E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
Assessment Assignment: Bath MA International EducationStephen Taylor
This is an assignment I completed for the Assessment unit of the University of Bath's MA in International Education programme.
It is shared here to allow me to embed it onto my professional reflective blog at http://ibiologystephen.wordpress.com
Downloads have been disabled.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.
Chalk and Talk Versus Classroom Flipping: Results of a Case Studyiosrjce
Economics instructors making use of ‘chalk and talk’ traditional method are experimenting with
intellectually stimulating teaching techniques in sync with visual, auditory and kinesthetic (VAK) and other
student learning styles thereby reorienting instruction to individual cognitive processes. It is hoped that there
would be more student engagement, interaction and success. Recent text books in economics provide scope for
trying out cutting edge techniques such as embedding more VAK components in instruction enabling ‘classroom
flipping’ instruction such that there is more critical thinking and hands-on ‘home-work’ done in class time,
more discussion and more independent learning, increasing the role of multimedia, case studies, and a
preoccupation with learning. The instructor is able to ascertain candidly and in real time what learning style is
securing desired learning outcomes with the student or what is not. A study of post-hoc data of student
outcomes of microeconomics courses that used classroom flipping showed student appreciation of teacher
efforts, but no significant improvement in results. There was not enough evidence to reject the hypothesis of
identical scores (P-value = 0.294493) for all four microeconomics classes, two of which had only ‘talk and
chalk’ and two others were fitted with computer assisted instruction to allow ‘classroom flipping.’ Overall,
larger sample sizes and more clinical precision in isolating the students’ course results could bring out
definitive if not different results, and perhaps better academic outcomes too, decreasing the gap between what is
taught and what is learnt.
CO1. Understand the concept of pedagogy, andragogy and heutagogy.
CO2. ComprehendtheBruner’s concept attainment model and Ausbel’s advance organiser model.
CO3. Gain mastery of role play, simulation, gaming and prioritisation exercises.
CO4. Use different types of resources, users and their role in a resource centre.
CO5. Comprehend the construction of achievement test and blue print making.
Assessment Assignment: Bath MA International EducationStephen Taylor
This is an assignment I completed for the Assessment unit of the University of Bath's MA in International Education programme.
It is shared here to allow me to embed it onto my professional reflective blog at http://ibiologystephen.wordpress.com
Downloads have been disabled.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.
Chalk and Talk Versus Classroom Flipping: Results of a Case Studyiosrjce
Economics instructors making use of ‘chalk and talk’ traditional method are experimenting with
intellectually stimulating teaching techniques in sync with visual, auditory and kinesthetic (VAK) and other
student learning styles thereby reorienting instruction to individual cognitive processes. It is hoped that there
would be more student engagement, interaction and success. Recent text books in economics provide scope for
trying out cutting edge techniques such as embedding more VAK components in instruction enabling ‘classroom
flipping’ instruction such that there is more critical thinking and hands-on ‘home-work’ done in class time,
more discussion and more independent learning, increasing the role of multimedia, case studies, and a
preoccupation with learning. The instructor is able to ascertain candidly and in real time what learning style is
securing desired learning outcomes with the student or what is not. A study of post-hoc data of student
outcomes of microeconomics courses that used classroom flipping showed student appreciation of teacher
efforts, but no significant improvement in results. There was not enough evidence to reject the hypothesis of
identical scores (P-value = 0.294493) for all four microeconomics classes, two of which had only ‘talk and
chalk’ and two others were fitted with computer assisted instruction to allow ‘classroom flipping.’ Overall,
larger sample sizes and more clinical precision in isolating the students’ course results could bring out
definitive if not different results, and perhaps better academic outcomes too, decreasing the gap between what is
taught and what is learnt.
CO1. Understand the concept of pedagogy, andragogy and heutagogy.
CO2. ComprehendtheBruner’s concept attainment model and Ausbel’s advance organiser model.
CO3. Gain mastery of role play, simulation, gaming and prioritisation exercises.
CO4. Use different types of resources, users and their role in a resource centre.
CO5. Comprehend the construction of achievement test and blue print making.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits. Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
225
5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docxSHIVA101531
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes “literacy” is not a ...
