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Training program

The EUt+ team is proud to announce the launch of the TDP4HE (Transformative Digital Pedagogies for Higher Education) training program aimed at empowering university teaching staff in pedagogical and digital skills, and increasing their capacity and willingness to make a true shift towards digital education in their teaching practices. Developed within the framework of the Erasmus+ KA3 project, the TDP4HE training program will begin on Monday, May 13, 2024, and will take place every Thursday from 2:00 PM to 3:30 PM via video conference.

 
Module 1. Introduction to Teaching and Learning in Higher Education in the digital era

Description

The rapid evolution of technology has reshaped the landscape of education, including higher education, demanding academic staff to adapt their teaching methodologies to meet the needs of digital-age learners. This comprehensive training program is designed to empower educators with the essential knowledge and skills to navigate the dynamic intersection of pedagogy and technology.

Topics

1. Teaching and learning in Higher Education Institution Introduction.
2. The nature of knowledge and the implications of teaching.
3. Updated trends and perspectives of teaching and learning in the Digital Era.
4. Methods of teaching: campus-focused and online-focused.
5. Ensuring quality teaching in the Digital Era.
 

Learning objectives

Knowledge:
1. Understand the essence of teaching and learning in a digital age.
2. Describe the multidimensionality of the quality of teaching and learning.
3. Familiarity with different methods of teaching: campus-focused and online-focused. Skills:
4. Technology integration skill – practical application of educational technologies.
5. Troubleshooting and problem-solving in the context of technology use.
6. Adapting teaching methods to incorporate technology seamlessly.

Competence

7. Digital pedagogy competence – integrating digital tools and strategies into teaching practices, by adopting pedagogical approaches to align with the digital learning environment.
8. Communication competence – communicating clearly and effectively through digital channels, adopting corresponding approaches for various online platforms.
 

Modes of teaching/learning

  • Lecture
  • Discussion
  • Problem-based learning

Schedule

  • Pre-tasks: 60-120 minutes
  • Synchronous session: 90 minutes
  • Post-task/Assessment: 30 minutes

Theoretical Background:

Topic 1 - Teaching and learning in Higher Education Institution – Introduction

Introduction to teaching and learning in Higher education. The concept of teaching. The concept of learning. Study process in Higher education. The effective study environment.

Topic 2 - The nature of knowledge and the implications of teaching Theories of learning. Behaviorism. Cognitivism. Constructivism. Connectivism. Best practices in teaching. The change of the nature of knowledge.

Topic 3 - Updated trends and perspectives of teaching and learning in the Digital Era. Technology in education. Gamification. Virtual reality. Artificial intelligence. Big Data. Open educational resources.

Topic 4 - Methods of teaching: campus-focused and online-focused Insight into methods of teaching: campus-focused and online-focused. Classroom design model. Learning by doing. Online learning and teaching. Competency-based learning.

Topic 5 - Ensuring quality teaching in the digital era. What do we mean by quality when teaching and learning in the digital era? Core steps to quality teaching in the digital era. Summary and conclusions.
 

Recommendations

Mandatory references:
1. Bates, A.W. (Tony). (2022). Teaching in a Digital Age-Third Edition. Guidelines for designing teaching and learning. Vancouver, B.C.: Tony Bates Associates LTD.
2. Bates, A.W. (Tony). (2019). Teaching in a Digital Age-Second Edition. Guidelines for designing teaching and learning. Vancouver, B.C.: Tony Bates Associates LTD.
3. EDUCUASE (2019). Horizon Report: 2019. Higher Education. Louisville: EDUCAUSE.
4. European Commission. (2020). Digital Education action Plan 2021-2027 Resetting education and training for the digital age. Brussels: EC.
5. UNESCO. (2021). Reimagining our futures together: a new social contract for education; executive summary. UNESCO: International Commission on the Futures of Education.

