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Digital learning and teaching

websitebuilder@1and1.de — Wed, 23 Sep 2020 14:28:40 GMT

What's in a name? Digital. Virtual. Blended. e-Learning. Technology. Online.

"Digital learning" refers to "any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices" ( Every Student Succeeds Act (ESSA), 2015, p. 1969 ). These include:

(a) interactive learning resources, digital learning content (which may include openly licensed content), software, or simulations, that engage students in academic content;

(b) access to online databases and other primary source documents;

(d) online and computer-based assessments;

(e) learning environments that allow for rich collaboration and communication, which may include student collaboration with content experts and peers;

(f) hybrid or blended learning, which occurs under direct instructor supervision at a school or other location away from home and, at least in part, through online delivery of instruction with some element of student control over time, place, path, or pace; and

(g) access to online course opportunities for students in rural or remote areas. (p. 1969)

Words and meaning associated with different models for learning and teaching.

21st Century skills

Skills necessary for all children to succeed as citizens and workers in this century. These skills such as collaboration and teamwork, creativity and imagination, critical thinking, problem solving, digital literacy and citizenship are building blocks for learning. (Source: The Glossary of Education Reform, http://edglossary.org/21st-century-skills/)

Asynchronous. Synchronous

Asynchronous. Forms of accessing and providing information that does not require interaction with others to occur at the same time, i.e., forums, blogs, email, website links, etc.

Synchronous. Forms of accessing and providing information that require interaction with others to occur at the same time, i.e., interactive webinars, videoconferencing.

Blended Learning

In a blended learning environment, learning occurs online and in person, augmenting and supporting teacher practice. This approach often allows students to have some control over time, place, path, or pace of learning. In many blended learning models, students spend some of their face-to-face time with the teacher in a large group, some face-to-face time with a teacher or tutor in a small group, and some time learning with and from peers. Blended learning often benefits from a reconfiguration of the physical learning space to facilitate learning activities, providing a variety of technology-enabled learning zones optimized for collaboration, informal learning, and individual-focused study. ( Source: https://tech.ed.gov/netp/learning/)

Digital Technologies

Digital technologies are electronic tools, systems, devices and resources that generate, store or process data. Well known examples include social media, online games, multimedia and mobile phones. (Source: https://www.education.vic.gov.au/school/teachers/teachingresources/digital/Pages/teach.aspx )

Online. Offline

Online has come to describe activities performed on and data available on the Internet, (Source: Dictionary of British and World English. Oxford University Press.)

Offline can refer to either computing activities performed while disconnected from the Internet, or alternatives to Internet activities. Offline is sometimes used interchangeably with the acronym "IRL", meaning "in real life".

Online Education

Online education takes place entirely online. It is a form of Internet-based education, may use video lectures or self-paced courses to take students through their learning experiences. Students work on their own time. While there are no scheduled class times,there are deadlines to complete assigned work or tasks. (Source: https://www.geneva.edu/blog/higher-education/online-education-vs-remote-learning)

Project-based learning

Project-based learning takes place in the context of authentic problems, continues across time, and brings in knowledge from many subjects. Project-based learning, if properly implemented and supported, helps students develop 21st century skills, including creativity, collaboration, and leadership, and engages them in complex, real-world challenges that help them meet expectations for critical thinking. (Source: https://tech.ed.gov/netp/learning/ )

Remote/virtual

Remote learning strives to re-create the classroom environment as the student learns through the computer. Remote learning requires the student to check in at set times to watch lectures and presentations. The student logs in to the virtual classroom environment at scheduled times to view lectures or participate in group learning activities. (Source: https://www.geneva.edu/blog/higher-education/online-education-vs-remote-learning )

Digital literacy competency framework

websitebuilder@1and1.de — Wed, 23 Sep 2020 14:28:39 GMT

What do we mean by digital literacy?

Our definition of digital literacy

Digital literacy is a set of cognitive, technical, and humanizing capabilities to use information and communication technologies (ICTs) to (i)learn, (i)create, and (i)share.

Expanded definition of literacy

Given that literacy is viewed as more than a set of reading, writing and arithmetic skills, we subscribe to UNESCO’s statement that the current meaning of literacy is the “ability to identify, understand, interpret, create, and communicate in an increasingly digital, text-mediated, information-rich and fast-changing world.”