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Online faculty development and storytelling: An unlikely solution to improvin...Patrick Lowenthal
Institutions of Higher Education are beginning to place a greater emphasis on quality teaching and student learning. However, few faculty receive any type of teacher training prior to entering the academy. As a result, faculty development is one likely solution to teacher quality issues. But faculty development is faced with serious shortcomings that impede its ability to improve teacher quality. This paper explores how moving faculty development online while at the same time incorporating the use of teacher stories could be a viable strategy to improve faculty development and teacher quality.
Similar to E-learning: Is This Teaching at Students or Teaching With Students. Robert John Muirhead, BN, RGN, RSCN? (20)
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
Evaluación de t-MOOC universitario sobre competencias
digitales docentes mediante juicio de expertos
según el Marco DigCompEdu.
Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
Universidad de Sevilla, Sevilla, España
aprodriguez@us.es
Carmen Llorente--‐Cejudo
Universidad de Sevilla, Sevilla, España
karen@us.es
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL LAYING DOWN HARMONIS...eraser Juan José Calderón
Proposal for a
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
LAYING DOWN HARMONISED RULES ON ARTIFICIAL INTELLIGENCE
(ARTIFICIAL INTELLIGENCE ACT) AND AMENDING CERTAIN UNION
LEGISLATIVE ACTS
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Ética y Revolución Digital
Revista Diecisiete nº 4 2021. Investigación Interdisciplinar para los Objetivos de Desarrollo Sostenible.
PANORAMA
Ética y Derecho en la Revolución Digital
Txetxu Ausín y Margarita Robles Carrillo
artículoS
¿Cuarta Revolución Industrial? El reto de la digitalización y sus consecuencias ambientales y antropológicas
Joaquín Fernández Mateo
Hacia una ética del ecosistema híbrido del espacio físico y el ciberespacio
Ángel Gómez de Ágreda y Claudio Feijóo
Aprendizaje-Servicio y Agenda 2030 en la formación de ingenieros de la tecnología inteligente
Angeles Manjarrés y Simon Pickin
Tecnología Humanitaria como catalizadora de una nueva arquitectura de Acción Exterior en España: Horizonte 2030
Raquel Esther Jorge Ricart
Revolución digital, tecnooptimismo y educación
Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
notas y colaboraciones
Hacerse viral: las actividades artísticas y su respuesta ante los retos que impone la transformación digital
Marta Pérez Ibáñez
Salud digital: una oportunidad y un imperativo ético
Joan Bigorra Llosas y Laura Sampietro-Colom
El futuro digital del sector energético
Beatriz Crisóstomo Merino y María Luz Cruz Aparicio
Innovación y transformación digital en las ONG. La visión de Acción contra el Hambre
Víctor Giménez Sánchez de la Blanca
El impacto de la inteligencia artificial en la Sociedad y su aplicación en el sector financiero
María Asunción Gilsanz Muñoz
La ética en los estudios de ingeniería
Rafael Miñano Rubio y Gonzalo Génova Fuster
An ethical and sustainable future of work
David Pastor-Escuredo, Gianni Giacomelli, Julio Lumbreras y Juan Garbajosa
Los datos en una administración pública digital - Perspectiva Uruguay
María Laura Rodríguez Mendaro
Ciudades y digitalización: construyendo desde la ética
David Pastor-Escuredo, Celia Fernandez-Aller, Jesus Salgado, Leticia Izquierdo y María Ángeles Huerta
#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
PACTO POR LA CIENCIA Y LA INNOVACIÓN
8 de febrero de 2021.
El conocimiento y la innovación son esenciales para mantener y mejorar el bienestar social y el crecimiento
económico. La competitividad y la productividad del tejido económico depende, casi en exclusiva, de la
cantidad de conocimiento avanzado incorporado por la actividad productiva y, por ende, de su continua
renovación. La investigación en las ciencias naturales, sociales y humanas es fuente de valores y
enriquecimiento cultural.
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminis...eraser Juan José Calderón
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminista. Análisis de los discursos de profesionales de la educación madrileña.
Melani Penna Tosso * Mercedes Sánchez SáinzCristina Mateos CasadoUniversidad Complutense de Madrid, España
Objetivos: Especificar las principales dificultades percibidas por las profesoras y los departamentos y equipos de orientación en relación con la atención a las diversidades en la actual situación de pandemia generada por el COVID-19. Exponer las prácticas educativas implementadas por dichas profesionales para disminuir las desigualdades. Visibilizar desigualdades de género que se dan en el ámbito educativo, relacionadas con la situación de pandemia entre el alumnado, el profesorado y las familias, desde una perspectiva feminista. Analizar las propuestas de cambio que proponen estas profesionales de la educación ante posibles repeticiones de situaciones de emergencia similares.
Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
Maria Del Mar Suárez
Cristina Alcaraz Andreu
University of Barcelona
2020, R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas (pp. 479-480). Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.
Recursos educativos abiertos (REA) en las universidades españolas. Open educational resources (OER) in the Spanish universities. Gema Santos-Hermosa; Eva Estupinyà; Brigit Nonó-Rius; Lidón París-Folch; Jordi Prats-Prat
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Pensamiento propio e integración
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Arlet Rodríguez Orozco.
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(ontogenia) y en la vida del sistema escolar (filogenia). Estas
rutas pueden consolidar la continuidad o producir un cambio en la formación del pensamiento propio como estrategia
pedagógica. La experiencia que expongo sucedió durante los
ciclos 2015-1 y 2016-1 al dictar la materia Epistemología de
la Investigación a nivel licenciatura en Estudios Sociales y Gestión Local en la unidad enes (unam) de Morelia. He basado la
praxis educativa en dinámicas de colaboración, buscando arraigar la formación cognitiva del pensamiento propio en jóvenes
aprendices del estudio social. El descubrimiento constante, la
recuperación del pensamiento en tiempo presente y el reconocimiento recíproco produjeron resultados sintéticos dispuestos
aquí para la develación reflexiva.
Escuela de Robótica de Misiones. Un modelo de educación disruptiva. 2019, Ed21. Fundación Santillana.
Carola Aideé Silvero
María Aurelia Escalada
Colaboradores:
Alejandro Piscitelli
Flavia Morales
Julio Alonso
Covid-19 and IoT: Some Perspectives on the Use of IoT Technologies in Prevent...eraser Juan José Calderón
Covid-19 and IoT: Some Perspectives on the Use of
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COVID-19 Like Infectious Diseases & Lessons
Learned and Impact of Pandemic on IoT
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Nursing Forum Volume 42, No. 4, October-December, 2007 179
The Andragogy/Pedagogy Debate
There is a well-established debate on the theory
supporting teaching and learning in higher education.
Is it pedagogy or andragogy? The discourse around
the terms pedagogy and andragogy is not semantics
but the recognition that teaching and learning in higher
education relies on different theories and philosophies
in its development. Pedagogy is the term that is most
frequently and loosely used in the literature to
define the theories of teaching and learning in higher
education. Definitions of pedagogy range from “child
leading” to “teacher centered,” terms that are the
antithesis of adult and higher education (Answers,
2006). The use of the term pedagogy does not credit the
inherent differences in the development and practices
that are used in teaching and learning in higher educa-
tion. The author considers the use of pedagogy in any
discussion about teaching and learning in higher
education as redundant and the term to be used is
andragogy. Knowles and Associates (1984) postulate
four concepts that define andragogy from pedagogy:
(a) adults need to be involved in the planning and
evaluation of their instruction, (b) adult experiences
provide the basis for learning activities, (c) adults are
most interested in learning subjects that have immediate
relevance to their job or personal life, and finally (d)
adult learning is problem-centered rather than content-
orientated (Northeastern Illinois University, 2006). A
discourse relating to these four areas of andragogical
teaching will now be applied and discussed in relation
to the development of e-learning in nursing and
higher education.
E-learning Development to Date
Have these theories that relate to adult educa-
tion in any way influenced or correlate with the
development of e-learning in teaching and learning?
The andragogy column in Table 1 lists many of the
terms associated with the theories and the devel-
opment of the teaching and learning in higher
education (Knowles and Associates, 1984). The col-
umn titled e-learning lists many of the terms used in
the literature to define and describe the development
of e-learning.
This table displays graphically the differences in
the terms used in the literature to describe the theories
of andragogical adult education and e-learning. The
wording and phrasing supporting e-learning relies
heavily on the terminology of pedagogy. What is
the teaching and learning theory that supports the
continuing unabated development of e-learning in
higher education? In this new millennium, with the
race to use modern technology, are we dismissing
decades of research and evidence and relying on
inappropriate teaching theories to develop e-learning
in higher education?
