Helaine W. Marshall Professor of Education and Director of Language Education Programs at LIU Hudson, NY, USA.
She teaches courses in linguistics and multicultural education in face-to-face, blended, and synchronous online formats. Her research interests include: culturally responsive-sustaining education, SLIFE (Students with Limited or Interrupted Formal Education), nontraditional teaching of grammar, and instructional technology, especially flipped learning. Dr. Marshall has published articles in ELT Journal and TESOL Journal, among others. Her most recent book, published with University of Michigan Press, is Meeting the Needs of SLIFE: A Guide for Educators, 2nded., co-authored with Andrea DeCapua and Frank L. Tang. Dr. Marshall has developed a model of online flipped learning, and her most recent article on that topic is “Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach,” published in TESL-EJ and co-authored with Ilka Kostka.
Fostering Social Presence through the Synchronous Online Flipped Learning Approach – SOFLA®
Being socially present while in online or blended classroom contexts can pose a major challenge to both educators and their students. Yet, it is this social presence that most serves the need to engage meaningfully in accessing, developing, and mastering new course concepts and materials. The Synchronous Online Flipped Learning Approach is an active learning model that includes structured, interactive, multimodal activities, both asynchronous and synchronous, in an 8-step learning cycle that reframes and re-energizes our approach to instruction in all learning contexts.
Sanna Brauer, Ph.D., Learning & Educational Technology Research, Faculty of Education Unit/ School of Professional Teacher Education, Oulu University of Applied Sciences
Sanna Brauer received her Ph.D. in Educational Sciences from University of Lapland in February 2019. Her doctoral dissertation is the first to address digital open badges and badge-driven learning in Europe. She currently works with digital open badge-driven learning and research related to competence-based professional development, motivation and gamification.
Since 2011, Brauer has been working as a senior lecturer at Oulu University of Applied Sciences, School of Professional Teacher Education. The University of Oulu currently employs her also in development of the work-integrated pedagogy in higher education. She is the leader of national digital pedagogical development of medical education in Finnish universities. She is involved in various projects and national and international networks aiming to develop digital open badges and digital open badge-driven learning.
360 Degree View on Digital Open Badge-Driven Learning
Vilmos Vass, Associte Professor, Budapest Metropolitan University, Hungary.
Vilmos Vass is habilitated Associate Professor of Education Science and a teacher of Hungarian language and literature, history and pedagogy. He has been teaching in schools and universities for 39 years. He is a board member of several national and international associations. Between 2004 and 2010 he was a member of the EU Key Competences Cluster. In 2003 and 2007, he was the head of the revision on the National Core Curriculum and the Implementation Board. He is member of the Editorial Board of 14 national and international journals. He now works at the Budapest Metropolitan University, Hungary. He is the author or co-author of nearly 200 Hungarian and English language publications. His research areas and recent publications are on learning-centred curriculum theory and creative knowledge transfer.
Title of speech: Coherence between competencies for online learning and digital mindset.
The context of the presentation is a challenge of “skill gap” and „upskilling”, which is increasingly strengthening at the Age of 4th Industrial Revolution related to the coherence between competencies for online learning and digital mindset. The fundamental pragmatic key point of the presentation is changing traditional to digital mindset via using online learning with some teaching methods, for instance e-mindmapping, breakout rooms, place mat with using collaborative learning platforms. The presentation has three core parts. At the strategic part the presentation emphasizes some major changes on the Future of Work and the new skills gap for young people in the age of COVID-19. The World Economic Forum projects that by 2022 at least 54% of all employees will need reskilling and upskilling to respond to changing work requirements. At the theoretical part I will analyze some phenomena on online information processing and self-directed learning. At the methodological part, I will introduce some examples on online learning and teaching process, especially focusing on methodology and digital mindset. Finally, at the end of the presentation, I will draw some conclusions, which contain dilemmas and questions.
Nadia Sansone, Ph.D., Unitelma Sapienza University of Rome, Italy
Nadia is researcher in Experimental Pedagogy and Technology Enhanced Learning. She is the eLearning Responsible and Head of teachers and tutors’ Training. She also leads the online Degree Course in Psychological Sciences and Techniques and acts as e-Learning Consultant at the School of the Presidency of the Council of Ministers. His main research interests concern models for the design and analysis of e-learning paths supported by Learning Management Systems in which learners experience active approaches promoting theoretical and practical learning. Currently involved in the Horizon 2020 Up2University project aimed at defining a next generation online learning environment and its data mining system. Author of several international publications, including communications to conferences, book’s chapters and journal articles. She is Chief-editor of QWERTY – Open and Interdisciplinary Journal of Technology, Culture and Education.
The Designer Mind That Helps Teachers Shaping Tomorrow’s Citizens
For educational technologies to promote a Conscious, Open-minded, Creative and Social-Oriented Thinking, teachers need to acquire a Designer Mind with which to carry on a wise organization of the Learning Environment, as well as a precise didactic orchestration. Today’s students, in fact, will be called tomorrow to work in a team, making use of knowledge and skills within heterogeneous groups. However, collaboration and critical spirit are not innate skills and students require modeling and guides. In a nutshell: Learning Design, from Macro to Micro-Design, carefully anchored to achievement goals, defined around and by our Digital Era. But it does not end there, because the design cycle ends with a careful monitoring of the impacts and repercussions of the LD on learning, therefore on the measurement of the skills achieved. And a new cycle starts again …
From the general framework of the LD to practical examples of collaborative activities mediated by technologies, we will see together how to support the development of citizen skills of the digital age