EDEN Conference Proceedings最新文献

{"title":"Service Learning for Enhancing Student Civic Engagement","authors":"A. Matijević, Teresa Tomašević, Lasse Lindhagen","doi":"10.38069/edenconf-2021-ac0032","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0032","url":null,"abstract":"The NEXUS project focuses on cultural diversity and migration within higher education institutions (HEIs), and enhancing student civic engagement by integrating Service Learning elements into second language courses, i.e. teaching the language of the receiving country.Service Learning as an educational method and as an integral activity of community engagement is crucial for the NEXUS project because it explicitly promotes cooperation between the academic community and the civil sector, putting the students and community engagement at the core of the learning experience. It also contributes to the achievement of the third mission of the university, which directly facilitates the development of the social responsibility of students and other members of the academic community in solving specific societal problems.A Service Learning idea developed through NEXUS is based on second language courses which contain elements of culture and society of the receiving country and therefore lend themselves to including civic education and civic engagement elements for empowering students in the syllabus.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125769680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University Teachers’ Digital Empowerment for Blended Teaching: An Online Training Design","authors":"P. Baztán, T. Romeu, M. Guitert, M. Romero","doi":"10.38069/edenconf-2021-ac0011","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0011","url":null,"abstract":"Because of the impact of the pandemic in the different sectors of society, blended training solutions have acquired, in the field of education, an important relevance, speeding up a change that would normally require years to be developed.Teachers from all levels of education had to adapt and develop their practices using digital technologies without enough knowledge to do it properly. Considering this context, this paper will present the design of an online training that seeks to empower university teachers to take advantage of the potential of digital technologies to design and implement educational practices in blended settings while they acquire Digital Competences. This training will be applied with a challenge-based learning methodology and from a collaborative perspective. In addition, participants will develop the role of students and teachers at the same time in order to design blended educational practices that respond to the needs of their own students.The proposed training, that will be designed by teachers from the Open University of Catalonia with wide experience on training in Digital Competences and online teaching, will be implemented in 6 countries around Europe (Italy, Spain, Ireland, Greece, Cyprus and Finland), will be developed in the framework of the European project Empower Competences for Onlife Learning in HE (ECOLHE).","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115647590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"OpenTEL: Lessons from a Pandemic for the Future of Distance Education","authors":"Francisco Iniesto, Victoria Murphy, E. Scanlon, Chua Shi-Min","doi":"10.38069/edenconf-2021-ac0040","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0040","url":null,"abstract":"The move to introduce technology enhanced learning (TEL) is a trend that has been observed for decades. Following the disruption arising from Covid-19 pandemic, there has been a move to remote teaching in universities across the world. This move has put the transformation or digital revolution in the limelight in the media. TEL is of strategic importance to the conduct of teaching, learning and research in education internationally. TEL, when combined with the growing benefits of open approaches to education, leads to a potentially transformational means of learning. In this paper the authors introduce some examples of research projects from the Open University’s OpenTEL research grouping. These examples highlight some of the work conducted relating to supporting students, universities, and communities using TEL during the pandemic. OpenTEL research has identified that Covid-19 has exposed the need for better institutional support for students who are facing stress and disruption in their studies; collaboration among higher educational institutions to share knowledge; better engagement in the online pivot ; and understanding of the possibilities (and limitations) for online tools to maintain existing research communities.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114358257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Change Life to Online: Pedagogical Relationship in Pandemic Time","authors":"A. Mouraz, Ana Nobre","doi":"10.38069/edenconf-2021-ac0049","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0049","url":null,"abstract":"Suddenly, the distance education system, which had been created to reach audiences traditionally without access to on-site teaching offers, became the norm. Teachers and Schools had to face this important question from day to night: how to continue to educate, share knowledge, help students and motivate them in the construction of knowledge? The purpose of this communication is to reflect on the effects of the schools closure, due to pandemic, on the pedagogical practices of teachers, namely on the pedagogical relationship. 