Table 1. Terms Used in the Literature
Andragogy E-learning
Nonprescriptive Prescriptive
Issue centered Knowledge centered
Problem posing and knowledge creation Didactic goal-driven outcome
Continuous negotiation Postnegotiation
Shared individual and group responsibility for learning Very little group assessment
Mutual respect and equality Submissive role of learner
Integrated thinking and learning Asynchronous nature of e-learning
Develop participation Top-down development
3. 180 Nursing Forum Volume 42, No. 4, October-December, 2007
E-learning: Is This Teaching at Students or Teaching With Students?
Literature Search
Establishing the empirical data that support the
andragogy/pedagogy of e-learning in higher educa-
tion involved an extensive literature search. Using
established databases and search engines Applied
Social Sciences Index and Abstracts (2006) and Ingenta
(2006) and university library catalogues containing
journals and literature on the subject of education, a
literature search was commenced. Keywords used in
the search were “pedagogy,” “andragogy,” “higher
education,” and “e-learning.” Boolean operatives and
truncation were used to broaden the search. No limi-
tations was placed on the search. A wide variety and
significant amount of literature has been produced
on the subject of e-learning in higher education. The
literature identified themes in the development of
e-learning, such as participation, access, and frameworks
of e-learning. Significantly, the search produced a dearth
of literature on the andragogy/pedagogy supporting
the development of e-learning in higher education.
This has required me to rely on “old” or “seminal” lit-
erature on the subject of andragogy and pedagogy.
The literature identified will now be discussed in
relation to the main themes that are recognized to
constitute good practice in andragogy when develop-
ing teaching and learning in higher education.
Teaching at the Student or Teaching
With the Students
Adult learners are self-directed and motivated to
learn and require to be involved in the process and
development of their education (Brookfield, 1993;
Milligan, 1995). Darbyshire (1993) counterargues that
not all adult learners are self-directed but rather use
different strategies and have different motivations to
learn. Does e-learning offer students a variety of
strategies for learning and involvement in the develop-
ment of their education? The planning, evaluation,
and development of e-learning appears to be top-
down, controlled by educator, and relies solely on
directed study (Fox & MacKeogh, 2003; Milligan,
1995; Salmon, 2005). The literature supports a style
of education that remains in the complete control of
the educator and not able to address the needs of the
students it serves (Milligan). This didactic style of teaching
clearly falls into the domain of pedagogy. Freire’s apo-
cryphal discussion on banking in nurse education in
the 1980s identifies the pedagogy of teachers depositing
information in students, therefore, promoting adapta-
tion not transformation. The method of placing all the
information for a course online for students to read
and then pass an online assessment reinforces Freire’s
concerns about the pedagogy of nurse education and
now e-learning (Freire, 1987). This recognized structural
development for successful e-learning further reinforces
the strict top down development (Ham & Davey, 2005;
Salmon, 2005). With a program of strict learning, how
in nursing profession does this recognize the experience
and opportunity for students to contribute their learned
experiences to education?
Does e-learning offer students a variety of
strategies for learning and involvement in
the development of their education?
Knowles and Associates (1984) suggest that adult
experiences provide the basis for learning activities.
Darbyshire (1993) merely talks about the experience of
transition from school education into higher education,
and does not discuss the work/life experience that
Knowles was proposing. Although Darbyshire’s point
is an important one, very few schools use e-learning as
a regular method of teaching at present (Beastall, 2006).
This, however, does raise the issue of developing a course
that is predominantly e-learning; for first year higher
education this would be an “experience” for students.
4. Nursing Forum Volume 42, No. 4, October-December, 2007 181
The experience of students transferring straight from
school, where they are used to multifaceted teaching
in the classroom with its atmosphere and use of artifacts,
to the mono-environment of e-learning may also be an
experience they would not be familiar with (Ching,
Levin, & Parisi, 2004; Lazzio, Wilson, & Simons, 2002).
E-learning does offer an opportunity for students to
participate and contribute to the teaching and learning
with their experiences by using discussion boards.
Discussion boards would appear to be an ideal tool that
could be used by learners to discuss with the teacher
and colleagues their experiences. Unfortunately, to
encourage participation in discussion boards, many
courses have had to attach a compulsory participation
or summative assessment to stimulate discussion
(Salmon, 2005). The reasons cited for this reticence of
use have been the poor support and the asynchronous
response, which all contributes to a psychological gap
(Lazzio et al.; Salmon; Sunderland, 2002). This forced
method of participation only contributes to confirm
the didactic, educator-led development of e-learning.
