PLA DigiTeL Pro presentation by Iwan Wopereis (OUNL)

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The document discusses mapping post-COVID-19 needs in universities based on a literature review conducted by Iwan Wopereis of Open Universiteit, Netherlands. It identifies several needs for universities including updating educational models to be more flexible, adaptive and multi-modal; continuing professional development for teachers focused on digitized environments; and ensuring inclusion of disadvantaged learners by addressing digital divides. The review analyzed 60 sources including journal articles and reports to understand impacts of COVID-19 on students, teachers and staff and identify resulting needs.

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 1
CC-BY-SA 4.0
www.digitelpro.eadtu.eu
Mapping (post)COVID-19 needs in universities
Iwan Wopereis – Open Universiteit, the Netherlands

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 2
Insert cartoon here
https://www.utoday.nl/cartoon/68143/cartoon-52-by-luvane
Insert cartoon here
https://www.utoday.nl/cartoon/70288/cartoon-67-by-luvane

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 3
Overview
• Implications (needs)
• Method
• Results
Needs
• Update educational models in HEIs
• flexible, adaptive, multi-modal
• Continuing professional teacher development
• focus on teaching in digitized environments
• Inclusion disadvantaged learners
• attention to digital divide

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 4
Needs
• Update educational models in HEIs
• flexible, adaptive, multi-modal
• Continuing professional teacher development
• focus on teaching in digitized environments
• Inclusion disadvantaged learners
• attention to digital divide

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 5
Needs
• Update educational models in HEIs
• flexible, adaptive, multi-modal
• Continuing professional teacher development
• focus on teaching in digitized environments
• Inclusion disadvantaged learners
• attention to digital divide

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 6
Needs
• Update educational models in HEIs
• flexible, adaptive, multi-modal
• Continuing professional teacher development
• focus on teaching in digitized environments
• Inclusion disadvantaged learners
• attention to digital divide

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 7
Method
• Rapid literature review
• focus on articles and reports
• Search strategies
• Keyword search in dBs (GScholar; ERIC, PsycINFO; Web of Science)
• Snowballing (backwards/forwards)
• Targeted notifications journals
• Consultation project partners
Results
• 60 sources
• 30 journal articles
• 19 reports
• 36 peer reviewed
• Participants in studies
• Students (11 sources)
• Teachers (10 sources)
• Students and staff (7 sources)
• Staff (diverse) (11 sources)

Multiplier Event DigiTeL Pro October 6, 2022
Teaching Lab – TU Delft 8
References
Brouns, F., Wopereis, I., Klemke, R., Albert, S., Wahls, N., Pieters, M., & Riccò, I.
(2022). DigiTel Pro IO1: Building for digital education responding to the needs of
universities during the Corona crisis and beyond. European Association of Distance
Teaching Universities. https://digitelpro.eadtu.eu/outcomes
Brown, M., Nic Giolla Mhichíl, M., & Costello, E. (n.d.). A digital edge: Essentials for
the online learner [MOOC]. Futurelearn. https://www.futurelearn.com/courses/a-
digital-edge-essentials-for-the-online-learner
Ter Beek, M., Wopereis, I., & Schildkamp, K. (2022). Don’t wait, innovate! Preparing
students and lecturers in higher education for the future labor market. Education
Sciences, 12(9), Article 620. https://doi.org/10.3390/educsci12090620
Universitat Oberta de Catalunya (n.d.). Educational model.
https://www.uoc.edu/portal/en/metodologia-online-qualitat/model-
educatiu/index.html

The document discusses mapping post-COVID-19 needs in universities. It describes a study that identified three key need clusters through a review of 60 sources: 1) Institutions need to adopt more digitized, flexible, and multimodal educational models; 2) Teachers require professional development for teaching in digital learning spaces; and 3) Learners need support for disadvantaged students to ensure inclusive education. The study utilized a rapid literature review focusing on journal articles and reports, with results grouped into the three identified need clusters.

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PLA DigiTeL Pro presentation by Iwan Wopereis (OUNL)

1. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 1 CC-BY-SA 4.0 www.digitelpro.eadtu.eu Mapping (post)COVID-19 needs in universities Iwan Wopereis – Open Universiteit, the Netherlands

2. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 2 Insert cartoon here https://www.utoday.nl/cartoon/68143/cartoon-52-by-luvane Insert cartoon here https://www.utoday.nl/cartoon/70288/cartoon-67-by-luvane

3. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 3 Overview • Implications (needs) • Method • Results Needs • Update educational models in HEIs • flexible, adaptive, multi-modal • Continuing professional teacher development • focus on teaching in digitized environments • Inclusion disadvantaged learners • attention to digital divide

4. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 4 Needs • Update educational models in HEIs • flexible, adaptive, multi-modal • Continuing professional teacher development • focus on teaching in digitized environments • Inclusion disadvantaged learners • attention to digital divide

5. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 5 Needs • Update educational models in HEIs • flexible, adaptive, multi-modal • Continuing professional teacher development • focus on teaching in digitized environments • Inclusion disadvantaged learners • attention to digital divide

6. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 6 Needs • Update educational models in HEIs • flexible, adaptive, multi-modal • Continuing professional teacher development • focus on teaching in digitized environments • Inclusion disadvantaged learners • attention to digital divide

7. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 7 Method • Rapid literature review • focus on articles and reports • Search strategies • Keyword search in dBs (GScholar; ERIC, PsycINFO; Web of Science) • Snowballing (backwards/forwards) • Targeted notifications journals • Consultation project partners Results • 60 sources • 30 journal articles • 19 reports • 36 peer reviewed • Participants in studies • Students (11 sources) • Teachers (10 sources) • Students and staff (7 sources) • Staff (diverse) (11 sources)

8. Multiplier Event DigiTeL Pro October 6, 2022 Teaching Lab – TU Delft 8 References Brouns, F., Wopereis, I., Klemke, R., Albert, S., Wahls, N., Pieters, M., & Riccò, I. (2022). DigiTel Pro IO1: Building for digital education responding to the needs of universities during the Corona crisis and beyond. European Association of Distance Teaching Universities. https://digitelpro.eadtu.eu/outcomes Brown, M., Nic Giolla Mhichíl, M., & Costello, E. (n.d.). A digital edge: Essentials for the online learner [MOOC]. Futurelearn. https://www.futurelearn.com/courses/a- digital-edge-essentials-for-the-online-learner Ter Beek, M., Wopereis, I., & Schildkamp, K. (2022). Don’t wait, innovate! Preparing students and lecturers in higher education for the future labor market. Education Sciences, 12(9), Article 620. https://doi.org/10.3390/educsci12090620 Universitat Oberta de Catalunya (n.d.). Educational model. https://www.uoc.edu/portal/en/metodologia-online-qualitat/model- educatiu/index.html

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PLA DigiTeL Pro presentation by Iwan Wopereis (OUNL)

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