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EPALE - Eiropas Pieaugušo izglītības e-platforma

Diskusija

EPALE diskusija: Digitālās prasmes – priekšnoteikums pilnvērtīgām mācībām

19/05/2020
Daina Jankalne

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EPALE Online Discussion Digital Skills

 

Šī gada aprīļa-jūnija tēmas Digitālās prasmes – priekšnoteikums pilnvērtīgām mācībām ietvaros  EPALE organizē tiešsaistes diskusiju.

Lielais pieaugušo skaits ar vājām pamata digitālajām prasmēm būtiski traucē veidot iekļaujošu sabiedrību un mazināt sociālo nevienlīdzību. Pārāk mazs cilvēku skaits spēj piekļūt pieaugušo izglītības resursiem, un tam ir reāla ietekme uz viņu personīgo izaugsmi un nodarbinātības perspektīvām.

Lai efektīvi pielāgotu mācību metodes pieaugušo auditorijai, pasniedzējiem pašiem ir  nepieciešama specializēta apmācība un nepārtraukta profesionālā attīstība, vairojot savu izpratni par pieaugušajiem raksturīgajām mācību stratēģijām.

Lai efektīvi pielāgotu mācību metodes pieaugušo auditorijai, pasniedzējiem pašiem ir  nepieciešama specializēta apmācība un nepārtraukta profesionālā attīstība, vairojot savu izpratni par pieaugušajiem raksturīgajām mācību stratēģijām.

Diskusija “Digitālās prasmes – priekšnoteikums pilnvērtīgām mācībām” notiks šajā vietnē 27. maijā no plksten 10:00 līdz pulksten 16:00 CET. Diskusiju vadīs EPALE tematiskais koordinators  Altheo Valentini un satura asistente Claudia D'Eramo.

► Dalieties ar saviem stāstiem, padomiem, gadījumu pētījumiem un labo praksi – ļaujiet to uzzināt EPALE kopienai!

Ja esat kādreiz piedalījies veiksmīgos projektos, izstrādājot mācību metodiku, pastāstiet par to arī citiem!  Jūsu viedokli gaidīsim komentāru sadaļā!

27.maija diskusijā paredzēts apspriest šādas tēmas:

  • digitālā iekļaušana
  • šķēršļi digitālajā peikļuvē mācībām
  • attālinātā mācīšana
  • kā pārveidot pieaugušo izglītību Covid-19 laikā

► Komentāru sadaļa tiks atvērta 20. maijā, lai diskusiju dalībnieki varētu iepazīstināt ar sevi vai arī - jau iepriekš publicēt savus komentārus.

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Tiek rādīts 11. - 20. no 164
Lietotāja Erika Novotná attēls
Dear all, 
 I am a university teacher and an adult education teacher. I would like to contribute to the discussion, because I perceive that people around me, whether in working age or in the 60+ age group, have a fear and aversion to the use of digital technologies. They feel stressed that they can't do something, they go wrong and they depend on the help of younger people. The circumstances surrounding the pandemic have raised the issue of digital literacy urgently and without time to prepare. Many professions and professions (not only teachers) rely on virtual reality and distance forms of education, communication and online meetings. Even though we live in the age of informatization and digitization, reality has shown that we are not sufficiently armed with digital skills, and I perceive great reservations in this area. These relate not only to the ability to be digitally skilled, but also to the material equipment and availability of internet networks for disadvantaged social groups and people from peripheral areas of the region where internet coverage is still lacking. I consider it essential to create a space for the education of adults and people of retirement age in the field of digital skills. It might be a good idea to initiate the need to set up a platform / grant scheme within European funds that would offer not only training in the field, but also advice and support.  
Lietotāja Roseline Le Squère attēls
Dear Erika,
For your information, a project funded by Erasmus + that may be of interest to you :
DENTA: Discovering European Neighbours Third Age.
If the main theme of the project is not specifically related to digital skills, the engineering of the project necessarily addresses it, particularly through cultural and social development aspects.
It is led by Germany: University of Oulme.

Lietotāja Luca Pagliaricci attēls
Dear all,

I would like to share with you the experience me and my colleagues are currently having in one of the European project we implement and in particular to focus your attention on the use of open-source tools for adult education. Open-AE is an Erasmus+ project aimed at promoting access and learning through open educational resources (OER); promoting Open Source (OS) technologies in the non-formal educational sector to support the upskilling of adult educators and learners; addressing adult trainers working in the non-formal educational sector to reinforce digital skills and competences.

Among the activities foreseen by Open-AE, the implementation of a training course addressed to adult educators aimed at improving their skills and knowledge of technological tools and digital learning platforms is one of the key results.

Centro Studi di Foligno, the Italian partner of the project, in order to face the difficulties related to the Covid-19 health emergency, has designed a course entirely online (Moodle Course and Webinars) to introduce and deepen innovative practices and the latest available technologies useful for adult education. The online course, lasting a total of two months, is addressed to adult professionals interested in deepening their knowledge and tools necessary to promote free and open education and training. The distance learning course organized by CSF has registered a strong interest throughout the Italian territory.