59 Portuguese teachers of basic and secondary education were questioned, in a casual sample, but diversified in terms of the subjects they teach.The data obtained allow to conclude that despite all the constraints, the pedagogical relationship was maintained and even came out reinforced from the confinement experience.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128243020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Doba Business School Adopted its Business Model due to Coronavirus Pandemic?","authors":"Marina Letonja, Z. V. Cic, A. Maček, M. Divjak","doi":"10.38069/edenconf-2021-ac0048","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0048","url":null,"abstract":"The coronavirus pandemic (pandemic) is posing difficult and unpredictable challenges for Higher Education Institutions (HEIs). They have to adapt their business models (BMs), traditional working mechanisms and the way they transfer their knowledge to their students. The aim of this paper is to show how HEI of applied sciences overcame these challenges, and how they adapted its BM. The case study methodology was used. Based on the case of DOBA Business School Maribor, Slovenia, authors present how it reacted to the changed business and education circumstances. Discussion and concluding remarks stress out the lessons Doba Business School has learned from the pandemic so far and how these insights can help other HEIs to change their BMs in order to cope better in these challenging times.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129670603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Method or Media: 10 Do’s and Some Don’ts for Using Media in Online Post-Secondary Education","authors":"Albert Schram","doi":"10.38069/edenconf-2021-ac0007","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0007","url":null,"abstract":"For effective online teaching and learning there is no short-cut for good instructional design, as well as following well-established pedagogical practices. For universities in the post-pandemic era, the main challenges for delivering quality online programs are, first, to provide good access through high quality digital infrastructure, and, secondly, to assure that all lecturers are trained in modern pedagogical approaches, basic instructional design principles for online teaching, and media usage. In my own experience, following the eight QM “Quality Matters” standards, will go a long way in improving online instruction and student engagement. These standards provide a simple, proven and robust framework, even for the inexperienced to design and deliver an effective and engaging course. Universities that have consistently applied QM standards, for example, dominate the rankings for best online programs in the USA (QM 2020). Uniquely, QM offers a low-cost training program on online teaching that can be rolled out at scale for lecturers at member universities and schools, that includes all elements for developing and delivering effective online courses, including the use of media.The use of media in any course is always optional. Recent research, however, shows that the use of media, in particular asynchronous video in combination with other learning materials, can lead to substantial improvements in learning. This research found that the combination of solid instructional design and the appropriate use of asynchronous media in online or hybrid courses can be more effective than traditional face-to-face teaching, due to more focused content, and students being able to rewind thus avoiding feeling overwhelmed (Noetel et al., 2021). Finally, I offer 10 helpful pointers for developing and delivering online courses using media, for those of us who are not experienced online instructors, or instructional designers.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130015903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lesson Learned: Reflections of Universitas Terbuka’s Non-traditional Assessment Solutions","authors":"Ojat Darojat, R. Budiman","doi":"10.38069/edenconf-2021-ac0027","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0027","url":null,"abstract":"Modern technology advancements have been reshaping and reforming education throughout the world. Furthermore, the Covid-19 outbreak is a powerful urge to establish more adaptive policies. Universitas Terbuka (UT) or the Indonesia Open University realizes that students are expecting to have a more individual and flexible learning during the Covid-19 outbreak, including the examination. UT makes uses of new technology and innovations to establish the online proctoring examination that enables students to take the examination at their own places without the present of the human proctors. Requirements to ensure the online proctoring examination meets the quality criteria were established. Previous studies show that students showed positive attitude towards the online proctoring examination. In the context of UT, due to students living in remote islands and the issue of the limited internet access might potentially challenge UT to implement the online proctoring examination. To provide solutions to the challenges, UT is demanded to develop alternative innovative solutions. Therefore, partnership with the government, private sectors, and other organizations is a necessary.