This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
Osuvat taidot - valtakunnallinen osaamismerkistö - ja kriteeritSanna Brauer
DIGIOSAAMINEN KANSALAISTAITONA JA TYÖELÄMÄSSÄ TARVITTAVANA OSAAMISENA -TYÖPAJA
Työelämän muutos on jatkuvaa - millaista ammatillista osaamista koulutuksen tulisi tuottaa?
Digiosaamisen merkitys kasvaa, mutta miten sanoitamme sen osaamis- ja ammattitaitovaatimuksiksi?
Mitä muutos tarkoittaa turvallisuuden, työelämän perustaitojen, hyvinvoinnin ja eri alojen näkökulmasta?
Opetushallitus, Osuvat taidot -hanke ja Työelämä ja teknologia -hanke järjestävät yhteistyössä työpajan 14.1.2020.
This document discusses the identification and recognition of desired competences in digital open badge-driven learning. It presents a project called WORKPEDA that aims to develop work-integrated pedagogy in higher education by bringing the working life perspective more strongly into education. The project seeks to identify what competences students and working life expect from education to help develop curriculum. Digital open badges can help visualize the gap between existing and desired competences and guide learners' development. The document discusses using a badge-constellation to describe different professions, competencies, and learning paths. It provides examples of how badges include identifiers, assessments of competencies, and evidence to describe skills in a trustworthy, updatable way.
This document discusses digital open badges and their use in education. It provides examples of how digital badges have been implemented in various educational programs and teacher training initiatives in Finland to recognize competencies and encourage learning. Badges are assessed based on detailed criteria and can recognize skills obtained through formal, non-formal, and informal learning. Effective badge design considers factors like motivation, gamification, and triggers for learning. Research is exploring how learners experience competence-based assessment and scaffolding in digital badge-driven learning processes.
The document discusses teachers' badges and developing a national digital badges system in Finland. It provides details on vocational teacher education requirements in Finland and discusses using digital badges to recognize teachers' professional competencies. It also outlines the goals of creating a shared national digital badges system, including establishing common standards, criteria, and quality assurance models. The system would issue badges for digital competencies and provide guidelines for its expansion and management on a national level.
ePIC theoretical Theoretical Framework of Digital Open Badge-Driven LearningSanna Brauer
This document discusses digital open badge-driven learning and its theoretical framework. It begins with an introduction to Sanna Brauer, a PhD researcher, and discusses several key areas:
1) Conceptualizing digital open badge-driven learning as a competence-based learning process using badges to identify skills.
2) How motivation, gamification, and triggers support this learning process.
3) Profiling different types of learners who earn badges.
4) How digital badges can support emerging learning ecosystems.
Osuvat taidot - valtakunnallinen osaamismerkistö - ja kriteeritSanna Brauer
DIGIOSAAMINEN KANSALAISTAITONA JA TYÖELÄMÄSSÄ TARVITTAVANA OSAAMISENA -TYÖPAJA
Työelämän muutos on jatkuvaa - millaista ammatillista osaamista koulutuksen tulisi tuottaa?
Digiosaamisen merkitys kasvaa, mutta miten sanoitamme sen osaamis- ja ammattitaitovaatimuksiksi?
Mitä muutos tarkoittaa turvallisuuden, työelämän perustaitojen, hyvinvoinnin ja eri alojen näkökulmasta?
Opetushallitus, Osuvat taidot -hanke ja Työelämä ja teknologia -hanke järjestävät yhteistyössä työpajan 14.1.2020.
This document discusses the identification and recognition of desired competences in digital open badge-driven learning. It presents a project called WORKPEDA that aims to develop work-integrated pedagogy in higher education by bringing the working life perspective more strongly into education. The project seeks to identify what competences students and working life expect from education to help develop curriculum. Digital open badges can help visualize the gap between existing and desired competences and guide learners' development. The document discusses using a badge-constellation to describe different professions, competencies, and learning paths. It provides examples of how badges include identifiers, assessments of competencies, and evidence to describe skills in a trustworthy, updatable way.