Further reading:
1. EENEE (2019). Education outcomes enhanced by the use of digital technology. Reimagining the school learning ecology. Luxembourg: Publications Office of the European Union.
2. Hodges C., Moore S., Lockee B., Trust T., Bond A. (2020). The difference between emergency remote teaching and online learning. Educase Review.
3. Joint Research Center (2019). Innovating Professional Development in Higher Education. Luxembourg: Publication of the European Union.
4. Joint Research Center (2018). Artificial Intelligence: A European perspective. Luxembourg: Publications Office of the European Union.
5. Williamson B. (2019). Big Data in Education: The digital future of learning, policy and practice. 1st Edition.
6. World Economic Forum (2020). Schools of the Future Defining New Models of Education for the Fourth Industrial Revolution.
Module 2. Didactic Foundation of Learning/Teaching through the use of new/ emerging technologies

Facilitators

  • Dr. María Victoria Soulé
  • PhD(C) Maria Christoforou

Description

This module provides a comprehensive exploration of how current educational practices intersect with evolving technological landscapes. Participants delve into theoretical frameworks underpinning pedagogical approaches, examining how emerging technologies can be strategically integrated to enhance teaching and learning outcomes. The module comprises both asynchronous and synchronous components. The asynchronous segment involves pre-task activities, including reading suggested papers, watching videos, and completing quizzes. Additionally, post-task activities follow the synchronous session. During the synchronous session, the facilitators will firstly provide a brief introduction to the didactic foundation of learning/teaching through the use of new/ emerging technologies. The module's contents will be delivered and executed through a range of methods, including demonstrations and interactive activities.  The synchronous session will conclude with feedback and Q&A sessions, offering participants insights to contemplate and equipping them with resources to delve deeper into the module's topic. Additionally, facilitators will offer participants an advanced reading list.
 

Topics

The topics covered in this module include:
2.1.Transdisciplinarity Interdisciplinarity and the development of transversal competences
2.2. Effective teaching methods, models, strategies, learning dynamics:
2.2.1. Learner-centred approaches
2.2.2. Inquiry-based approaches
2.2.3. Problem-based learning
2.2.4. Project-based learning
2.2.5. Case-based learning
2.2.6. Critical digital pedagogy
2.2.7. Social-collaborative learning
2.3 New/ emerging technologies in pedagogy
2.3.1 MR, VR and AR hardware that can support HE pedagogy
2.3.2 E-toolkit: MR, VR, and AR applications to implement in HE courses
2.3.3 Pedagogical scenarios / recommendations for MR, VR and AR hardware in HE courses
2.4. Assessment, feedback and reflection (self-assessment, students’ assessment, peer observation)
 

Learning objectives

The learning objectives of this module are to:

1. Introduce participants to the didactic foundation of learning/teaching through the use of new/ emerging technologies.
2.Understand basic concepts related to teaching methods, models, strategies, learning dynamics.
3. Describe how effective teaching methods intersecting with evolving technological advancements can be integrated into the instructional process.
4. Learn how to conduct assessment, provide feedback, and engage in reflection (including self-assessment, students' assessment, and peer observation).
 

Modes of teaching/ learning:

The contents of the module will be presented and carried out using a variety of modes, including short lecture and demonstration, as well as more interactive activities such as collaborative work, group discussions, and sharing teaching experiences. The module will also include pre-reading and pre-viewing material, as well as further reading. 
 

Module structure

1. Introductory learning activities (asynchronous) Participants will receive a fundamental reading list comprising scientific and media articles alongside supplementary online videos. Fulfillment of this requirement is necessary for active participation in the online synchronous session.

2. Online synchronous session:
30 - 45: theoretical part
45 - 60: hands-on part (including 5 minutes feedback session about the module)
Tools for synchronous session:
The following tools, not limited to, will be used for this module: Padlet, Google docs, Google Slides, Mentimeter

3.Further activities (asynchronous)
A more advanced reading list will be provided to participants in order to deepen their knowledge on the module’s topic.
 

