Open Data as Open Educational Resources: Towards transversal skills and global citizenship

Open Data is the name given to datasets which have been generated by international organisations, governments, NGOs and academic researchers, and made freely available online and openly-licensed. These datasets can be used by educators as Open Educational Resources (OER) to support different teaching and learning activities, allowing students to gain experience working with the same raw data researchers and policy-makers generate and use. In this way, educators can facilitate students to understand how information is generated, processed, analysed and interpreted. This paper offers an initial exploration of ways in which the use of Open Data can be key in the development of transversal skills (including digital and data literacies, alongside skills for critical thinking, research, teamwork, and global citizenship), enhancing students’ abilities to understand and select information sources, to work with, curate, analyse and interpret data, and to conduct and evaluate research. This paper also presents results of an exploratory survey that can guide further research into Open Data-led learning activities. Our goal is to support educators in empowering students to engage, critically and collaboratively, as 21st century global citizens

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação

Onboarding Future Systemic Innovation Designers Through Informal and Collaborative Activities

The contribution presents a collective learning system developed by the Innovation Design Lab team within the Innovation Module of the Master’s Degree in Systemic Design of the Politecnico di Torino. A strategy aimed at the development of all those soft skills useful to bring out the potential of the individual’s contribution in projects of entrepreneurial, innovative, and sustainable impact. The research shows the results of educational methodology that integrates digital ecosystems and collaborative tools, highlighting how, from the students’ visions, emerges the urgency to design new future-oriented teaching-learning practices

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Innovating Professional Development in Compulsory Education

This report comprises the key outcomes and final analysis of the study Innovating Professional Development in Compulsory Education. It aims to help education authorities face the challenges of meeting the professional development needs of tomorrow's teachers in Europe and elsewhere. This report focuses on innovative and emergent practices of teacher Continuous Professional Development (CPD) and professional learning by teaching professionals who work in compulsory education. The first part of the study gathered an inventory of 30 examples illustrating new and innovative models and practices that have emerged to overcome the known barriers and limitations that teachers say hinder them today from participating in CPD. An accompanying Technical Report looks at their key elements and uses seven labels to describe and analyse the broad areas in which innovation currently takes place (Vuorikari, 2018). The labels are not categorical, and many of the examples feature many of them. This report further analyses the inventory of models and practices focusing on their innovative aspects. The 30 examples were classified according to their type of innovation representing product innovation as well as process, organisational and marketing innovation allowing for a discussion on the innovative aspects of the emergent practices in teacher professional development and professional learning. The key outcomes of the study are discussed in a cross-case analysis with the help of the above-mentioned seven broad areas. Lastly, together with providing conclusions, a number of policy pointers are given in order to better inspire and support those who plan and design policies and provision of teacher professional development and professional learning.JRC.B.4-Human Capital and Employmen

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

The use of podcasting for a hybrid flipped classroom

[EN] We are currently assisting a social paradigm change motivated by the incorporation, more and more accelerated, of new information technologies (e.g., social networks or content platforms) in our day-today life. The increased availability of online resources in a universal, diverse, and permanent way is modifying how we consume online information and content. This is especially true when it comes to children and teenagers. New generations are increasingly adapting to immediacy and communication through information technologies. Therefore, it is necessary to evolve the educational paradigm to adapt it to this new social reality. Future learning strategies should consider the latest models of social communication, adapting them to achieve learning objectives from the perspective of constructive alignment and the acquisition or improvement of transversal competencies. In this sense, there are currently several technologies that can be incorporated into the classroom. One of the emerging technologies is the podcast. Usually used for entertainment (e.g., stories, books, or radio talks), the podcast is becoming a tool for massive online content distribution. There exist many advantages to using podcasting for an educative purpose, as the production cost (in terms of time) is lower than recording a video. From a content consumer perspective, the main advantage is that an audio-only approach can be used/consumed everywhere and more easily than video media. Some educational podcasts are available online but generally tend to focus on learning languages or history. Outside these specific topics, their use in technology subjects is still residual and mainly focuses on interviews or long expositions. Moreover, in current proposals, the teacher is the one who produces the podcast, and therefore it is a one-way communication model (from the teacher to the students). On the other hand, one of the teaching innovation models that is being increasingly used is the flipped classroom. In the flipped classroom, students are the main protagonists in their learning. They must prepare the theoretical parts on their own, and the teacher serves as a guide during this learning process. In this paper, we propose using the podcast in the flipped classroom model, turning the podcast into a bidirectional tool in which students are both producers and receivers of learning. The proposal consists of dividing the class into small groups of students (2-4). Each group will record a podcast episode on a different conceptual part of the lesson. Group members will have to coordinate and share the activities of recording and searching for content for the podcast. This will encourage transversal skills related to communication and social skills. These podcasts will then be shared with the rest of the groups so that everyone can have direct and permanent access to the different sections of the lesson. Creativity will also be encouraged, allowing students to add the music or sound effects they consider necessary to enhance the explanation.The authors gratefully acknowledge the financial support of Consellería d'Innovació, Universitats, Ciencia i Societat Digital from Comunitat Valenciana and the European Social Fund (Investing In Your Future) (APOSTD/2021/227 and CIPROM/2021/077), the Spanish Ministry of Science (project PID2021-123673OB-C31) and the Research Services of Universitat Politècnica de València. Jaume Jordán is supported by grant IJC2020-045683-I funded by MCIN/AEI/10.13039/501100011033 and by "European Union NextGenerationEU/PRTR".Marco-Detchart, C.; Taverner-Aparicio, JJ.; Jordán, J. (2023). The use of podcasting for a hybrid flipped classroom. IATED. 3119-3124. https://doi.org/10.21125/inted.2023.08633119312