‘here’ students and
remote or ‘there’ students are simultaneously included
 Blended learning: based on a course design with a
deliberate combination of online and offline learning
activities (EMBED)
 Online and distance learning: based on a course design
with a continuous physical separation between teacher
and learner, synchronously and asynchronously
next steps
Every educational institution needs to
reconsider its own educational model,
including professional digital education
Most urgently educate your educators in the
use of digital didactics and understanding what
quality in online education is
The educator will shift its tasks (even) more
from provider to developer
Evaluate and innovate your education over
and over again to enhance to its optimum
DigiTeL Pro
Bringing together experts from
universities, well-known for
research and innovation in digital
education and having developed
good practices in digital solutions
(during the Corona crisis).
Aim
DigiTeL Pro
Course
Programme
 Professional development for digital teaching and
learning by CPD courses on respectively synchronous
hybrid, blended and online teaching
 Optimize models, guidelines and pedagogies by top
level research and innovation groups leading to
mature and high quality education.
 Accelerate the digital transformation of education
systems across Europe, supporting ultimately the
Green Deal.
Focus of DigiTeL Pro
Synchronous hybrid learning: based on settings that have in common that both
on-site or ‘here’ students and remote or ‘there’ students are simultaneously
included (synchronous hybrid learning (KU Leuven-imec);
Blended learning: based on a course design with a deliberate combination of
online and offline learning activities (EMBED strategic partnership, TU Delft,
KU Leuven);
Online and distance learning: based on a course design with a continuous
physical separation between teacher and learner, synchronously and
asynchronously (OUNL, UOC, UNINETTUNO);
Student readiness for digital learning (NIDL, Dublin City University);
Institutional policies and strategies: based on maturity dimensions in
institutional policies and quality assurance approaches for digital education
(EADTU, EMBED and e-xcellence partnerships).
https://digitelpro.eadtu.eu/

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Covid response digitel pro launch by George Ubachs

  • 2. Covid-19 crisis 1st and 2nd wave  The COVID-19 crisis has made universities switch to digital education and to re- organize their campus. In the May 2020 surveys of the European Commission show 95,1% of the universities organized online and distance learning and 82,7% even online exams. All institutions set-up massive support for organizing online lectures, tutorials and video-conferencing with diverse pedagogical approaches. At all levels, emergency decisions were made.  In the second wave of COVID-19, many universities wanted to keep students on campus for face to face teaching. After a few weeks only, this seemed impossible as Europe coloured red again. Universities allowed only half or one fifth of the students in face-to-face lectures, while others attended online. Now, most universities have to go in a complete lockdown again with online and distance education.  Teaching staff felt this as a disruption, requiring an extreme workload to adapt to the situation.  Students started to manifest for the right of having “quality education”. Watching a video or following a lesson via zoom was no longer felt as a solution as it was in the first wave.
  • 3.
  • 4.
  • 5. Emergency remote teaching  Let’s put this in perspective. What about education if the pendemic occured half a centry ago and there was no online education… ? So, embrace online education!  Improvisation was needed and appreciated, but not the way forward  Overall, digital literacy was needed but not always there. Clearly here is already a lot to gain.
  • 6. Elements of professional online education Highest priority is with the further education of educators in digital didactics (Rector T. Bastiaens OUNL)  Building on expertise and experience  Methodologically designed education  Well-considered digital didactics (research based)  Interaction, debate and dialogue can be done synchrones, but certainly also asynchrones without bounderies in online education  Activating education, engaging students (knowledge videoclips, serious gaming, student peer meetings, online collaborative learning etc)  Extending and enriching programmes by virtual mobility  Safe software use Most and for all: Do not copy on campus education, but use new modes of teaching to enhance education
  • 7. Needed Sharing expertise; there is a wealth on research and good practices in online education Face the challenges of digitalisation, like privacy issues, e- assessments, online interaction between students, engaging students, make online educational systems safe etc. Start the discussion within your institution and with the companies that deliver supporting systems (innovation often is coming from commercial companies)
  • 8. Expertise is needed supporting main trends in practices observed during the crisis, and in the student learning experience:  Synchronous hybrid learning: based on settings that have in common that both on-site or ‘here’ students and remote or ‘there’ students are simultaneously included  Blended learning: based on a course design with a deliberate combination of online and offline learning activities (EMBED)  Online and distance learning: based on a course design with a continuous physical separation between teacher and learner, synchronously and asynchronously
  • 9. next steps Every educational institution needs to reconsider its own educational model, including professional digital education Most urgently educate your educators in the use of digital didactics and understanding what quality in online education is The educator will shift its tasks (even) more from provider to developer Evaluate and innovate your education over and over again to enhance to its optimum
  • 10. DigiTeL Pro Bringing together experts from universities, well-known for research and innovation in digital education and having developed good practices in digital solutions (during the Corona crisis).
  • 11.
  • 12. Aim DigiTeL Pro Course Programme  Professional development for digital teaching and learning by CPD courses on respectively synchronous hybrid, blended and online teaching  Optimize models, guidelines and pedagogies by top level research and innovation groups leading to mature and high quality education.  Accelerate the digital transformation of education systems across Europe, supporting ultimately the Green Deal.
  • 13. Focus of DigiTeL Pro Synchronous hybrid learning: based on settings that have in common that both on-site or ‘here’ students and remote or ‘there’ students are simultaneously included (synchronous hybrid learning (KU Leuven-imec); Blended learning: based on a course design with a deliberate combination of online and offline learning activities (EMBED strategic partnership, TU Delft, KU Leuven); Online and distance learning: based on a course design with a continuous physical separation between teacher and learner, synchronously and asynchronously (OUNL, UOC, UNINETTUNO); Student readiness for digital learning (NIDL, Dublin City University); Institutional policies and strategies: based on maturity dimensions in institutional policies and quality assurance approaches for digital education (EADTU, EMBED and e-xcellence partnerships).
  • 14.