Schedule

Pre-tasks: 60-120 minutes
Synchronous session: 90 minutes
Post-task/Assessment: 30 minute
Module 3. Didactic principles of Study Process


Facilitators : 

  • Patrick Flynn
  • Dr Lucia Morales
 

Description

This module explores how new and emerging technologies can be used to support interactive feedback, co-creation of knowledge and engagement with other disciplines and external bodies to provide authentic teaching and learning. It explores how one can consider a move away from the traditional didactic teaching methods to ones that can use new technology to develop a more student-centered learning. Participants will read and consider articles that explore how opening up teaching online to invite new partners can produce a new connected curriculum which repositions the lecturer as a link facilitator in developing the University as an orchestrated network. The module comprises both synchronous and asynchronous components. The asynchronous portion involves pre-task readings, a post-task activity develops the discussion from the   synchronous session using peer to peer learning. For the synchronous session, the facilitators will provide an introduction to circular pedagogy and transdisciplinarity and some of the opportunities and challenges and discuss how alternatives to the traditional didactic approach to learning/teaching can be implemented through the use of new/ emerging technologies. The module contents will be delivered through a range of methods, including examples and interactive activities.


Topics


The topics covered in this module include:

  • 1.0 Introduction to Circular Pedagogy & Transdisciplinarity.
  • 2.0. Effective teaching methods, examples, strategies:
  • 2.1. Effective online feedback
  • 2.2. Peer to peer learning
  • 2.3. Project-based learning
  • 2.4. Case-based learning
  • 2.5. Service based learning
  • 2.6 Assessment as learning
  • 3.0 New/ emerging technologies in pedagogy
  • 3.1 Software that can support a more interactive pedagogy
  • 3.2 E-toolkit
  • 3.3 Pedagogical scenarios / case studies
 

Learning objectives

The learning objectives of this module are to:

1. Engage participants with alternatives to the traditional didactic approach to learning/teaching through the use of new/ emerging technologies.
2. Develop an understanding of circular pedagogy and transdisciplinarity and its application in online learning.
3. Support staff in transforming their assessment and feedback to be more student- centred through the use of new technologies.
 

Modes of teaching/ learning

The contents of the module will be presented and carried out using a variety of modes, including: short lecture and demonstration, as well as more interactive activities such as collaborative work, group discussions, and sharing teaching experiences. The module will also include pre-reading and pre-viewing material, as well peer to peer learning and further reading.
 

Module structure

1. Introductory learning activities (asynchronous) Participants are referred to a link to on the first page of the ‘Reading Module 3’ document. It is important that the participant read this article before attending the session. The article is an accompanying description of the module and its potential application with further readings prepared by the module writers and participants are encouraged to read this also before the online session. It needs to be read prior to the Peer Triad Coaching at the very latest.

2. Online synchronous session
45 mins: theoretical presentation (including short 5 minute break)
45 mins : interactive (including 10 minutes reflection)
Tools for synchronous session: The following tools will be used for this module: Google docs, Google Slides, Mentimeter, others.

3. Further activities: Peer Triad Coaching & Reflection
Peer to Peer Learning.
Reflect on the learning of the presentation and reading and consider a question in a group:
How to embed student-centered feedback into online learning using new technologies.
When the group has met each person writes a short reflection piece on the discussion from the Peer Triad Coaching Meeting.
 

Schedule 

- Pre-tasks 60-90 minutes
- Synchronous sessions: 90 minutes
- Post-task / Assessment: 60-90 minutes
Module 4. Introduction to Psychology and Inclusive Education

Description

The program is designed to provide a comprehensive understanding of psychological principles, emphasizing student-centered approach and the importance of inclusive education and its role in creating diverse and accessible learning environment, by using different strategies to accommodate various learning styles and address the unique needs of students with diverse backgrounds and abilities.


Topics

1. Introduction to psychology and Inclusive education;
2. Individual differences of students, personalization (student-centered approach);
3. Guidelines of inclusive education and how new/emerging technologies can contribute;
4. Psychological aspect of effective interaction in the digital are.
 