Our measure of success

Educators progress from iLEARN lower order thinking skills to iCREATE higher order thinking skills, and iSHARE humanizing skills, measured by ISIP (indicators of progress).

Our impact

Our mission and vision will contribute to:

DEPEd’s Quality of learning outcomes
UN SDG4: To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. When you succeed in achieving a goal, be it a big one or a small one, make sure to pat yourself on the back.

How do we get there

Kaisipan’s approach is to harmonize services in learner-centered pedagogy, open content aligned to DEPEd curriculum (complementary and supplementary), and leveraged last km technology solutions.

Building A Competency Framework for Educators in Digital Literacy

“Developing Digitally Literate Educators in a Global World for Contextualized Application”

“Globally Aligned, Locally Practiced Standards”

I-nnovate S–olutions and continuously I–mprove P-erformance (ISIP) of P-inoy learners

What is a competency framework

A competency framework defines the attributes/attitudes, knowledge, and skills needed for people within a sector or organization to be able to deliver the desired results.

What is the value of a competency framework

It provides a common language of excellence as the foundation for key processes that people are engaged in.
It helps drive culture change by aligning people’s behaviors to the Vision, Mission and Values (VMV) of an organization or a new desired state.
It creates standards to guide and sustain people’s actions towards delivery of tasks.
It helps make an organization/sector more cohesive by breaking down boundaries with a common language.
It promotes fairness and openness within agreed measurable degrees of performance.
It drives measurable business outcomes and performance.

What is a competency?

Competency is the application of a set of related knowledge, skills, and attitudes (KSA) required to successfully perform "critical functions” towards the fulfillment of desired results.

It is the capability to apply KSA in the delivery of tasks in a defined work setting.
It often serves as the basis for standards that specify the level of KSA for successful conformance to the requirements and needs of key stakeholders.

What is a standard?

“ Think of them as a formula that describes the best way of doing something.”

It could be about making a product, managing a process, delivering a service or supplying materials – standards cover a huge range of activities.

Standards are the distilled wisdom of people with expertise in their subject matter and who know the needs of the organizations they represent

What has been done? (by August 13, 2020)

A Competency Framework

iLEARN, iCREATE, iSHARE

Key Capabilities

iLEARN – Cognitive Capabilities (based on Bloom's Taxonomy of Cognitive Skills)
iCREATE – Technical Competencies (based on Bloom's Taxonomy of Digital Skills)
iSHARE – Humanizing Competencies (based on Freire's Pedagogy of the Oppressed)

What we asked the participants of the e-forum on August 13, 2020

Their analysis of 3 frameworks vis-à-vis the iLEARN, iCREATE and iSHARE competency framework

1. Strengths (+)

2. Points of alignment or convergence with

iLEARN, iCREATE & iSHARE

Their suggestions to improve the content of the key competencies (what they think can be modified, added, etc…)

iLEARN-Cognitive, iCREATE-Technical and iSHARE-Humanizing)

Three frameworks

There are many digital literacy framework, with many points of convergence.

Devices and software operations
Information and data literacy
Communication and collaboration
Digital content creation
Safety
Problem-solving
Career-related competencies

UNESCO ICT Competency for Teachers

ISTE Standard for Educators

JISC Digital Capability Framework

Join the conversation

Review, analyze and discuss the highlights of the 3 Frameworks. Answer the following questions:

What are the strengths (+) of each framework?
What are the alignment or convergence points with
iLEARN, iCREATE and iSHARE competency framework?

Go over the initial outputs on Competency Framework and Key Competencies

Discuss and share your ideas with a guide question, as follows:

What are your suggestions to improve the content of the key competencies? (what you think can be modified, added, etc…) (iLEARN-Cognitive, iCREATE-Technical, and iSHARE-Humanizing.)

