Exploring the Concept of the Digital Educator During COVID-19

In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics’ conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics’ participation in an online professional development module, Digital Education, and the “pivot online” (Weller, 2020a) during campus closures caused by the COVID-19 pandemic in 2020. Through qualitative research, we explored participants’ sense of teaching identity, whether they had or have a concept of being a digital educator and the extent to which these identities might have shifted while the campus closure continued. We present analysis of their accounts and reflect on the implications of this analysis, particularly in relation to organisational digital capacity defined as “the skills, competencies, attitudes, infrastructure, and resources that enable people to work, live and learn in a world that is increasingly digital world” (National Forum, 2018, p. iv). We consider how higher education institutions will cope with the complex challenges facing us and suggest ways in which the implications of this research could better enable institutions to navigate change and build organisational digital capacity

A Stakeholder Informed Professional Development Framework to Support Engagement with Learning Analytics

This paper reports on a study aimed at identifying training requirements for both staff and students in higher education to enable more widespread use of learning analytics. Opinions of staff and students were captured through ten focus groups (37 students; 40 staff) and two surveys (1,390 students; 160 staff). Participants were predominantly from two higher education institutions in Ireland. Analysis of the results informed a framework for continuous professional development in learning analytics focusing on aspects of using data, legal and ethical considerations, policy, and workload. The framework presented here differentiates between the training needs of students, academic staff and professional services staff

First Year Checklist for Student Success Infographic

This infographic explores six dimensions from TU Dublin\u27s First Year Checklist for Student Success. The six dimensions are: Early Orientation; Extended Orientation; Peer Mentoring; Assessment and Feedback; Learning Spaces; and Graduate attributes. The infographic links to resources and good practice in each dimension

Designing for Inclusiveness in EdTech Projects: the Case of the European University of Technology’s XR VR Team

This paper will present the case of the XR VR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility. The aim of the project ultimately is to enhance the experience of physical student mobility and to ensure international opportunities for students are more inclusive. As research on the problem is still in progress, the team found themselves constructing their own understanding of designing for inclusiveness in the project. This paper presents the case through a qualitative case study methodology involving reflective journals of project participants, a focus group discussion and documentary analysis connected to the project. The findings from the study show how the understanding of ‘inclusiveness’ is constructed through social interactions and consequently how designing for inclusiveness in digital projects in education is a journey influenced by evolving meanings. Our study makes important contributions to the students with disability literature and technology in education literature

From Speaking Skills to Virtual Mobilities: Challenges of VR Technologies in Communication from the European University of Technology

Within the vision of the European University of Technology (EUt+), a University Alliance of 8 European partners, augmenting a Mobility Friendly Plan through a virtual worlds approach, helps prepare students to overcome communication, language and cultural barriers. Such virtual environments can allow students to be immersed in the academic environments of the destination location, creating spaces for team building, collaboration, and creative activities. In the context of effective social interaction, communication and language learning become key pillars. Technological means that develop key competencies and abilities in such immersive environments, should be tackled. The current paper describes three uses cases of VR environments from the European University of Technology Alliance, implemented with the purpose of facilitating communication skills to overcome language and cultural barriers. The application of various technology levels, from prototype-based to customization of existing platforms is analyzed, under a TAM adoption assessment, to identify common challenges that may accompany the development of a shared VR campus, intended for effective communication, while providing the students a feeling of comfort, safety and confidence

Asynchronous Discourse Analysis in the Quality of Expected Learning

Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phase, analyzing more than 10,000 messages in 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quantity of speech of the participants and the quality of learning achieved and reflected in the different levels of assessment. We can conclude that the need to analyze, not only the written discourse in asynchronous communication, but also to establish relations with both cognitive and social learning of students. Moreover, we conclude the necessity to train teachers to deal with the processes of online communication

IDENTIDAD, ADOLESCENCIA Y PENSAMIENTO CRÍTICO

La concepción actual del adolescente, ha venido transformándose desde hace algunas décadas, apoyándose en las teorizaciones que Eric Erikson realizó durante los años sesentas y que en la actualidad viene a converger en una nueva forma de entender al adolescente. Autores como J.E. Marcia, y A.S. Waterman, entre otros, se han avocado al desarrollo del adolescente como objeto de su estudio. La “crisis” que se creía debía pasarse en la adolescencia viene a ser en la actualidad una forma de manifestación que genera cambios en la personalidad del sujeto hasta llevarlo de una dependencia a una independencia de sí mismo que como individuo quiere y busca ser.

Empleabilidad temprana y emprendimiento. Dos grandes desafíos en la formación superior en Chile

This article is aimed to show the relationship between Entrepreneurship/Early Employment Opportunity � �E2� � as an add value and a new asset for the Chilean higher education system. It presents the preliminary findings of a proposal included in a unique model �E2� (Modelo EmprénDT y Modelo Movile, by Universidad del Pacífico). It is a strategy developing basic competences across all areas of professional formation for early employment and entrepreneurship in those students entering into the world of work as dependant or independent workers. This supplementary and voluntary education includes a set of skills adequate for the labor market and intended to close the gap among the internship, the graduation and the first professional job and/or free lance work (entrepreneurship).El siguiente artículo tiene como propósito relevar el binomio emprendimientoempleabilidad temprana como un nuevo activo y valor agregado en la formación superior chilena. Se presentan así, los resultados preliminares de una propuesta que integra en un solo modelo �E2� (Modelo EmprénDT y Modelo Movile, de la Universidad del Pacífico) una estrategia que desarrolla las competencias básicas, transversales a todas las áreas de formación profesional, de empleabilidad y emprendimiento en aquellos estudiantes que se incorporarán al mundo del trabajo, ya sea de manera dependiente o de forma independiente. Esta formación complementaria y voluntaria incluye un conjunto de habilidades sintonizadas con el mercado laboral que busca reducir la brecha entre la consecución de la práctica profesional, el egreso y la primera inserción laboral profesional y/o generación de autoempleabilidad (emprendimiento)

Aula de innovación educativa

Resumen tomado de la publicación. - El artículo pertenece a una sección de la revista dedicada a: El autodiagnóstico pedagógicoSe describe la primera experiencia de implementación del sistema Escalae en un centro educativo de Chile. Esta puesta en funcionamiento contempla elementos innovadores relacionados con la forma en la que se desarrolló el sistema, además de describir su consecuente y necesaria integración en un modelo de aseguramiento de la gestión de la calidad, desarrollado y certificado en dicho colegio durante los últimos años de servicio educativo.MurciaConsejería de Educación, Formación y Empleo. Servicio de Publicaciones y Estadística; Avda. de la Fama, 15 - 1ª Planta; 30006 Murcia; Tel. +34968279685; Fax +34968279835; [email protected]