Oph Sosiaalinen Median Oppimisen Ja Ohjauksen TukenaSanna Brauer
油
Sanna Brauerin ja Mervi Janssonin esitys Opetushallituksen Aalloilla ammatillista vetovoimaa, vaikuttavuutta ja verkostoja- laivaseminaarissa ammatillisen perus- ja lis辰koulutuksen kehitt辰jille 2010.
Oph Sosiaalinen Median Oppimisen Ja Ohjauksen TukenaSanna Brauer
油
Sanna Brauerin ja Mervi Janssonin esitys Opetushallituksen Aalloilla ammatillista vetovoimaa, vaikuttavuutta ja verkostoja- laivaseminaarissa ammatillisen perus- ja lis辰koulutuksen kehitt辰jille 2010.
Tamk digiosalliseksi erityinen tuki ja verkkoHeli Antila
油
Webinaari: Erityisen tuen opiskelijan haasteet ja mahdollisuudet verkko-opetuksessa ja digitaalisten ty旦kalujen k辰yt旦ss辰 ti 20.2. klo 14-16 (workshop 20)
Millaista tukea digiope tarvitsee 23102018Heli Antila
油
#Digiosalliseksi-hankkeen webinaari. ti 23.10. klo 15.30-16.30 (Workshop 34.) Digiope ja tuen tarve - millaista pedagogista ja teknist辰 tukea kehittyv辰 opettaja tarvitsee?
Digiosalliseksi Workshop Digitaalisuus erityisen tuen opiskelijan ja h辰nen ohjaajansa ty旦kaluna pidettiin Saskyn M辰nt辰n toimipisteess辰 26.4.2018. Ohjaajina: Heli Antila ja Matleena Laakso
Muutama dia keskustelun pohjaksi ja kev辰辰ll辰 ryhm辰n kanssa esill辰 olleiden teemojen kertaamiseen. Digipiloteissa mukana olevat l旦yt辰v辰t mainittujen ty旦pajojen tallenteet ja muut materiaalit Teamsin Yleist辰-kanavan Ty旦pajat-v辰lilehdelt辰.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
Osuvat taidot - valtakunnallinen osaamismerkist旦 - ja kriteeritSanna Brauer
油
DIGIOSAAMINEN KANSALAISTAITONA JA TYELMSS TARVITTAVANA OSAAMISENA -TYPAJA
Ty旦el辰m辰n muutos on jatkuvaa - millaista ammatillista osaamista koulutuksen tulisi tuottaa?
Digiosaamisen merkitys kasvaa, mutta miten sanoitamme sen osaamis- ja ammattitaitovaatimuksiksi?
Mit辰 muutos tarkoittaa turvallisuuden, ty旦el辰m辰n perustaitojen, hyvinvoinnin ja eri alojen n辰k旦kulmasta?
Opetushallitus, Osuvat taidot -hanke ja Ty旦el辰m辰 ja teknologia -hanke j辰rjest辰v辰t yhteisty旦ss辰 ty旦pajan 14.1.2020.
This document discusses the identification and recognition of desired competences in digital open badge-driven learning. It presents a project called WORKPEDA that aims to develop work-integrated pedagogy in higher education by bringing the working life perspective more strongly into education. The project seeks to identify what competences students and working life expect from education to help develop curriculum. Digital open badges can help visualize the gap between existing and desired competences and guide learners' development. The document discusses using a badge-constellation to describe different professions, competencies, and learning paths. It provides examples of how badges include identifiers, assessments of competencies, and evidence to describe skills in a trustworthy, updatable way.
This document discusses digital open badges and their use in education. It provides examples of how digital badges have been implemented in various educational programs and teacher training initiatives in Finland to recognize competencies and encourage learning. Badges are assessed based on detailed criteria and can recognize skills obtained through formal, non-formal, and informal learning. Effective badge design considers factors like motivation, gamification, and triggers for learning. Research is exploring how learners experience competence-based assessment and scaffolding in digital badge-driven learning processes.
The document discusses teachers' badges and developing a national digital badges system in Finland. It provides details on vocational teacher education requirements in Finland and discusses using digital badges to recognize teachers' professional competencies. It also outlines the goals of creating a shared national digital badges system, including establishing common standards, criteria, and quality assurance models. The system would issue badges for digital competencies and provide guidelines for its expansion and management on a national level.
ePIC theoretical Theoretical Framework of Digital Open Badge-Driven LearningSanna Brauer
油
This document discusses digital open badge-driven learning and its theoretical framework. It begins with an introduction to Sanna Brauer, a PhD researcher, and discusses several key areas:
1) Conceptualizing digital open badge-driven learning as a competence-based learning process using badges to identify skills.
