Diese ethischen Leitlinien über die Nutzung von KI und Daten für Lehr- und Lernzwecke sollen Lehrkräften helfen, das Potenzial von KI-Anwendungen und Datennutzung in der Bildung zu begreifen und sie für die möglichen Risiken zu sensibilisieren, damit sie in der Lage sind, sich positiv, kritisch und ethisch mit KI-Systemen auseinanderzusetzen und deren Potenzial vollständig auszuschöpfen.
Knowledge wall
filter by category
filter by language
https://op.europa.eu/de/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1
I presenti orientamenti etici sull’utilizzo dell’IA e dei dati nell’insegnamento e nell’apprendimento sono concepiti per aiutare gli educatori a comprendere il potenziale delle applicazioni di IA e dell’utilizzo dei dati per l’istruzione, e per sensibilizzarli in merito ai possibili rischi. In tal modo gli educatori saranno in grado di interagire in maniera positiva, critica ed etica con i sistemi di IA e di sfruttarne appieno il potenziale.
https://op.europa.eu/it/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1
Niniejsze wytyczne etyczne dotyczące sztucznej inteligencji i wykorzystania danych w nauczaniu i uczeniu się zostały opracowane, aby pomóc nauczycielom zrozumieć potencjał, jaki zastosowania sztucznej inteligencji i wykorzystanie danych mogą mieć w edukacji, a także zwiększyć świadomość na temat możliwych zagrożeń, tak aby byli w stanie w sposób pozytywny, krytyczny i etyczny pracować z systemami sztucznej inteligencji i wykorzystać ich pełny potencjał.
https://op.europa.eu/pl/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1
Dessa etiska riktlinjer för användningen av AI och data vid undervisning och inlärning har utformats på ett sätt som ska hjälpa lärare att förstå vilken potential användningen av AI-applikationer och data kan ha inom utbildningen och öka medvetenheten om möjliga risker. De kan då inta ett positivt, kritiskt och etiskt förhållningssätt till AIsystemen och förverkliga deras fulla potential.
https://op.europa.eu/sv/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1
Από τον τρόπο που ενημερωνόμαστε μέχρι τον τρόπο που λαμβάνουμε αποφάσεις, η τεχνητή νοημοσύνη (ΤΝ)
αποκτά ολοένα μεγαλύτερη παρουσία στην οικονομία και την κοινωνία μας. Όπως είναι φυσικό, έχει φτάσει και
στα σχολεία μας. Η ΤΝ στην εκπαίδευση δεν αποτελεί πλέον μακρινό μέλλον. Αλλάζει ήδη τον τρόπο με τον οποίο
εργάζονται τα σχολεία, τα πανεπιστήμια και οι εκπαιδευτικοί και τον τρόπο με τον οποίο μαθαίνουν τα παιδιά μας.
Συμβάλλει ώστε τα εκπαιδευτικά περιβάλλοντα να είναι πιο διαδραστικά, βοηθώντας τους εκπαιδευτικούς να
ανταποκρίνονται στις ειδικές ανάγκες κάθε εκπαιδευόμενου. Καθίσταται με ταχείς ρυθμούς σε βασικό στοιχείο
της εξατομικευμένης διδασκαλίας και της αξιολόγησης. Και δείχνει όλο και περισσότερο τις δυνατότητές της
να παρέχει πολύτιμες γνώσεις σχετικά με την ανάπτυξη των μαθητών. Ο αντίκτυπος της ΤΝ στα συστήματα
εκπαίδευσης και κατάρτισης είναι αναμφισβήτητος και θα αυξηθεί ακόμα περισσότερο στο μέλλον.
https://op.europa.eu/el/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1
These ethical guidelines on AI and data usage in teaching and learning are designed to help educators understand the potential that the applications of AI and data usage can have in education and to raise awareness of the possible risks so that they are able to engage positively, critically and ethically with AI systems and exploit their full potential.
https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-en
This document includes a set of recommendations for VET institutions, based
on previous experience and research, for a more relevant and effective use of SELFIE WBL
to support them and training companies to reflect and act upon their use and integration
of digital technologies in the training process.
