new pedagogies for university teaching in the digial era

NEW PEDAGOGIES FOR UNIVERSITY

TEACHING IN THE DIGIAL ERA

Aquilina Fueyo Gutiérrez [email protected]

24-08-2018 Teaching Innovation Centre of the

Univesity of Oviedo http://www.innova.uniovi.es/

CONTENTS

THE ROLE OF THE UNIVERSITY TEACHING STAFF IN THIS

CHANGE. URKUND AS A TOOL

WHY DO WE NEED NEW PEDAGOGIES IN HIGHER

EDUCATION?

NEW WAYS OF KNOWLEDGE CONSTRUCTION: DIGITAL COMPETENCE

AND ACADEMIC WRITING

1

3

2

TEACHING METHODS AT THE SPANISH UNIVERSTIY

Expositive method

Little interaction students-teachers

Limited use of digital technologies

Teacher´s low level of ICT

competence

Create enviorements to work on procedures and in group Develop competences in the subject

The main objective is that student learn the content of the subject Curriculum organization with the hierarchy of concepts and laws of the discipline Students have the sole responsability for learning

Aprox.90%

Aprox.10%

NEW METHODOLOGIES

NEW WAYS OF

LEARNING

NEW WAYS OF

ORGANIZING AND

REDESIGNING

SPACES

NEW

METHODOLOGIES

BASED ON ACCESS

TOOLS

NEW WAYS OF

ASSESSMENT

Meaningful learning

Gamification

Blended Learning

Process and formative

assessment

Complex learning

Flipped Classroom

E-learning

Self-assessment

Active and Social

learning

Mobile learning

Team work

assessment

Collaborative learning

Networked learning

Augmented learning Peer assessment

Contextualised

learning

Online Open Learning Metrics and Learning

Analytics

Use the ICTs to access a large volume of

information located in different virtual environments.

The ease and the quickness to handle the information in different

formats

NEW WAYS OF KNOWLEDGE CONSTRUCTION: DIGITAL COMPETENCE AND ACADEMIC WRITING

TWO CHARACTERISTICS

THE NEW DIGITAL LEARNING

NAME AUTHOR YEAR

Millennials

Howe and Strauss

Lancaster & Stillman

Martin & Tulgan

Oblinger & Oblinger

1991

2002

2002

2005

Digital Generation Tapscott 1998

Net Generation Tapscott

Oblinger & Oblinger

1998

2005

Nexters Zemke, Raines

and Filipczak

1999

Digital natives and

immigrants

Prensky 2001

Instant Message

Generation

Lenhart, Rainie

and Lewis

2001

Y Generation

Lancaster & Stillman

Jorgensen

Oblinger & Oblinger

Weiler

McCrindle

2002

2003

2005

2005

2006

NAME AUTHOR YEAR

Homo Zappiens

Veen

2003

Gamer Generation Carstens & Beck 2005

New Millenial

Learners

Pedró

2006

C Generation Ducan-Howell and

Lee 2007

Google Generation Rowland and Nicholas 2008

Digital Learners Bullen 2008

F Generation /

Facebook

Generation

Kitsis

Hamel

2008

2009

I-Generation Rosen et al. 2010

Visitors and

Residents

White 2010

DIGITAL NATIVES by Marc Prensky

Access to the information from non-printed sources. They prefeer digital and media sources

Prioritize moving images and music

Feel comfortable doing task at the same time Provide immedite feedback

Gain knowledge by processing discontinuous and nonlinear information

Importance of writing in communicating with peers generating new languages

Social and entertainment

Different learning styles

Weaknesses in learning and knowledge contruction

CHARACTERISTICS OF THE DIGITAL NATIVES APPROACH TO THE INFORMATION

THE DIGITAL COMPENTECE FRAMEWORK 2.0 DIGCOMP

The Joint Research Centre (JRC) of the European Community point to these

weaknesses and try to determinate which are the basic digital skills that the 21st-

century citizenship has to master


COMMUNICATION AND COLLABORATION

• Interacting through digital technologies • Sharing through digital technologies • Engaging in citizenship through digital

technologies Collaborating through digital technologies

• Netiquette • Managing digital identity

SAFETY • Protecting devices • Protecting personal data and privacy • Protecting health and well-being • Protecting the environment

PROBLEM-SOLVING • Solving technical problems • Identifying needs and technological

responses. Creatively using digital technologies

• Identifying digital competence gaps


INFORMATION AND DATA LITERACY

• Browsing, searching and filtering data

• Evaluating data, information and digital content

• Managing data, information and digital content

•

CONTENT DEVELOPMENT • Developing digital content • Interacting and re-

elaborating digital content • Copyright and licences • Programming

WHAT HAPPENS WITH THE DIGITAL SKILLS COMPETENCES DURING THE STUDENTS´UNIVERSITY STUDIES?