Learning objectives

Knowledge:
1. Understand psychological principles by gaining a solid foundation in key psychological concepts;
2. Familiarity of inclusive education concepts, fostering awareness of diverse learning needs and strategies to create inclusive and supportive classroom environments. Skills:
3. Application of psychological insights to educational practices, tailoring teaching methods to the diverse needs of students.
4. Adaptability in teaching approaches - to accommodate various learning styles and abilities, promoting an inclusive learning environment.

Competence:
5. Communication competence - to establish positive relationships with students and colleagues, facilitating collaboration in inclusive settings.
6. Inclusive teaching competence – by designing and implementing inclusive lesson plans, recognizing and addressing the unique strengths and challenges of each student.


Modes of teaching/learning

- Lecture
- Discussion
- Problem-based learning
 

Schedule

Pre-tasks:
  • 60-120 minutes
  • Synchronous session: 90 minutes
  • Post-task/Assessment: 30 minutes

Theoretical Background

Topic 1 – Introduction to psychology and inclusive education;

Topic 2 – Individual differences of students, personalization (student-centered approach);

Topic 3 – Guidelines of inclusive education and how new/emerging technologies can contribute;

Topic 4 – Psychological aspect of effective interaction in the digital are. Teaching in a Digital Age.
 

Recommendations

Mandatory references:
1. Bates, A.W. (Tony). (2022). Teaching in a Digital Age-Third Edition. Guidelines for designing teaching and learning. Vancouver, B.C.: Tony Bates Associates LTD.
2. Bates, A.W. (Tony). (2019). Teaching in a Digital Age-Second Edition. Guidelines for designing teaching and learning. Vancouver, B.C.: Tony Bates Associates LTD.
3. Karim, M.A. (2022). Knowing Educational Psychology: A Tool to Smoothen the Teaching-Learning Process. Green University Review of Social Sciences, 7(1-2):165-174. http://dx.doi.org/10.3329/gurss.v7i1-2.62692
4. UNESCO. (2021). Reimagining our futures together: a new social contract for education; executive summary. UNESCO: International Commission on the Futures of Education.

Further reading:
1. EENEE (2019). Education outcomes enhanced by the use of digital technology. Reimagining the school learning ecology. Luxembourg: Publications Office of the European Union.
2. Hodges C., Moore S., Lockee B., Trust T., Bond A. (2020). The difference between emergency remote teaching and online learning. Educase Review.
3. Joint Research Center (2019). Innovating Professional Development in Higher Education. Luxembourg: Publication of the European Union.
4. Joint Research Center (2018). Artificial Intelligence: A European perspective. Luxembourg: Publications Office of the European Union.
5. MCGRAWHILL OLC. (n.d.). Available at http://www.mcgrawhill.ca/olc/santrock
6. TANEBAUM. (2011). The Seven Principles for Inclusive Education. NY: Center for Interreligious Understanding. Available at https://www.learningforjustice.org/sites/default/files/general/ED%20-%20Seven%20Principles.pdf
7. World Economic Forum (2020). Schools of the Future Defining New Models of Education for the Fourth Industrial Revolution.
Module 5. Professional Development of Academic Staff

Facilitator 

Dr. Elis Kakoulli Constatinou
 

Description:


This module focuses on the necessity of continuous self and professional development in the digital age, encompassing enhancements in pedagogical competence among academic staff. More specifically, the module focuses on what CPD in the digital era involves and delves into the pedagogical competence of academic staff and ways in which it can be developed. The module also explores the  implementation of innovative teaching and learning methods while promoting the significance of lifelong learning. Additionally, it underscores the importance of effective professional practice, integrating elements such as participation in Communities of Practice (CoP), action research, peer observation, mentoring and supervision, and reflective practice among others, alongside insights into commercialization opportunities within the educational landscape.
 