2) How motivation, gamification, and triggers support this learning process.
3) Profiling different types of learners who earn badges.
4) How digital badges can support emerging learning ecosystems.
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4. Seurassa matkailu
opettaa
Monikanavaista tiedon Monta mediaa ja
jakamista verkossa mahdollisuutta
Monikanavaista tiedon Valinnat ja strategia?
tuottamista verkossa
T&K
Avoimia oppimateriaaleja
Tutkinto- ja oppilaitosrajojen
Yhteisi辰 toimintaymp辰rist旦j辰
ylitt辰minen?
13. Jaettu asiantuntijuus on
innovointia samalla foorumilla
Tiedonv辰litys ja yhteis旦旦n
Opiskelijat ty旦skentelem辰辰n kuuluvuuden tunne
tulevaisuuden ty旦kaluilla
V辰lineiden maksuttomuus ja
Madaltunut vuorovaikutuskynnys helppok辰ytt旦isyys
Tavoitettavuus - kaikki ovat L辰pin辰kyvyys, palautteen
samalla foorumilla saaminen, osallistuminen
Verkostoituminen, Innovatiivisuuden edist辰minen
kaksisuuntainen viestint辰
Hiljaisen tiedon dokumentointi
Parempi ja nopeampi
informaation kulku
14. Kantavat siivet
kasvavat verkostoissa
Yhteis旦llinen oppiminen
Reflektio
Ep辰varmuuden sietokyky Vuorovaikutusosaaminen
Luottamus omaan osaamiseen kasvaa Neuvottelutaidot
Itsetuntemus Ihmistuntemus
Ongelmanratkaisu
Eettisyys, erilaisuuden
Tiedon soveltaminen hyv辰ksyminen
Kokemuksesta oppiminen
Osaa ottaa vastaan
Maalaisj辰rki sallittu
palautetta
Osaa antaa palautetta
15. Haasteita Sukset on, mutta porkat
puuttuu?
Este muutokselle eiv辰t
ole opettajat, vaan Mahdollistaa
oppilaat ja huoltajat toimintaymp辰rist旦,
jossa my旦s virheit辰
--> Opiskelijoilla toisaalta
sallitaan ja opitaan
kovat odotukset: yhdess辰
sosiaalinen media kuuluu
Ari Pokka, #VVOP10
jo arkeen ja tekninen
osaaminen on hallussa
Kuinka tukea kokeiluja?
17. Innosta, kannusta ja tuuppaa
mukavuusrajan yli!
Yhteinen visio & Keskustelu
Innovatiiviset k辰yt辰nteet ovat tavoitteissa,
mutta eiv辰t n辰y aina arjessa
Tiedot ja taidot
Opettajatkaan eiv辰t viel辰 tied辰 mit辰 2000-luvun
taidot ovat? Marja Kankaanranta #VVOP10
Miten opettaa oppiminaan jotain, jota ei viel辰
ole? Antti Kauppi #oopaja
18. Parviutuva intohimo?
Yksi koko ei sovi kaikille, mutta yhteinen
tekeminen innostaa
Monimuotoisuuden hyv辰ksyminen ja
toiminnan ohjaaminen
Aikuisyhteis旦n oppimisen tukeminen &
verkostoissa oppimisen
ohjaaminen
19. Ratkaisuksi toiminnassa
oppiminen? Antti Kauppi
Riitt辰v辰 tukiverkosto
Riitt辰v辰 toimijaverkosto
Tuen tarpeet ovat erilaiset eri vaiheissa
Oppimisen ja henkisen kasvun mahdollistaminen
Osallisuuden edist辰minen
Yhteinen tekeminen
Oppiva yhteis旦 vs. Oppijoiden yhteis旦
Jokaisella mahdollisuus improvisoida, kunhan kokonaisuus
toimii.
Vesa Raasumaa #oopaja
20. Verkostojen valta - valta
verkostoissa
Vertaisaika ja valta nettiverkostoissa:
Johtaminen on pitk辰lti sit辰, ett辰 saa oman tiimins辰
loistamaan. Ei sit辰, ett辰 itse loistaa.
Esa_Kukkasniemi
ks http://vertaisaika.posterous.com/vertaisajan-vallankaytto-repliikkeja-
twitter
Heimoutuminen
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