This document discusses digital open badges and their use in education. It provides examples of how digital badges have been implemented in various educational programs and teacher training initiatives in Finland to recognize competencies and encourage learning. Badges are assessed based on detailed criteria and can recognize skills obtained through formal, non-formal, and informal learning. Effective badge design considers factors like motivation, gamification, and triggers for learning. Research is exploring how learners experience competence-based assessment and scaffolding in digital badge-driven learning processes.
The document discusses teachers' badges and developing a national digital badges system in Finland. It provides details on vocational teacher education requirements in Finland and discusses using digital badges to recognize teachers' professional competencies. It also outlines the goals of creating a shared national digital badges system, including establishing common standards, criteria, and quality assurance models. The system would issue badges for digital competencies and provide guidelines for its expansion and management on a national level.
ePIC theoretical Theoretical Framework of Digital Open Badge-Driven LearningSanna Brauer
This document discusses digital open badge-driven learning and its theoretical framework. It begins with an introduction to Sanna Brauer, a PhD researcher, and discusses several key areas:
1) Conceptualizing digital open badge-driven learning as a competence-based learning process using badges to identify skills.
2) How motivation, gamification, and triggers support this learning process.
3) Profiling different types of learners who earn badges.
4) How digital badges can support emerging learning ecosystems.
15. Elämästä tulee helppoa -
nämä tekniikat yleistyvät vuonna 2013
http://www.tietoviikko.fi/kaikki_uutiset/
elamasta+tulee+helppoa++nama
+tekniikat+yleistyvat+vuonna+2013/
a867497?s=u&wtm=tivi-02012013
Kuva: Caseorganic
Monday, February 11, 2013
17. ”pohojam'maalla on sellainen koulu,
johon tullaan traktoreilla, puimureilla ja
tiesmillä. Sitten tulostellaan vähän 3D-
trusseja, tehdään valo-, ääni- ja
videokeikkoja, korjataan laitteita ja
opetellaan adminoimaan sekä
ohjelmoimaan” Jarkko Loima
Koulutuskeskus Sedu ja Kurikan
elektroniikka-asentajat.
Kuvaaja: Mirko Kuuppelomäki
Monday, February 11, 2013
18. Euroopan älykkäin
• Mixed Reality
• UBI-hotspot
• Amazing NFC
• NFC Smart Daycare
• NFC in Elderly Care
Near Field Communications
for all the citizens
http://www.intelligentcommunity.org/
Monday, February 11, 2013
23. Entäs pedagogiikka?
• Konnektivismi
• Oppiminen perustuu erilaisiin näkemyksiin
• Oppiessa yhdistetään erilaisia tietolähteitä
• Teknologia tukee ja mahdollistaa oppimisen
• Opetuksesta kuljetaan ohjauksen ja tuen suuntaan
• Ydinosaamista on nähdä asiayhteydet
• Ajantasainen ja oikea tieto
• Valitsemisen taito: tilanteet muuttuvat, tieto
päivittyy
Monday, February 11, 2013
31. Työvaltainen koulutus
• Onko mobiili mahdollisuus toiminnalliselle
oppijalle alalla kuin alalla?
Mitä piti oppia
tai tutkia?
Miten tablettia, MP3-laitetta tai älypuhelinta voi hyödyntää opinnoissa?
http://answergarden.ch/view/48721
Monday, February 11, 2013
51. Muutos on oppimista yksilöllä
”Moni kasvaisi, jos saisi.
Mutta ei saa, tai ei ole saavinaan.
Ympäristö on estävinään.”
”Loistavan opettajan ja
ihmisuskoisen johtajan keskeinen
tehtävä on rakentaa oppimisen
kulttuuri, jossa jokainen saa
turvallisesti oppia ilman pelkoa
haavoittumisesta.
Tehtävänä on saada ihmiset
ympärillä antamaan toisilleen tilaa
kasvaa ja kannustamaan toisiaan
siinä kasvussa. Useimmilla
työpaikoilla tällaisen kulttuurin
luominen on valtava, melkein
ylivoimainen haaste.”
Lähde: Saarinen & Lonka, 2000,73
http://oppimateriaalit.jamk.fi/organisaatiokulttuuri/muutoksen-mahdollisuudet/muutos-on-oppimista/
Monday, February 11, 2013