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Online and Distance Education
Albert Sangrà
Universitat Oberta de Catalunya (UOC)
Barcelona, 26 January 2023
Agenda
1. Online and distance education, today
2. The DigiTel Pro ODTL 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
Different online education models
● Fully synchronous
There is no other kind of activity beyond the synchronous contact between students and
teachers. All the content is delivered synchronously.
● Blended (synchronous and asynchronous)
Teachers deliver content synchronously; and also some other content can be accessed
asynchronously (records, books, pdf, multimedia); communications and feedback can be
both synchronous and asynchronous (through e-mails, discussion boards, and
videconferencing)
● Fully asynchronous
All the content is delivered asynchronously (records, books, pdf, multimèdia);
communications and feedback are always asynchronous (through e-mails and discussion
boards)
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
Flexibility
Personalisation
Interaction
Collaboration
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?
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
 Assessment will be continuous, combining
peer and teacher assessment
 Participants received a certificate of
attendance.
Course
details
Course
Modules
 Definition of online education. Pedagogical
approaches (OUNL, UOC)
 Role of the teacher in online education (UOC)
 Learning Design (Uninettuno)
 Orchestrating the classroom (UOC)
 Assessing and evaluating (OUNL)
 Understanding innovation & Key emerging
technologies (OUNL & Uninettuno)
DigiTeL Pro Online Education MPE by Albert Sangra (UOC).pptx

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DigiTeL Pro Online Education MPE by Albert Sangra (UOC).pptx

  • 1. CC-BY-SA 4.0 www.digitelpro.eadtu.eu Online and Distance Education Albert Sangrà Universitat Oberta de Catalunya (UOC) Barcelona, 26 January 2023
  • 2. Agenda 1. Online and distance education, today 2. The DigiTel Pro ODTL 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. Different online education models ● Fully synchronous There is no other kind of activity beyond the synchronous contact between students and teachers. All the content is delivered synchronously. ● Blended (synchronous and asynchronous) Teachers deliver content synchronously; and also some other content can be accessed asynchronously (records, books, pdf, multimedia); communications and feedback can be both synchronous and asynchronous (through e-mails, discussion boards, and videconferencing) ● Fully asynchronous All the content is delivered asynchronously (records, books, pdf, multimèdia); communications and feedback are always asynchronous (through e-mails and discussion boards)
  • 11. 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
  • 12. 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 Flexibility Personalisation Interaction Collaboration
  • 13. 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?
  • 14. Online Teaching and Learning Course CPD DigiTel Pro Programme
  • 15.
  • 16.  Start date: March 2022  Fee: None  Lenght: 14 weeks in total, 6 modules  Effort: 30 hours in total, 3-5h per module  Assessment will be continuous, combining peer and teacher assessment  Participants received a certificate of attendance. Course details
  • 17. Course Modules  Definition of online education. Pedagogical approaches (OUNL, UOC)  Role of the teacher in online education (UOC)  Learning Design (Uninettuno)  Orchestrating the classroom (UOC)  Assessing and evaluating (OUNL)  Understanding innovation & Key emerging technologies (OUNL & Uninettuno)