Z przyjemnością informujemy, że udział w inauguracji naszej konferencji potwierdzili zagraniczni eksperci.
Poniżej publikujemy zapowiedzi ich wystąpień w sesji plenarnej (20 września):
The power of online teaching
Natasa Brouwer, University of Amsterdam
Digital technology enables lecturers to teach large groups of students and activate students for learning by giving each individual student a tailormade support and prompt feedback exactly at the moment and intensity they need it. Digital technology enables learning of students on their own pace and supports collaborative learning on distance and critical thinking to reach deep understanding. Digital technology is powerful but it is no panacea. It only works in the hands of a lecturer who uses a sound online course design based on theoretical models of online learning and who is using Technological PedAgogical Content Knowledge (TPACK) approach.
In this presentation I will share our experiences with a new digital application IguideME (I guide My Education). IguideME is based on artificial intelligence and learning analytics. It was developed to support students in their learning process and
self-regulation and to give lecturers a clear insight in the learning process of each individual student and to effectively and tailormade support them.
To use IguideME effectively lecturers need support. In our University teaching qualification (UTQ) programme we pay special attention to the pedagogies that are relevant for online education and we base it on the TPACK model. The lecturers who will use IguideME all have already achieved their UTQ. For using IguideME they will get support by a teachers’ learning package specifically developed for their professional development in this area. The package helps lecturers from three perspectives:
Didactic perspective: “How do I re-design a course to a (more) active learning course?”
Education data and Learning analytics perspective: “How do I analyse learning process data in my course?”
Technical perspective: “How do I set up my Canvas course (Canvas is our online learning platform) and use IguideME in it?”
Lessons Learned: making sense of teachers' learning experiences in a professional development programme
Ine Noben and Rick Huizinga, University of Groningen
A team from the University of Groningen first developed and then, through the corresponding research project, explored how the Masters of Didactics programme (PL) affected university teachers’ self-efficacy beliefs and teaching conceptions. This presentation will focus on two parts: first, what we’ve learned from our research and second, the practical ‘’on-the-ground’’ impressions and lessons learned.
From the quantitative part of the study, participants completed pre-post surveys which showed an overall significant increase in reported self-efficacy beliefs. Furthermore, a sub-sample of ten participants participated in the qualitative part, which consists of four phases, three reflective assignments and an interview. The aim was to continuously document how individual participants make sense of learning experiences. The findings of this research will be discussed while supplemented by practical examples from the programme about what worked, what didn’t, and what lessons can be learned from both.
Further reading:
How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?
Noben, I. , Deinum, J. F. , Douwes-van Ark, I. & Hofman, W. H. A. , Dec-2020 , In : Studies in Educational Evaluation. 68 , 10 p. , 100966.