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC139120/JRC139120_01.pdf
The SELFIEforTEACHERS toolkit is a guide for the SELFIEforTEACHERS self-reflection tool. It aims at providing guidance to teachers, teacher educators and trainers, as well as education authorities and other interested parties, who want to use the SELFIEforTEACHERS self-reflection tool in professional learning. More specifically, it aims at providing the reader with an overall understanding of SELFIEforTEACHERS by describing the tool, presenting the design principles behind it, explaining how to use it and giving insights on how it can support teachers’ professional learning for their digital competence. It provides some general guidelines, along with step-by-step instructions how to use the tool. At the same time, it provides references to further reading and tips on its use.
https://op.europa.eu/en/publication-detail/-/publication/8b2d254a-c3b2-11ed-a05c-01aa75ed71a1/language-en
Kolb’s (1984) experiential learning cycle is perhaps the most scholarly influential and cited
model regarding experiential learning theory. However, a key issue in interpreting Kolb’s
model concerns a lack of clarity regarding what constitutes a concrete experience, exactly. A
systematic literature review was conducted in order to examine: what constitutes a concrete
experience and what is the nature of treatment of a concrete experience in experiential
learning? The analysis revealed five themes: learners are involved, active, participants;
knowledge is situated in place and time; learners are exposed to novel experiences, which
involves risk; learning demands inquiry to specific real-world problems; and critical reflection
acts as a mediator of meaningful learning. Accordingly, a revision to Kolb’s model is proposed:
experiential learning consists of contextually rich concrete experience, critical reflective
observation, contextual-specific abstract conceptualization, and pragmatic active
experimentation.
https://researchspace.bathspa.ac.uk/13077/1/13077.pdf
The aim of this study was to examine the factors that employees perceived were important
in creating a supportive learning environment in a recently merged organisation. The study provides
rich qualitative data from the employees’ perspective.
https://library.tuit.uz/knigiPDF/Emerald/10-2345.pdf
Nowadays, public and private organisations appear increasingly committed to fostering the skills necessary to deal with the challenges of the current scenario. From this perspective, public and private organisations are developing new spaces for learning. The notion of learning space draws its origin and main application in educational institutions. However, it constitutes a distinctive concept for all the organisational contexts in which the creation and management of knowledge and learning dynamics are enabling factors that support innovation and growth dynamics. Although several studies have already discussed the features characterising a learning space or a learning environment, the literature is fragmented and does not provide a comprehensive, fresh view of the learning space, its components, or its impact on learning processes and knowledge dynamics. This is particularly true in management literature. The research results synthesise data and knowledge gathered from the systematic literature review, providing researchers and practitioners with an integrative picture of the definitions of “learning space” and “learning environment” in the management literature and producing a descriptive framework that highlights the relevant dimensions that influence learning processes and knowledge dynamics.
https://papers.academic-conferences.org/index.php/eckm/article/view/1666/1364
E-learning is increasingly becoming a preference in higher education institutions worldwide;
this is intended to assist educational institutions in achieving objectives to meet the proportion of
individuals with their educational opportunities. Nevertheless, instructors and students frequently have
concerns with their capacity to succeed in E-learning environments.
https://www.cedtech.net/download/from-students-experience-does-e-learning-course-structure-influenced-by-learners-prior-experience-11386.pdf
The relevance of this research is due to the need to study the possibilities of lifelong learning in modern educational settings.
Its central aim was to consider the influence of modern technologies on the level of professionalism of teachers in the
process of lifelong learning. For this, a specially developed model aimed at increasing student motivation was introduced,
and corresponding pre- and post-surveys were conducted. The results of the experiment showed an increase in the demand
for lifelong learning in the modern learning environment and the active use of modern technologies. In the meantime, the
outcomes of the repeated survey demonstrated the expansion of the list of motivation factors. Prospects for further research
are seen in the possibility of applying the results obtained when analyzing the features of lifelong learning in other countries
in the context of the modern education system in a comparative aspect. Apart from this, future studies use the achieved
findings to scrutinize the influence of pedagogical innovations on lifelong learning effectiveness.
https://www.un-pub.eu/ojs/index.php/wjet/article/view/6643/8297
In recent years, there has been substantial interest in micro-credentials in post-secondary education. In November 2019, Australian skills ministers agreed to fast-track work exploring micro-credentials in the national vocational education and training (VET) system, with the aim of ensuring that the system responds more effectively to the needs of students and employers (COAG Skills Council 2019). In February 2020, Skills Senior Officials released a discussion paper on micro-credentials, seeking views on how micro-credentials should be defined (Skills Senior Officials 2020).
