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Agenda
1. Online and distance education, today
2. Online Teaching and Learning Course
3. Questions
Online and distance education, today
Fuente: CC-BY https://www.todocoleccion.net/
Fuente: CC-BY https://www.jhu.edu/som/
Fuente: CC-BY https://www.todocoleccion.net/
Always supporting the society in critical times
Fuente: CC-BY https:/es.wikipedia.org//
Flexibility
Interaction
Personalization
Collaboration
Pillars of the future of learning
Informalization
Redecker, C. et al. (2011). The Future of
Learning: Preparing for Change. Publications
Office of the European Union.
https://doi.org/10.2791/64117 (online)
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
(González-Sanmamed, Sangrà, Souto-Seijo, & Estévez, 2020)
Learning
With the pandemic, these
changes have sped up
• The discontinuity or intermittence generated by
the situation of the pandemic
• Maybe in different forms, this could happen
again and we have to avoid the interruption
of education
• We did our best, but some things can be
done much better
• Digital growth has resulted in the only
feasible solution
• The digital divide is still a great barrier
• Remote teaching was not online education*
• Hybridization of learning is already there
Some (provisory) lessons from the pandemic
(*) Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The Difference between Emergency Remote Teaching and
Online Learning. EDUCAUSE Review, March 27, 2020. https://er.educause.edu/articles/2020/3/the-difference-between-
emergency-remote-teaching-and-online-learning
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
STUDENT
ACTIVITY
GROUP OF
TEACHERS
LEARNING
RESOURCES
NETWORKED
COMMUNITY
Mobilising learning
Activity-based
Participation/Engagement
Continuous assessment
Support
Guidance
Interaction
Collaboration
Teamwork
Knowledge building
Sense of group
Access to content
Multiple formats
Diversified technology
 Because your students want it.
 Because you want to provide 100% flexibility.
 Because something doesn’t let the students
to go physically to the classrooms.
 Because you may or want to have students
from all over the world, no matter they time
slots.
 Because it can be well designed and provide
the same learning results as any other
modality.
Why
online?
Online Teaching and Learning Course
CPD DigiTel Pro Programme
 Start date: March 2022
 Fee: None
 Lenght: 14 weeks in total, 6 modules
 Effort: 30 hours in total, 3-5h per module
 Enrollment requirements: None
 Expected Prior Knowledge: None
 Max. number of participants: No limit
 Instructurs: Roland Klemke (OUNL),
Alessandro Cafforio (UNINETTUNO) Montse
Guitert (UOC) Juliana Raffaghelli (UOC) Albert
Sangrà (UOC)
Course
details
Main
Objectives
 Design, develop and implement a CPD
course to enhance online and distance
teaching and learning in European
universities
 Help to understand the principles and
the logics of the different elements
interacting in an educational online
environment
 Suggest ways to orchestrate classroom
when moving to online, as well as how
to assess and evaluate the student body
 Facilitate a good background and a
number of tips to manage online
teaching and learning
Course
Overview
MODULES
 Definition of online education.
Pedagogical approaches.
 Role of the teacher in online education.
 Learning Design.
 Orchestrating the classroom.
 Assessing and evaluating
 Understanding innovation & Key
emerging technologies.
Assessment  Assessment will be continuous
 Combination of peer and teacher
assessment
Certification
 After completing the course you will
receive a certificate of attendance.
Warning: do not replicate in-presence classroom teaching
The copy is always worse than the original
Given different contexts, different combination of strategies
How much have we
learnt from the
pandemic situation?
Contact
Information
UOC
(IO4 Coordinator)
Rambla Poblenou, 156
Barcelona
08018
asangra@uoc.edu
+34 93 326 3887
Online education DigiTeL Pro launch by Albert Sangra

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Online education DigiTeL Pro launch by Albert Sangra

  • 2. Agenda 1. Online and distance education, today 2. Online Teaching and Learning Course 3. Questions
  • 3. Online and distance education, today
  • 4. Fuente: CC-BY https://www.todocoleccion.net/ Fuente: CC-BY https://www.jhu.edu/som/ Fuente: CC-BY https://www.todocoleccion.net/ Always supporting the society in critical times Fuente: CC-BY https:/es.wikipedia.org//
  • 5.
  • 6. Flexibility Interaction Personalization Collaboration Pillars of the future of learning Informalization Redecker, C. et al. (2011). The Future of Learning: Preparing for Change. Publications Office of the European Union. https://doi.org/10.2791/64117 (online)
  • 7. 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 (González-Sanmamed, Sangrà, Souto-Seijo, & Estévez, 2020) Learning With the pandemic, these changes have sped up • The discontinuity or intermittence generated by the situation of the pandemic
  • 8. • Maybe in different forms, this could happen again and we have to avoid the interruption of education • We did our best, but some things can be done much better • Digital growth has resulted in the only feasible solution • The digital divide is still a great barrier • Remote teaching was not online education* • Hybridization of learning is already there Some (provisory) lessons from the pandemic (*) Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, March 27, 2020. https://er.educause.edu/articles/2020/3/the-difference-between- emergency-remote-teaching-and-online-learning
  • 9. 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
  • 10. 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
  • 11. STUDENT ACTIVITY GROUP OF TEACHERS LEARNING RESOURCES NETWORKED COMMUNITY Mobilising learning Activity-based Participation/Engagement Continuous assessment Support Guidance Interaction Collaboration Teamwork Knowledge building Sense of group Access to content Multiple formats Diversified technology
  • 12.  Because your students want it.  Because you want to provide 100% flexibility.  Because something doesn’t let the students to go physically to the classrooms.  Because you may or want to have students from all over the world, no matter they time slots.  Because it can be well designed and provide the same learning results as any other modality. Why online?
  • 13. Online Teaching and Learning Course CPD DigiTel Pro Programme
  • 14.
  • 15.  Start date: March 2022  Fee: None  Lenght: 14 weeks in total, 6 modules  Effort: 30 hours in total, 3-5h per module  Enrollment requirements: None  Expected Prior Knowledge: None  Max. number of participants: No limit  Instructurs: Roland Klemke (OUNL), Alessandro Cafforio (UNINETTUNO) Montse Guitert (UOC) Juliana Raffaghelli (UOC) Albert Sangrà (UOC) Course details
  • 16. Main Objectives  Design, develop and implement a CPD course to enhance online and distance teaching and learning in European universities  Help to understand the principles and the logics of the different elements interacting in an educational online environment  Suggest ways to orchestrate classroom when moving to online, as well as how to assess and evaluate the student body  Facilitate a good background and a number of tips to manage online teaching and learning
  • 17. Course Overview MODULES  Definition of online education. Pedagogical approaches.  Role of the teacher in online education.  Learning Design.  Orchestrating the classroom.  Assessing and evaluating  Understanding innovation & Key emerging technologies.
  • 18. Assessment  Assessment will be continuous  Combination of peer and teacher assessment
  • 19. Certification  After completing the course you will receive a certificate of attendance.
  • 20. Warning: do not replicate in-presence classroom teaching The copy is always worse than the original Given different contexts, different combination of strategies How much have we learnt from the pandemic situation?
  • 21. Contact Information UOC (IO4 Coordinator) Rambla Poblenou, 156 Barcelona 08018 asangra@uoc.edu +34 93 326 3887