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131006654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"E-Learning Application in Musical Education: Needs and Possibilities","authors":"Z. Šimunović","doi":"10.38069/edenconf-2021-ac0042","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0042","url":null,"abstract":"Technological progress, or in other words, the digital revolution, a name that more clearly describes the speed and manner in which this process takes place, is changing our world in multiple areas and across multiple levels. Due to the complexity and the organization of the formal education system, the implementation and the use of technological resources does not take place sufficiently and at the same speed in all schools. The entry of technology into teaching depends on the users’ capabilities and technical resources, i.e. on each individual teacher and the technological equipment at his disposal (Nart, 2016). And while the offer of digital tools for creating, performing and sharing music has become widely available and financially acceptable to the general population, which according to Savage (2007) has accelerated the process of technological change in music, the usage of technology in schools with traditional music practice is very rare (Mills Murray, 2000). The availability of ICT resources in music schools, such as technological equipment and licensed computer programs designed to assist learning and teaching in the users’ mother tongue  (especially those intended for music education), the lack of teachers’ competencies required to use technology in teaching, as well as the absence of methodological frameworks that could support planning and executing of such lessons are the main reasons for this delay of technology implementation in the music education system. According to a 2018 study by the Organization for Economic Co-operation and Development (OECD), more than 60% of teachers said that they did not feel ready to use digital technology in teaching. By contrast, in a public consultation launched by the European Commission in 2021 on the new Digital Education Action Plan (2021-2027), over 60% of teachers stated that they had improved their digital skills and that the crisis caused by COVID-19 forced them to use technology more than usual. In the near future, it is realistic to expect that ICT will be integrated into the usual music teaching curriculum (Crow, 2005). Teachers should advance from being the passive users of digital tools to becoming the digital innovators capable of using technology to improve their teaching skills and consequently achieving greater success with learning outcomes (Koehler Mishra, 2005).But how much is technology changing us as music teachers? How much is our teaching changing? And formal music education in general? What is good about this change and what is not good for our students? We are discussing and emphasizing the benefits that technology provides in music teaching, however, certain special demands, that such education requires, technology cannot fulfil yet. For instance, demonstrating proper body posture, along with correct arm and hand position, avoiding injuries while performing music (Waddell Williamon, 2019) or delivering online teaching at a high artistic level (Adileh, 2012). These are all a","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"15 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132057378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons Learnt from the Cardiff CPD Development Programme","authors":"Francisco Iniesto, M. Weller, S. Roberts","doi":"10.38069/edenconf-2021-ac0023","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0023","url":null,"abstract":"The Cardiff Commitment Continuing Professional Development (CPD) programme was a collaboration between Cardiff Council, Cardiff and Vale College and The Open University (OU). Initial contact with Cardiff Council’s Cardiff Schools Service (Cardiff Council) began with discussions around supporting teacher CPD needs through a co-designed teacher focussed workshop. The Global Covid19 Pandemic resulted in this collaboration being extensively redesigned to reflect the need for teaching staff to support their learners via a blended online distance learning model. Cardiff and Vale College also agreed to join the initiative. This programme ran between November ‘20 and March ‘21 with a total of 12 workshops and a sample of 32 teachers and lecturers from across 23 institutions. Key benefits identified to participating staff included the professional development and upskilling opportunity, input into the co-creation of resources for peers and the wider sector and effecting change within their organisation and wider cluster through peer to peer approach.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126621730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Still Open During the Covid-19 Lockdown: An Analysis of Online Students’ Engagement with the Virtual Campus","authors":"J. Minguillón, J. Meneses, Anna Calvo, Jordi Serres, Xavier Aracil","doi":"10.38069/edenconf-2021-ac0041","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0041","url":null,"abstract":"The global pandemic caused by the Covid-19 outbreak and the subsequent mandatory lockdown made university students spend more time at home, changing their daily habits including studying, as a consequence of the forced self-confinement. In this article we describe the changes observed in the connection patterns to the institutional learning management system of the students enrolled in a Spanish online university during the lockdown. Our results show that the students were more likely to connect to the virtual campus, they did so more evenly over the days of the week, and more concentrated in a few hours in the central part of the days. Interestingly, the changes in students’ connection patterns were not associated with their socio-demographic characteristics, although they were affected by their academic trajectory and their academic enrolment.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"345 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120892227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}