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 /
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
THE DIGITAL COMPENTECE FRAMEWORK 2.0 DIGCOMP
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
THE DIGITAL COMPENTECE FRAMEWORK 2.0 DIGCOMP
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?
Digital Literacy Impact Study. An NMC Horizon Project Strategic Brief 2017
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%
Digital Literacy Impact Study. An NMC Horizon Project Strategic Brief 2017
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
QUESTIONNARIE ABOUT USERS SATISFACTION AT OVIEDO’S UNIVERSITY
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 4 coincidences
- 4.97% found 3 coincidences
- 3.31% found 5 coincidences
- 1.65% found 7 coincidences
- 1.65% found 8 coincidences
- 6.63% found +10 coincidences
- 3.31% 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%
QUESTIONNARIE ABOUT USERS SATISFACTION AT OVIEDO’S UNIVERSITY
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
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/
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