Studies indicate that the development of digital competencies occurs when digital literacies are applied: creation, production

and development with digital tools

Most of the digital literacy training in higher education is directed toward consumption and

evaluation of information and media, and not on the creation of products using digital resources

What is missing from digital literacy learning in undergraduate education?

Digital Literacy Impact Study. An NMC Horizon Project Strategic Brief 2017

WHAT HAPPENS WITH THE DIGITAL SKILLS COMPETENCES DURING THE STUDENTS´UNIVERSITY STUDIES?


WHAT HAPPEN SWITH THE DIGITAL SKILLS COMPETENCES DURING THE STUDENTS´UNIVERSITY STUDIES?

MINIMAL TO NONE EXPERIENCE IN

Website design and application sdevelopment:

79,5% Producing to tell a story (using video, images, voice…):

71,4% Media production/editing video, photos, graphics….:

71,2%


BARRIES TO ACADEMIC WRITING

STUDENTS TEACHERS Difficulties in adding references They don't use the references properly

They add the references in their works

because they are scare of getting less

score.

They want students to include the

references

They find academic texts boring Students have little ability to concentrate.

Students need to be entertained

They don’t feel ready They need more instruction related with

the field

They don’t have enough time to do their

projects with academic writing

They identify a lack of time to complete

their works

They don’t plagiarize or they are not

aware that they do it

Plagiarism is a big problem

Students have a lack of confidence in their

academic writing techniques

Technology encourages students to use

“fast culture” (e.g.: Wikipedia or Google)

Find a mechanism to guide students in the projects that requires

academic writing

It is necessary to review teachers´expectations

of academic writing and find ways to improve it

RECOMMENDATIONS:

THE ROLE OF UNIVERSTIY TEACHING STAFF IN THIS CHANGE. URKUND AS A TOOL.

GENERATE NEW WAYS OF BUILDING

KNOWLEDGE

PREVENTIVE EFFECT ON STUDENTS

CONTRIBUTES TO A CULTURAL CHANGE

IN THE WAY STUDENTS WORK

LATEST APPLICATION OF URKUND AT THE UNIVERISTY OF OVIEDO

A TOTAL OF 748 OF 2.000 TEACHERS ARE USERS FROM JANUARY TO JULY 2018, 4.238 DOCUMENTS HAVE BEEN UPLOADED IN 2017, FROM MAY TO DECEMBER, 4.580 DOCUMENTS HAVE BEEN UPLOADED

QUESTIONNARIE ABOUT USERS SATISFACTION AT OVIEDO’S UNIVERSITY

We received a total of 63 answers The utility of the program has been

evaluated with 4.33 of 5

TEACHERS REVIEWS 4 1

6 2

3 3

7 4

5 5

4 6

2 7

3 8

1 9

8 10

19 +10


0

5

10

15

20

25

1 2 3 4 5 6 7 8 10 Más de 10

NUMBER OF PLAGIARISM FOUND

• 39.68% did not find plagiarism

• 60.31% found plagiarism

- 23.21% found 1 coincidence

- 9.94% found 2 coincidences






- 6.63% found +10 coincidences


KIND OF PLAGIARISM Presenting someone else´s work asyour own

The sources were not properlyreferenced

Texts have been copied with smallchanges to disguise plagiarism andnot referencing

• Texts have been copied with small

changes to avoid plagiarism but

didn’t include it in the references:

48% • The sources are not properly cited:

36% • Presenting someone else's work as

their own: 16%


WHAT DOES EACH MEASURES CONSISTS OF?

0

5

10

15

20

25

Preventive Corrective Sanctions Mixed

CONSEQUENCES

Preventive

Corrective

Sanctions

Mixed

SANCTIONS

CORRECTIVE

PREVENTIVE

MIXED MEASURES

48%

25%

12,5%

14,5%

LATEST APPLICATION OF URKUND AT THE UNIVERISTY OF OVIEDO

The University of Oviedo has regulations regarding plagiarism

“If students present other people´s work as thir own, the sanctions will imply the

calification of fail and this can bring more consequences to the students.