Linked to the adult experience is the relevance of
the material that is used for teaching and learning.
Knowles and Associates (1984) postulate that adults
are most interested in learning subjects that have
immediate relevance to their job or personal life. This
is an aspect of e-learning that in part is the greatest
failing of computer-assisted communication in teaching.
Being a good teacher adds credit to academic courses.
This can be easily identified within a classroom but is
more difficult to assess virtually (Ham & Davey, 2005;
Lazzio et al., 2002). Students will have to be aware of
the course leaders’ and associated academic staff’s names
and e-mails for contact details but may never meet them.
To enhance the teaching and learning of nursing students,
the use of socialization and narrative are seen as nec-
essary skills of the lecturer (Kenny, Pontin, & Moore,
2004). Important teaching techniques like using narra-
tive to highlight an important point or contextualize a
situation does not transfer well to the medium of e-
learning (Milligan, 1997). To try and develop discussion
using narrative “carefully scripted scenarios” are reg-
ularly used in e-learning (Fox & MacKeogh, 2003).
The scenarios are so carefully scripted that they end
up as cliché or bear little resemblance to practice. To
try and involve all students in the discussion involves
returning to the debate about the issue of discussion
boards and compulsory participation. The use of nar-
rative also provides a knowledgeable and real-life feel
to teaching, which can then be reciprocated by the
students developing debate and true exchange of
knowledge (Creedy & Hand, 1994). This andragogical
strategy cannot be transferred to e-learning for reasons
such as asynchronous dialogue and geography (Sunder-
land, 2002) on different levels. First, students are not
in the same room as the teacher and, second, one of
the reasons for developing e-learning is the financial
imperative that a course could be developed centrally
and accessed by any student worldwide (Kenny &
Kendall, 2001). Narrative then becomes global, requir-
ing those “carefully scripted scenarios,” which lose
their benefit of use in teaching and learning. What is
relevant practice in Dundee may not always be rele-
vant practice in Dubai. Salmon (2005) describes how
scenario use can be achieved in an e-learning environ-
ment by good online support. Salmon describes how
this can be achieved using pedagogical theory, further
reinforcing the use of pedagogy as a teaching strategy
used in e-learning. What remains is the use of “care-
fully scripted scenarios” that lead the student down
a predetermined path to an online discussion that is
compulsory. This prescriptive teaching strategy does
not follow the theory of andragogy on any level.
Adult learning is problem-centered and nursing has
used this approach to teaching and learning for many
years (Knowles and Associates, 1984; Milligan, 1999).
Problem-centered education aims, through the setting
of problems, to enable the student to identify gaps in
knowledge, independently fill in these gaps, and to use
this model as a life long learning in practice (Milligan,
1999). E-learning with directed reading lists, links to
further reading, compulsory discussion, and online
assessment is a clear case of knowledge acquisition.
The use of scenarios to stimulate online discussion tries
5. 182 Nursing Forum Volume 42, No. 4, October-December, 2007
E-learning: Is This Teaching at Students or Teaching With Students?
to address these issues, but as previously discussed,
do not satisfactorily achieve this. The pedagogical
development of e-learning may be a constraint of
higher education rather than a limitation of computer-
assisted communication. This can be seen in the new
area of quality assurance in e-learning (Oliver, 2005).
The measurements used for ensuring the quality
assurance of e-learning are at present poorly defined
but do identify the outcome-based nature of its devel-
opment in phrases and terminology such as “strategic
plan,” “graduates are employed in various ways,” and
“graduates can demonstrate outcomes” (Oliver). These
terms clearly define a teaching-centered strategy
that is focused on leading students through higher
education. This overview of the yet undefined theories
that support e-learning does throw some bigger
questions into the forum for discussion.
The measurements used for ensuring the
quality assurance of e-learning are at
present poorly defined but do identify the
outcome-based nature of its development
in phrases and terminology such as
“strategic plan,” “graduates are employed in
various ways,” and “graduates can
demonstrate outcomes” (Oliver, 2005).
