MOOCs as an innovative pedagogical design laboratory

2016 ◽  
Author(s):  
Whitney Kilgore ◽  
Maha Al Freih
Keyword(s):  
Pedagogical Design

scholarly journals CASE TECHNOLOGIES IN BILINGUAL TRAINING OF SOCIAL SPHERE SPECIALISTS

2021 ◽  
pp. 240-251
Author(s):  
Nataliia Seiko ◽  
Svitlana Sytniakivska ◽  
Nadiia Pavlyk
Keyword(s):  
Social Workers ◽  
Professional Training ◽  
Social Sphere ◽  
Pedagogical Design ◽  
Different Types ◽  
History Of ◽  
Case Technologies ◽  
Bilingual Learning ◽  
Information Personalization

The purpose of the study is to characterize the content and possibility of using bilingual case technologies in future social workers training. To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; pedagogical design of a bilingual case; classification of case-types depending on the educational purpose are used. The article describes various aspects of the problem of design and implementation of case technologies social workers’ professional training. The history of the origin of cases as a learning tool is clarified. The interconnection of case studies with other methods of teaching and professional training is substantiated. The leading tasks of the case method (motivational, cognitive, communicative, and reflexive) are determined. A conclusion about the specifics of the characteristics of the language case, the problematic nature of the situation, the implicitness of the case problem, the appropriate amount of information, personalization, and professional orientation are formulated. The field structure of the case (informational, essential and technological areas) is analyzed. Features of bilingual cases and cases for future social workers’ bilingual training are outlined. Examples of different types of cases are given: cases - episodes without ending, case-essays, cases-chronicles and diaries, as well as cases for bilingual learning - motivational, cognitive, communicative and reflective ones. The author's development of a case for social workers’ bilingual training is presented and proposals for the implementation of several other cases of different types are given. 

scholarly journals Pedagogical Design of Digital Coursewith the use of LMS Moodle Tools

2021 ◽  
pp. 51-61
Author(s):  
Mykola A. Semenov ◽  
◽  
Vladyslav D. Krotkykh ◽  
Keyword(s):  
Learning Outcomes ◽  
Time Use ◽  
Assessment Tools ◽  
Digital Learning ◽  
Second Stage ◽  
Pedagogical Design ◽  
Competency Based ◽  
Support Methods ◽  
Research Show

Introduction. The introduction of a competency-based approach in Ukrainian higher education made it possible to update educational standards that define a set of general and professional competencies and learning outcomes, as well as introduce new pedagogical technologies and systems for monitoring the quality of education. Changes in the organization of digital learning largely depend on a competency-based approach. LMS Moodle is a platform that provides standard tools for implementing a competency-based approach. Purpose. To research the possibilities of LMS Moodle for the pedagogical design of the digital course and implementation of a competency-based approach in digital learning. Results. At the first stage, the summary of pedagogical design of a specific digital course built upon flip peddles on sequence is provided and a scheme is formed in which competencies, learning outcomes, and forms of assessment are defined. At the second stage, the process of designing a digital course based on the methodology of pedagogical design and tuning is researched, there an attempt is made to implement the course based on the competence approach using LMS Moodle tools of version 2.7 and version 3.3. As a result, a developed curriculum and framework are added to it, which allows observing the implementation of the learning outcomes in a convenient format. Conclusion. The results of the research show that in order to implement a competency-based approach with the use of LMS Moodle, the following requirements are essential: the scheme with linked competencies, learning outcomes, learning activities, and assessment tools. each activity has clearly indicated form, result, support methods, and estimated time. use of rubrics with all criteria aligned to learning outcomes. According to the results of the study, there are differences between LMS Moodle 2.7 and 3.3. In versions of Moodle later than 3.1, it is more convenient to analyze the achievement of learning outcomes for multiple digital courses by creating a hierarchy of competencies and learning outcomes; it is easier to conduct monitoring of the progress made towards the achievement of learning outcomes.

scholarly journals The Next Generation

2011 ◽  
pp. 57-78 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
Chris Jones
Keyword(s):  
Future Research ◽  
Net Generation ◽  
Educational Systems ◽  
Recent Experience ◽  
Place And Space ◽  
Pedagogical Design ◽  
Design For Learning ◽  
Future Research Directions ◽  
The Relationship

Focusing on intermediate and institutional levels of design for learning, this chapter explores how institutional decisions relate to design, using recent experience at The Open University as a case study. To illuminate the relationship between institutional decisions and learner-focused design, we review and bring together some of the research on learner practices in mobile and networked learning. We take a critical stance in relation to the concept of generation, which has been applied to understanding learners of different ages using terms such as net generation and digital natives. Following on from this, we propose an integrated pedagogical design approach that takes account of learner practices, spaces for learning, and technologies. The chapter also proposes future research directions focused on the changing context for learning, a distinction between place and space and an understanding of how the different levels of educational systems interact with mobile and networked technologies.

scholarly journals TeleMeios as a Virtual Environment and their possibilities in Hybrid Education

2019 ◽  
Vol 7 (11) ◽  
pp. 1330-1340
Author(s):  
Lara Meneses Saldanha Nepomuceno ◽  
André Santos Silva ◽  
Daniele De Oliveira Xavier ◽  
Jessica de Castro Barbosa ◽  
Ana Cláudia Uchôa Araújo ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Distance Teaching ◽  
Hybrid Education ◽  
Pedagogical Design ◽  
Information And Communication ◽  
Qualitative Nature ◽  
Faculty Of Education ◽  
Virtual Experiences

The discussion contemplates the construction and development of collaborative digital tools to support distance teaching, with its origins still in the 2000s, within the scope of the Multimeios Research Laboratory, linked to the Faculty of Education (FACED) of UFC, located at city of Fortaleza / Ceará / Brazil. Thus, it aims to analyze the experiences of construction and (re) structuring of the TeleMeios Virtual Teaching Environment (VTE) and its adaptive possibilities in a hybrid context, with a view to subsidizing formative actions in which learners and teachers can have access to virtual experiences in the learning environment which play the role of protagonists. As theoretical reference, there are the studies of Borges (2009), Jucá (2011), Moran (2015), Bacich; Tanzi Neto; Trevisani (2015) among others, which discuss about teaching and hybrid education, digital information and communication technologies, as well as other themes involving teaching and virtual and classroom learning. The research is bibliographical, of a qualitative nature, anchored in Lakatos and Marconi (2002), which makes use of publications such as textbooks, scientific articles, reviews, which deal with the subject. Among the findings, it can be highlighted that the TeleMeios environment has a formative potential to be explored and investigated, focusing on the structural and pedagogical design of virtual environments that surpass the concept of content repository and the idea of students as receptacles of knowledge. and teachers, as sole holders of knowledge.

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