The suspicious of fraud must be confirmed. Illegal methods must be detectes during

the exams. (Art. 25)

When a teacher detects this kind of irregularity, he has 15 calendar days, to write a

report to determinate if it is necessary opening a disciplinary file. (Art.26)”

WHAT DOES EACH MEASURE CONSISTS OF?

Most of the measures used to impose sanctions consist of fail or refuse the papers

Punish by lowering the mark

Teachers express the need of stronger sanctions because the rules of Oviedo’s

University don’t allow them

Repeat the work and explaining to them how to avoid plagiarism

Rewrite the paper and review of the references

Warn them of the consequences of plagiarism

Introduce changes in future task (specific and infrequent mesasures) PREVENTIVE

CORRECTIVE

SANCTIONS

EXAMPLES OF MEASURES

• Rewrite the information and/or review the references.

• Advise them to review the work before the deadline.

• Advise students • Rewrite the work • We are going to change the method

and the next course we going to do the academic activities in the classroom

• Notice possible plagiarism. Interview with students interested in an exam review session. They all refused that they had plagiarized.

• Rewrite some paragraphs and do the references.

• Review and cite the references correctly

• Teach them how to cite correctly • Do the work again • I must have checked it before I

presented it.

PREVENTIVE CORRECTIVE

EXAMPLES OF MEASURES

SANCTIONS

• A fail • Less points in the final assessment • Do not accept the paper • Failed job, the university’s policy doesn't allow us to

accept more. • Discuss it with the court and lower the score. • The student's score has been lowered because it is

considered a learning mistake. • The students have obtained a 0 of score (application of the

UNIOVI regulation)

• Application of the regulations of the University of Oviedo for the master´s degree final project

• Suspend the student • Not to allow the reading of the paper • To warm student, partial punishment • Rate the paper with 0 points • Depending on the percentage of plagiarism :

100% of plagiarism the rating is 0 and 25% present of plagiarism the score will be reduced.

EXAMPLES OF TEACHER FOR IMPROVING THE USE OF THE TOOL

The students can upload their works to URKUND and the students send the URKUND report to the teacher. I can´t understand why the teachers have to do it and not the students.

Online courses to learn how to use URKUND Training information for beginners on how to use URKUND and how to understand the URKUND

reports Organise a training course for the teachers on intellectual curiosity, legal issues and ethical practices Remind teachers that they have this tool to check the papers. Promoting the use of URKUND In the questionnaire on the need for more training to prevent plagiarism, most teachers pointed out

that more training is needed (4.25 on a scale of 5)

Some suggestions from teachers are:

MAIN SUGGESTION: INFORMATION AND TRAINING

MORE TRAINING

STUDENTS CAN HAVE ACCESS TO URKUND

TRAINING COURSE ON

INTELLECTUAL PROPERTY

Controversial

CHALLENGES FOR UNIVERSITY TEACHERS

MEDIATE IN THE WRITING OF ACADEMIC

PAPERS

USE THE ICTs TO INCREASE THE SPEED

OF LEARNING

INCLUDE PEDAGOGICAL SKILLS

DEVELOP PEDAGOGICAL PROCEDURES

USE DIGITAL RESOURCES FOR

TEACHING

ENCOURAGE STUDENTS TO ACQUIRE

TRANSVERSAL AND SPECIFIC DIGITAL SKILLS

DIGITAL SKILLS OF UNIVERSITY TEACHING STAFF

MEASURES FOR THE NEXT YEAR

Information and training for

students: online information,

reception days…

Teacher training: a seminar to

share experiences Develop a research

on the perception of teachers and students about plagiarism and

academic writing

To develop guides with

recommendations for teachers and

students Student´guide: Recomendations for

academic writing One hour information

seminar about plagiarism and

URKUND

Teacher´s guide: Instructions to

rethink academic writing

Suggestions on how to act in case of

plagiarism

NEW PEDAGOGIES FOR UNIVERSITY

TEACHING IN THE DIGIAL ERA

Aquilina Fueyo Gutiérrez [email protected]

24-08-2018 Teaching Innovation Centre of the

Univesity of Oviedo http://www.innova.uniovi.es/

new pedagogies for university teaching in the digial era

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