In our vision, open source is applied to a way wider field than mere software development. It has to do with open educational resources, collaborative methodologies, and bottom-up approaches. We believe that in these difficult days, the open and common education promoted by Open-AE can be the best response for the innovation of the educational sector and a fruitful investment for public and private organizations.
Lietotāja Christine Bertram attēls
That's a very interesting and very necessary project. There is a large amount of useful Information and support for teaching professionals (in the form of OER) already out there. The difficulty is to find it and then use it in an appropriate way. 
Open Source Software is an excellent example of how we can enhance something through sharing (and actually at high Quality) - there is still much work to be done in Terms of Building trust in OS-Tools and their use and Usability.
Lietotāja Roseline Le Squère attēls
What we can learn from the current health context is that the digital whole cannot work. Human contact is necessary. They are necessary for training.
Perhaps the future will allow for more mixed methods combining distance and face-to-face?
Evaluation methods, which have been widely commented on here, can evolve. We have seen many initiatives in training centres, schools and universities. For example, the "grand oral", the classic exam that closes a training course, can be organised by videoconference. It allows to evaluate knowledge but also skills of oral expression or synthesis and presentation of a theme, with or without preparation of the student. The Microsoft Teams tool of the Office 365 suite has the advantage of respecting the RGPD and the contents are secure. The tool makes it possible to present group work or to have internships or dissertations defended before a jury composed of several members of the faculty team. The "Document Sharing" option also allows the student to project, during his oral presentation, a PowerPoint or any other document necessary for his demonstration. This tool has been widely deployed in universities and has proven its worth.

There are other very conclusive examples that I can propose you if you wish :))
Lietotāja Monika Drinkova attēls
Dear all, greetings from Slovakia.

I want to share with you our good experience from Slovakia - IT Fitness Test, which has already the 9-year tradition. The IT Fitness Test is the largest and most extensive testing of IT skills in Slovakia. It is a part of the European Commission´s initiative „Digital Skills and Jobs Coalition“, which is coordinated by the Digital Coalition-National Coalition for digital skills and occupations in Slovakia. The IT Fitness Test is supported by the Ministry of Education, Science, Research and Sports of the Slovakia Republic and the main partner of the test this year is Huawei Technologies Slovakia. 

Students, teachers and adult population can take part in the test. Over 10 000 respondents have taken the test, with an average success rate of 63%. The test consist of the practical questions aimed at solving IT-specific problems. The goal is not testing theoretical IT knowledge. In order for the respondent to answer the question, he or she must choose a suitable digital tool, application or Internet search for the answer online. The test takes into consideration the current pandemic situation, and it has shown more intensive use of online tools.

The IT fitness Test project was awarded by the EC in 2014 for a comprehensive and innovative approach to increasing the digital literacy of young people of Europe. The test is in the Slovak language, you can check the here, https://epale.ec.europa.eu/sk/content/testovanie-it-zrucnosti-ziakov-aj-...;

Kind regards, 

Monika/NSS Slovakia  
Lietotāja Frank Mc Girr attēls
Hi everyone, movies are a consistently overlooked resource in language learning. With record numbers of people now joining Netflix,Amazon Prime, etc, isn't it time we incorporated this existing 100 year old technology into learning? I'm an English teacher based in Germany. For almost 10 years, I've used feature length movies as the central component on my language course. I send students weekly homework 6 days in advance of a movie screening. The homework contains a plot summary, list of characters, key dialogue, 30 word gap fill exercise, idiom/phrasal verb exercises, background information, and any available youtube links containing interviews with the director,stars,etc. On average, students spend over 125 mins on homework every week. Before the current lockdown we met weekly to check homework, watch the movie and discuss it later in pairs. Now, we meet via Zoom (to check homework in pairs) watch the movie (Netflix/Amazon) before meeting up again via Zoom to discuss the movie in pairs. In my experience, the best use of online learning is to create courses that bled both aspects Online (individual learning) and Physical (group learning) Frank Mc Girr
Lietotāja Uros Velickovic attēls
One of system support for helping teachers in Serbia to adapt to working in new online environment comes in the form of online trainings developed by the Institute for the Advancement of Education and Upbringing (IAEU) of the Republic of Serbia.

For three years now, they have been developing a platform through which educators can attend online trainings designed with the aim of preparing them to work better with students. This proved to be very useful during the state of emergency caused by the Coronavirus pandemic. 

More information on this can be found on the following link: https://epale.ec.europa.eu/en/content/online-teacher-trainings-iaeu-serb...;
Lietotāja Frank Mc Girr attēls
Hi Ilze,

Sorry for the late response. It's my first time using this forum.

I have a library of DVDs dating back to the 1940s. I discovered early on that in order to access this wonderful resource I needed to also teach film appreciation-I don't mean academically, but in a way that helps learners appreciate the craft of movie making. I begin each term with a lesson that illuminates a specific area. I normally follow that the following week with a film related to that specific element. For example; last term we started with a 90 minute lesson on script writing. The following week we watched "Adaptation"a 2002 comedy-drama directed by Spike Jonze and written by Charlie Kaufman. The film is based both on Susan Orlean's 1998 nonfiction book The Orchid Thief and Kaufman's experience attempting to adapt the book into a screenplay while suffering from writer's block. Another example was using Martin Scorsese's film "Hugo" to hightlight how movies first began, and that many of the techniques still used to tell stories visually where actually invented by Georges Méliès in the 1890s.

I'm consistently surprised by how much my adult students love this aspect of the course.(learning about film as apposed to language-although the lesson is in English) I think it has helped challenged their perception of how a language course can be.

Frank