The COVID-19 pandemic has further focused attention on the role micro-credentials can play in the VET landscape. TAFE Queensland, for example, is offering a range of micro-credentials and skill sets in response to the pandemic, including:
COVID safe for dining (micro-credential)
COVID safe for beauty therapy, nail salons, tanning, tattoo parlours and spas (micro-credential)
Infection control skill set (Retail) (HLTSS00065)
Infection control skill set (Food Handling) (HLTSS00066)
Infection control skill set (Transport and Logistics) (HLTSS00067).
In the context of this national activity, this paper explores the Total VET Students and Courses data from 2019, collected by the National Centre for Vocational Education Research (NCVER) and released on 17 August 2020 (NCVER 2020a). The data collection is also referred to as total vet activity (TVA).
https://www.ncver.edu.au/__data/assets/pdf_file/0041/9666257/An-analysis-of-micro-credentials-in-VET.pdf
The pandemic has catalyzed a significant shift to online/blended teaching and learning where teachers apply emerging technologies to enhance their students’ learning outcomes. Artificial intelligence (AI) technology has gained its popularity in online learning environments during the pandemic to assist students’ learning. However, many of these AI tools are new to teachers. They may not have rich technical knowledge to use AI educational applications to facilitate their teaching, not to mention developing students’ AI digital capabilities. As such, there is a growing need for teachers to equip themselves with adequate digital competencies so as to use and teach AI in their teaching environments. There are few existing frameworks informing teachers of necessary AI competencies. This study first explores the opportunities and challenges of employing AI systems and how they can enhance teaching, learning and assessment. Then, aligning with generic digital competency frameworks, the DigCompEdu framework and P21’s framework for twenty-first century learning were adapted and revised to accommodate AI technologies. Recommendations are proposed to support educators and researchers to promote AI education in their classrooms and academia.
https://link.springer.com/content/pdf/10.1007/s11423-023-10203-6.pdf
ackground
With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning.
Purpose
We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences.
Results
Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing.
Conclusion
Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well.
https://www.sciencedirect.com/science/article/pii/S2451958821000786?viaihub
The United Arab Emirates is committed to integrating technology into higher education. In this study the researchers aim to explore the perspectives of university students on online assessments. An understanding of students’ views can help identify obstacles and promotors in embracing online assessments at the undergraduate level. The social constructivist epistemology has been used in this qualitative study to understand students’ preferences, apprehensions and acceptance of online assessments. Semi-structured focus group discussions were carried out after recruiting 41 university students, using convenience and snowball sampling methods. Thematic content analysis was applied to the data. This study highlighted that students did not comprehend the need for online assessments. Concerns regarding technological incompetence of students and teachers alongside distrust in the technology infrastructure were stressed. Students felt online assessments were restrictive for the science courses and had resulted in falling grades; probably due to the increasing dependence on multiple choice questions. Students also expressed the importance of constructive, timely and personalized feedback. Students need to be convinced of the usefulness of the transition to online assessment before they agree with it. It is evident through this study that student acceptance would increase with a gradual transition towards online assessments alongside technological training for both students and faculty. Active individualized interaction with instructors is important to students, furthermore preferences and concerns emphasized by students should be addressed to successfully integrate online assessments into higher education.
https://link.springer.com/content/pdf/10.1007/s10639-018-9797-0.pdf
This guide aims to accelerate the flexibility and responsiveness of learning systems within the European
Training Foundation’s partner countries, by providing guidance on the design, issue and recognition of
micro-credentials. It has been prepared as part of ETF’s thematic support for the qualifications systems
of ETF partner countries including Türkiye, Algeria, Egypt, Libya, Morocco, Tunisia and countries in the
Western Balkans, the Eastern Partnership, the Southern and Eastern Mediterranean, as well as Central
Asia.
It is based on a wide consultation with stakeholders in ETF partner countries, the European
Union and an in-depth analysis of selected international practices. The guide was prepared by a
team at the Knowledge Innovation Centre, with Anthony F. Camilleri leading and supported by Martina
Darmanin, Katja Kamšek and Jasmina Poličnik, following a participative process in which 140 experts
and stakeholders were consulted. We are grateful for the input received via survey responses and expert
panels. From ETF, Arjen Deij and Anatolii Garmash contributed to the guide and coordinated the project.