Topics:


Some of the topics that will be discussed in the context of this module are the following:

•    Continuous self/professional development in the digital era
•    Pedagogical competence of academic staff
•    Implementation of innovative teaching/learning
•    Lifelong learning
•    Effective professional practice (through participation in Communities of Practice (CoP), action research, peer observation, mentoring, supervision, reflective practice) and commercialization insights
 

Learning objectives:

This module aims at helping participants achieve the following:
1. Understand the concept of Continuous Professional Development (CPD) in the digital age.
2. Identify and explore their own self development and professional development needs.
3. Understand what pedagogical competence is and how it can be enhanced.
4. Understand what a Community of Practice (CoP) is and how it works.
5. Examine the principles of Action Research and identify areas in which it can be applied in their own contexts.
6. Understand the value of peer observation and be in a position to apply it in their own teaching contexts.
7. Recognize what mentoring and supervision entails and apply it efficiently when needed.
8. Understand the value of reflective practice and explore ways in which it can be implemented.
9. Identify ways in which they can commercialize insights obtained during the course of their professional development.


Modes of teaching/ learning:

This module is delivered through a blend of teaching/ learning methods:

- An interactive synchronous webinar
- Class discussion and dialogic engagement in the TDP4HE online Community of Practice (Cop)
- Collaborative online work
- Autonomous study
 

Schedule 

- Pre-tasks 60-120 minutes
- Synchronous session: 90 minutes
Post-task/Assessment: 30 minutes
 

Furter reading: 

Brouwer, N., Grecea, Ş., Kärkkäinen, J., Maciejowska, I., Niemalä, M., & Schreuders, L. (2022). Roadmap for continuous professional development of STEM lecturers. In University Chemistry Teaching in the 21st Century (pp. 85–112). UL Faculty of Education. https://doi.org/10.26529/9789612532970/ch5

Clegg, S. (2003) Problematising ourselves: continuing professional development in higher education, International Journal for Academic Development, 8(1-2), 37-50, DOI: 10.1080/1360144042000277928 Friedman, A. L. (2023). Continuing professional development as lifelong learning and education. International Journal of Lifelong Education, 42(6), 588–602. https://doi.org/10.1080/02601370.2023.2267770

Hobbs, L., & Törner, G. (2019). Examining the phenomenon of “Teaching Out-of-field?”: International perspectives on teaching as a non-specialist. In Examining the Phenomenon of “Teaching Out-of-field?”: International Perspectives on Teaching as a Non-specialist. Springer Singapore. https://doi.org/10.1007/978-981-13-3366-8

Jensen, I. B., & Dikilitas, K. (2023). A scoping review of action research in higher education: implications for research-based teaching. Teaching in Higher Education. https://doi.org/10.1080/13562517.2023.2222066

Kemmis, S., & McTaggart, R., (2000). The Action Research Planner. Geelong: Deakin University Press. Lessing, A., & De Witt, M. (2007). The value of continuous professional development: teachers’ perceptions. In South African Journal of Education Copyright © (Vol. 27, Issue 1).

Mertler, C. A. (2019). The Wiley handbook of action research in education. John Wiley & Sons, Inc. https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119399490

Mukan, N., Yaremko, H., Kozlovskiy, Y., Ortynskiy, V., & Isayeva, O. (2019). TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: AUSTRALIAN EXPERIENCE. Advanced Education, 6(12), 105–113. https://doi.org/10.20535/2410-8286.166606

Qin, Y. (2022). How Does Action Research Influence on the Professional Development of University Teachers in China? (pp. 3632–3638). https://doi.org/10.2991/978-2-494069-31-2_425

Schratz, M. (1993). Crossing the Disciplinary Boundaries: Professional Development through Action Research in Higher Education. Higher Education Research & Development, 12(2), 131–142. https://doi.org/10.1080/0729436930120202

Wenger, E. (2010). Communities of Practice and Social Learning Systems: the Career of a Concept. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 179–198). Retrieved from https://link.springer.com/chapter/10.1007/978-1-84996-133-2_11

Wenger, E., & Trayner-Wenger, B. (2015). Introduction to communities of practice a brief overview of the concept and its uses. Retrieved from https://www.wenger-trayner.com/introduction-to-communities-of-practice/

Date of update 21 mai 2024