Summary and Vision to the future
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Author -Wim Van Petegem, Policy Coordinator Learning Technologies in KU Leuven, Faculty of Engineering Technology.
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Are teachers agents for change: reinventing learning with technologyVDU Inovatyvių studijų institutas
The document discusses how technology is changing the role of teachers and the nature of learning. It addresses how linear models of learning are being replaced by more adaptive, flexible models due to globalization and workforce changes. The role of teachers is shifting from instructors to motivators. Universal design principles are presented as a way to create inclusive learning spaces that accommodate diverse learners through flexibility, perceptible information, and intuitive design. Technology can both contradict expectations of participatory learning but also enable new forms of shared knowledge and engagement when equitably accessed. Education is at a crossroads and requires innovative and inclusive design as well as clear leadership and vision to plan for a globalized world.Recognition of open non-formal learning. Organizational perspective
Recognition of open non-formal learning. Organizational perspectiveVDU Inovatyvių studijų institutas
This document discusses recognition of open and non-formal learning from an organizational perspective. It addresses how open education practices like MOOCs, OERs, and virtual exchange can provide flexible learning opportunities. However, integrating openness into education organizations presents challenges regarding leadership, transparency, collaboration, and balancing traditional and digital values. The document proposes developing open online programs through universities to recognize prior open learning. This could help engage more diverse learners but requires support and training teachers to create open content and collaborate online. Overall, the document examines how education providers can recognize and validate open and non-formal learning through new online and partnership models.National ICT implementation initiatives for Educational Openness
Author - Vaino Brazdeikis, Centre of Information Technology for Education (CITE), Director. The presentation discuss about national the initiative, which provide digital content to schools (Portal Emokykla, et al.), to supply teachers with technology and help them with the required competencies. It also introduces ideas for developing a safe Internet network for schools, support for schools in implementation virtual environments, support ICT coordinators. The article also highlights initiatives by other institutions that improve the openness education in Lithuania
Digitally competent teachers in the area of open education
The document outlines the European Commission's DigCompEdu framework for digitally competent teachers.
The framework was developed to provide a common language and shared understanding of key digital competences for educators across different education levels. It identifies six areas of competence: 1) Professional Engagement, 2) Digital Resources, 3) Teaching and Learning, 4) Assessment, 5) Empowering Learners, and 6) Facilitating Learners' Digital Competence.
Within these areas it describes 22 specific competences educators can develop to incorporate digital technologies and open teaching practices. Examples include using technology to support student collaboration, self-regulated learning, addressing diverse needs, and developing students' digital skills.
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