Tailored recommendations have been co-created with practitioners and other experts, with the intention
of being thus co-owned and finally endorsed by them as well as to facilitate their use beyond the ETF.
This guide is targeted towards any persons in a position to develop, manage and provide micro-
credentials1 and/or facilitate the recognition of micro-credentials at provider, system or regional
levels. This includes decision makers within learning institutions (such as course designers, programme
directors, admission officers, faculty boards and academic directors), staff of recognition and quality
assurance authorities, policy makers in the learning sector, as well as sectoral bodies, professional
associations, chambers and employers who are engaged in the training and development of personnel.
In this respect, this guide addresses both accredited learning providers and awarding bodies as well as
alternative providers (such as, but not only limited to non-formal and informal learning providers2).
https://www.etf.europa.eu/sites/default/files/2023-05/Micro-CredentialGuidelinesFinalDelivery.pdf
On 16 June 2022, the Council of the European Union (EU) adopted a Recommendation on a European approach to micro-credentials for lifelong learning and employability. The Recommendation seeks to support the development, implementation and recognition of micro-credentials across institutions, businesses, sectors and borders.
An effective culture of lifelong learning is key to ensuring that everyone has the knowledge, skills and competences they need to thrive in their personal and professional lives.
Micro-credentials certify the learning outcomes of short-term learning experiences, for example a short course or training. They offer a flexible, targeted way to help people develop the knowledge, skills and competences they need for their personal and professional development.
https://education.ec.europa.eu/education-levels/higher-education/micro-credentials
The EU developed the European Qualifications Framework (EQF) as a translation tool to make national qualifications easier to understand and more comparable. The EQF seeks to support cross-border mobility of learners and workers, promote lifelong learning and professional development across Europe.
https://europass.europa.eu/en/europass-digital-tools/european-qualifications-framework
Digital transformation is leading to pressure for vocational education and training in Europe to adapt. Teachers should prepare young people for the changin g world of work but also provide social and civic education. At the same time, they should be able to use new digital and AI-based applications with confidence. In addition, they need general AI knowledge to participate as responsible citizens in the discussion about AI and ethical and social questions. The work of vocational educators significantly determines the quality of VET. Accordingly, the issue of the training and continuing education of VET teachers is of paramount importance to ensure the quality of VET. We look at Massive Open Online Courses (MOOCs) as an innovation in the
provision of professional development in AI for VET teachers and trainers.
https://zenodo.org/records/4602924
Postsecondary hybrid classrooms are on the rise. In these spaces, some students are remote, some attend in person, but everyone needs to be engaged.
This can be incredibly challenging when not everyone is in the same space. All too often, those calling in from home or a dorm room can feel like passive observers. And when it comes to getting all students participating, what used to work well may simply fall flat.
But that doesn’t mean you need to settle for delivering lectures into a void. If you’re looking for some new ways to get your students engaged, here are 21 hybrid learning activities to try.
Before you get started, just make sure you have all the ingredients you need — a UC&C platform that includes breakout rooms, an audio setup with full-room coverage for whole-class work, and adequate bandwidth and tech support. Plus, in-person students will each need a laptop and headphones with an integrated mic for small-group work.
https://www.nureva.com/blog/education/21-hybrid-learning-activities-that-get-students-talking?srsltid=AfmBOoqwLRbm0mvMazq8H7gAwHOyY7UpdHa_R4xcywpm0YEz2R9sjFit
Hybrid teaching is quickly becoming one of the most useful teaching methods to use. It doesn’t mean abandoning traditional teaching strategies entirely, though. There are many ways traditional strategies can be adapted to a hybrid learning situation, where some students are learning in person while others are joining the class online. Continue reading to learn how you can optimize your hybrid classroom with useful hybrid teaching techniques using Echo360’s EchoPoll learning engagement platform. These 10 strategies show how you can create an integrated educational experience using hybrid learning.