Malayang kaalaman. Open educational resources (OER)

websitebuilder@1and1.de — Wed, 23 Sep 2020 14:28:39 GMT

Why open educational resources (OER)?
Blink Tower's winning entry in the Creative Commons Why Open Education Matters video contest provides a succinct summary of why OER. (Although it's not clear if the video itself has a creative commons license.) OER is a response to counter the expense of educational resources and outdated textbooks. The two greatest benefits of OER are: (1) giving free access to more quality education resources to teachers and students; and (2) giving the power back to teachers and learners to make decisions about quality of educational resources and revise OER that align to their most essential learning competencies. Finding OER, curating OER, and creating OER are activities that benefit from collaboration, bayanihan, pagtambayayong. Savings on textbooks can be reinvested toward professional development and learner-centered activities. As you consider OER, think of solutions to the following challenges presented by OER: ( 1) Quality assurance; ( 2) Sustainability; ( 3) Lack of public understanding; and ( 4) Relevance to local context.

What are Open Educational Resources?

"Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. OER form part of ‘Open Solutions’, alongside Free and Open Source software (FOSS), Open Access (OA), Open Data (OD) and crowdsourcing platforms." Source: "Open Educational Resources United Nations Educational, Scientific and Cultural Organization." )

The Hewlett Foundation: "Open Educational Resources are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions[7]". The new definition explicitly states that OER can include both digital and non-digital resources. Also, it lists several types of use that OER permit, inspired by 5R activities of OER. 5R activities/permissions were proposed by David Wiley, which include:

Retain – make, own, and control a copy of the resource
Reuse – use your original, revised, or remixed copy of the resource publicly
Revise – edit, adapt, and modify your copy of the resource
Remix – combine your original or revised copy of the resource with other existing material to create something new
Redistribute – share copies of your original, revised, or remixed copy of the resource with others

OER Starter Kit

A good beginning point for users who are entirely new to open education is a n introduction to the use and creation of open educational resources (OER) by Abbey Elder. The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. For each section, learning objectives are provided to explain what the participant will learn. Also provided are interactive exercises and examples.

Open Washington offers a self-paced workshop, How to use Open Educational Resources, including a module on creative commons licenses.

Creative Commons Licensing

For more information, watch the video Creative Commons Licensing .

Finding OER

Along with the explosion of OER resources, is the explosion of repositories. Finding the right resource that will align to a school's most essential learning competencies is akin to looking for needle in a haystack. Some of the more well-known repositories are:

OER Commons

CK-12

Open Washington offers its OER Resource Repository by category: open images, open textbooks, open course materials, and open video & audio.

Curating OER

Once we have located OER, we then need to assess the OER. From the ISTE OER course, I learned about several rubrics that help with assessing OER. For example, Edreports.org looks at text quality, building knowledge, alignment, and usability rating. The Louisiana Department of Education (LDOE) tier classification has non-negotiable criteria, for example for English language arts, (quality of text, text-dependent questions, coherence of tasks, and foundational skills) and other criteria (range and volume of texts, writing to sources, speaking & listening, and Language, assessments, scaffolding and support). I liked the Carlsbad Unified School District (CUSD) rubric as it empowers the teacher to decide on which resources make sense for their classroom and it provides opportunities for sharing and collaborative work. To understand the basis of the CUSD rubric, it is useful to review the work of the Achieve OER Rubrics/Equip which is based on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island; EdReports ELA 3-8 Rubric, and Grossmont Union High School District (GUHSD).

Philippine-Specific Resources

Some Philippine-specific resources to check out include:

Encouraging effective, inclusive, and equitable access to quality OER by

Melinda dela Pena Bandalaria, University of the Philippines Open University

Message from DepEd OER Leader

This is a message from Mr. Mark Anthony Sy to the representatives of the training on Advanced OER, to the administrators, to all teachers.

Digital Learning Resources and Open Educational Resources

Primo G. Garcia from the University of the Philippines Open University (UPOU) lectures on Digital Learning Resources and Open Educational Resources (OER) and covers Resourced-based learning and the role that digital and open resources can play in setting up student centred, activity based lessons.

UNESCO Philippines OER ICTCFT Project

This video outlines potential ICT in Education courses that might be adapted to create a similar course for Teachers in the Philippines

UPSILab

https://samplecontents.library.ph/New Paragraph

This blog is licensed under CC BY-SA but please

mention the author Maria Beebe

https://www.kaisipan.org