Discussion
“Stamp me smart” is a phrase that is used in the
race for the acquisition of qualification in higher
education (Darbyshire, 1993). Is it the customer that
is striving for this recognition or is it a feature of the
system of higher education? With the number of people
who are now encouraged to participate in higher
education, is there any other way of being able to
educate the masses other than e-learning? Clear out-
come measurements are and can be used to justify the
quality of the course (Kristensen & Sorensen, 2004).
These clear outcomes do not consider the theories or
quality of the teaching and learning that is taking
place; it measures goals such as “employed in various
ways” and “demonstrate outcomes” (Oliver, 2005).
With these pressures on higher education, it is quite
understandable that they have quickly developed
teaching tools that can address the needs of the service.
These quality outcomes do not define the type of
learner that achieves these outcomes. With a strong
pedagogical style, you would anticipate that the
learner would follow this style into practice, follow
assignments, read prepared literature, comply with
adherence to discussion, and complete assessment.
The pedagogy of e-learning would prepare nurses
excellently for the increasingly bureaucratic protocol-
driven health service (Hewitt-Taylor & Melling, 2004).
Although this fosters conformity, it does not develop
critical thinkers. Has nursing reached a point in its
development where the outcome measurement of
a qualification defines the quality of the nurse? This
is a long debate about the benefits of transferring
nursing into higher education and what benefits have
been produced for the patient, the professional, or the
individual (Pearson, 2005; Smith, 1978). Pedagogy is
associated with vocational learning and not higher
education (Milligan, 1995). Nursing is continually
striving to lose this vocational image and promote
the image of the higher-educated professional nurse.
I consider that this continuing use of a pedagogical
style of teaching reinforces the vocational image of
nursing. Does this pedagogical style of teaching pre-
pare today’s nurses for practice? Nurses are required
by statute to be prepared for practice and has this
been achieved through e-learning by increasing the
6. Nursing Forum Volume 42, No. 4, October-December, 2007 183
use of computer technology and completing online
assessment (Nursing and Midwifery Council [NMC],
2004). Developing a learner who has been educated to
conform to guidelines and policies could be seen as an
attribute to the nurse of today (Milligan, 1997). Nurs-
ing is not solely ticking boxes and following policies.
It is caring for people in a vulnerable position that
requires consideration of every action that is under-
taken by the nurse (NMC). Nurses therefore have to be
adaptable critical thinkers who can assess a situation
or individual and respond to them as an individual to
provide specific care (Norman et al., 2002; Scottish
Executive, 2004). The theories of andragogical teaching
promote thinking based on negotiation, respect, creation,
responsibility, knowledge, and participation (Milligan,
1997, 1995). Would these skills not better prepare indi-
viduals for the challenges that lie ahead in the profession
of nursing?
The profession of teaching in higher education
has had challenges over the last few years, with the
increasing number of students attending and increasing
politicizing of higher education (Scottish Executive,
2003). Teaching is seen as a high-quality product that
many universities now advertise as advantageous to
the experience of higher education. Is this rush into
e-learning not only devaluing teaching but, more
importantly, devaluing the theories and evidence that
support good teaching (Darbyshire, 1993)? Darbyshire
in his work almost relishes the notion that as andragogy
was accepted 20 years ago and was initially challenged,
it was finally discarded. Will this be the same fate for
e-learning? After all, what is going to happen when
computers become obsolete?
Conclusion
What then has fueled e-learning’s meteoric rise to
the forefront of higher education? The little literature
that does discuss the theories relating to the develop-
ment of e-learning sheds little light or knowledge on
the subject. The debate supporting the development
of e-learning has a bias towards the pure theories of
pedagogy, which is substantiated by the terminology
used throughout the literature. I believe that the
development of e-learning, like the development of
all adult and nurse education, would benefit from
a mixture of both andragogical and pedagogical
theories, to the ultimate benefit of the patient, the
nursing profession, and the individual. The qualities
and benefits of e-learning to the student are reduced
to buzz phrases like “graduates can demonstrate
outcomes.” The qualities and benefits of e-learning to
the staff are reduced to virtual teaching. It appears
that the influential drivers in the development of e-
learning may have overlooked the pedagogy or andr-
agogy that support this significant shift in teaching
and learning in higher education because of the needs
of the institution.
What then has fueled e-learning’s meteoric
rise to the forefront of higher education?
Author contact: r.muirhead@dundee.ac.uk, with a copy to
the Editor: nursingforum@gmail.com
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