https://echo360.com/articles/7-effective-hybrid-teaching-strategies/
The COVID-19 pandemic resulted in nearly all universities switching courses to online formats. We surveyed the online learning experience of undergraduate students (n = 187) at a large, public research institution in course structure, interpersonal interaction, and academic resources. Data was also collected from course evaluations. Students reported decreases in live lecture engagement and attendance, with 72 percent reporting that low engagement during lectures hurt their online learning experience. A majority of students reported that they struggled with staying connected to their peers and instructors and managing the pace of coursework. Students had positive impressions, however, of their instructional staff. Majorities of students felt more comfortable asking and answering questions in online classes, suggesting that there might be features of learning online to which students are receptive, and which may also benefit in-person classes.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.851019/full
The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in the spring of 2020. We use two complementary difference-in-differences frameworks: one that leverages within-instructor-by-course variation on whether students started their spring 2020 courses in person or online and another that incorporates student fixed effects. We estimate the impact of this shift on the academic performance of Virginia’s community college students. With both approaches, we find modest negative impacts (3%–6%) on course completion. Our results suggest that faculty experience teaching a given course online does not mitigate the negative effects. In an exploratory analysis, we find minimal long-term impacts of the switch to online instruction.
https://journals.sagepub.com/doi/full/10.1177/23328584221081220
The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe.
DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.
This framework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC).
https://joint-research-centre.ec.europa.eu/digcompedu_en
The Digital Education Action Plan (2021-2027) is a renewed European Union (EU) policy initiative that sets out a common vision of high-quality, inclusive and accessible digital education in Europe, and aims to support the adaptation of the education and training systems of Member States to the digital age.
The Action Plan, adopted on 30 September 2020, is a call for greater cooperation at European level on digital education to address the challenges and opportunities of the COVID-19 pandemic, and to present opportunities for the education and training community (teachers, students), policy makers, academia and researchers on national, EU and international level.
https://education.ec.europa.eu/focus-topics/digital-education/action-plan
Council conclusions on supporting well-being in digital education
THE COUNCIL OF THE EUROPEAN UNION
IN THE CONTEXT OF:
1. The political discussions at the Gothenburg Social Summit in 2017, where it was stressed that
44% of Europeans do not have basic digital skills, that 90% of jobs in the future will require
digital skills and competences, and that 40% of European companies struggle to recruit ICT
specialists. Launching a reflection on the Future of Learning, to respond to future trends and
the digital revolution, including artificial intelligence (AI), was one of the ideas discussed by
European leaders on that occasion.
2. The first principle of the European Pillar of Social Rights, namely, that everyone has the right
to quality and inclusive education, training and life-long learning in order to maintain and
acquire skills that enable them to participate fully in society and manage successfully
transitions in the labour market.
https://www.consilium.europa.eu/media/60391/st14982-en22.pdf
The global pandemic forced us to rethink education to fight Covid-19 and apply social distancing during lectures. Luckily, we could rely on earlier research into distance education in general, and more specifically, into synchronous hybrid learning. During synchronous hybrid learning both on-site and remote students are connected and taught synchronously in what we call at our university the ‘hybrid classroom’ or ‘hybrid lecture hall’. In order to further substantiate this potential new normal, research is needed to investigate the influencing factors of engagement and learning in these new environments from a student and teacher perspective. In this study, two different hybrid learning designs and practices are explored and analysed through the lens of the activity-centred analysis and design (ACAD) framework. Next to this more qualitative approach, this study also presents quantitative results on the effect of the level of presence (on-site versus remote, with or without interaction) on conceptual and affective outcomes. In terms of the student perspective, this study did not find any significant differences between physical and remote presence regarding conceptual understanding, yet significant differences were found in regard of affective engagement in favour of the on-site students and remote students having the opportunity to interact. In line with the ACAD framework, our research found that successful learning and teaching activities are interrelated with set, epistemic, and social design decisions.
https://link.springer.com/content/pdf/10.1007/s42438-021-00274-0.pdf
What are the positive and negative consequences of telecommuting? How do these consequences come
about? When are these consequences more or less potent? The authors answer these questions through
construction of a theoretical framework and meta-analysis of 46 studies in natural settings involving
12,883 employees. Telecommuting had small but mainly beneficial effects on proximal outcomes, such
as perceived autonomy and (lower) work–family conflict. Importantly, telecommuting had no generally
detrimental effects on the quality of workplace relationships. Telecommuting also had beneficial effects
on more distal outcomes, such as job satisfaction, performance, turnover intent, and role stress. These
beneficial consequences appeared to be at least partially mediated by perceived autonomy. Also,
high-intensity telecommuting (more than 2.5 days a week) accentuated telecommuting’s beneficial
effects on work–family conflict but harmed relationships with coworkers. Results provide building
blocks for a more complete theoretical and practical treatment of telecommuting
https://www.apa.org/pubs/journals/releases/apl-9261524.pdf