Changing the learning culture the impact of ict and digitalisation

Changing the learning culture: The impact of ICT and

digitalisationKai Pata, School of Digital Technologies

HERE Study Visit: Tallinn – 17-19 April, 2016

Cross-cutting digital competences

• Tallinn University has taken cross-cutting approach of teaching digital competences at the subject-specific courses.

• Every curriculum should provide the digital competences according to the digital competence framework.

• Teaching the specific digital competences is spread across different courses of the curriculum and is blended with the subject teaching.

• School of Digital Technologies has developed together with other Schools courses that blend digital competences with curricula-specific needs

• A course of Digital competences is provided for students who need to obtain digital competences.

Digital competence framework roadmap in Europe

• DIGICOMP (2013) - a roadmap framework for developing and understanding digital competences in Europe

• The areas of digital competence

• Information: Browsing, searching and filtering information;Evaluating Information; Storing and retrieving information

• Communication: Interacting through technologies; Sharing information and content;Engaging in online citizenship; Collaborating through digital channels; Netiquette; Managing digital identity

• Content-creation: Developing content; Integrating and re-elaborating; Copyright and Licences; Programming

• Safety: Protecting devices; Protecting personal data; Protecting health; Protecting the environment

• Problem-solving: Solving technical problems; Identifying needs and technological responses; Innovating and creatively using technology; Identifying digital competence gaps

ISTE digital competences applied at university courses

Digital competence framework for students, teachers and administrators in Estonia are defined by Information Technology Foundation for Estonia according to International Society for Technology in Education and DIGICOMP competence frameworks

Tallinn University has taken guidance in courses of digital competence frameworks provided by Information Technology Foundation for Estonia.

Changing learning cultures with digital practices

• During last decade Tallinn University has acted as a leading role-model in shaping university learning practices with open and social-media based approaches.

• Horizons 6th Framework project iCamp tested cross-university teaching models with social media.

• Horizons 7th Framework project IntelLEO tested cross academia - workplace knowledge building and learning. One of the outcomes was the eDidaktikum learning environment for interrelating pre-and in-service learning.

eDidaktikum facilitates competence frameworks

Developed by School of Digital Technologies

eDidaktikum supports closing the loop around competences

Different lecturers create tasks at courses

Tasks are associated with competences

Students can plan competence development in advance selecting

relevant courses

Students complete course tasks and obtain competences

Students can compile competence-portfolios

Monitoring realised curriculum competences in study periods

for groups

Curriculum has defined competences

Monitoring students progress in competence frameworks

Monitoring competence gap between planned and realised

curriculum

Teacher-training curriculum uses eDidaktikum for most of the courses

enabling tracking students’ competence achievement.

Academic analytics dashboard yet to be

developed

Tasks can be annotated with several competence frameworks

The course task can be simultaneously annotated with

the Teacher’s competency framework and Digital

competency framework competences

Learner can map himself/herself to different competence frameworks

Learner can select into the portfolio these completed tasks that are associated with

specific competences

drag item to portfolio

Learner can get overview of his/her progress within competence frameworks

Monitoring personal progress regarding competence frameworks and developing portfolios for accreditation or job

interviews


• School of Digital Technologies uses blended teaching with open blog-based approach and mashup technologies (such as edufeedr.net) for offering master courses and monitoring students’ progress.

• From the beginning of the master studies the learning-community formation is promoted among students.

• Students have their own study blogs where they monitor their personal progress.

• Many tasks are problem-based and require co-creation and collaboration.

• Since the students attend only weekends, the learning community and using web-based collaborative tools is extensively used in tasks that enables developing digital competences.

Course blog, EduFeedr blog mashup and open students blogs

Course blogs are used across

several years and reveal

course content, changes

and generalised feedback


Tasks are given using mashup

technology that captures completed tasks and mediates

peer comments

Developed by School of Digital

Technologies


Students use different blog categories for

annotating completed tasks

at different courses

Students can monitor and formatively

assess each others’ tasks


• School of Digital Technologies has closed the loop around the cross-sharing innovative digital practices in schools and in teacher training studies

• The School of DT has run together with ICT industry projects Digital Turn for changing innovative practices with digital technologies in whole schools and Erasmus + project Creative Classroom to enhance innovative learning scenarios.

• The examples of changes of learning culture in schools are introduced in pre-service training, such as the course Educational technology in school.

Learning scenario sharing tool LePlanner

• Together with teachers the learning scenario sharing tool LePlanner.net was developed that now contains innovative digital learning scenarios developed by teachers from which teacher students’ can learn and take examples from.

Developed by School of Digital

Technologies

Learning scenario sharing tool LePlanner

• Each innovative learning scenario describes digital learning activities together with learning outcomes in these activities enabling to map how digital activities develop digital, general and subject-related competences

• The learning scenario tool will be used in teacher training courses to help teachers in describing and sharing innovative digital learning scenarios and thinking actively of how digital competences can be developed according to new digital cultures.


• In 7th Framework project Learning Layers the social semantic technologies for scaling informal learning at work have been developed.

• These technologies will be used in Tallinn University CEITER project for mapping and sharing the innovative learning and teaching practices developed in different Schools of Tallinn University.

New learning cultures

Discovering practices and experts

Emerging innovative practices