Duration: 20 hours (7 meetings)
Recipient: Teachers of primary and lower secondary Comprehensive school in Vittorio Veneto – Caltanissetta
Learning objectives
The course has the aim of supporting teachers in the development of digital skills according to the common european framework DigCompEduwith a practical approach, laboratory and based on the production of concrete evidence. Participants will learn to:
- organize your business with digital tools safe and effective;
- research, evaluate and create digital learning resources;
- design and manage the activities of innovative learning (flipped classroom, inquiry, PBL);
- develop assessment tools (quizzes, rubrics, authentic tasks);
- make accessible and inclusive learning resources;
- develop the digital skills of the students through authentic tasks, and collaborative.
Methodology
The lessons are organized as active workshopswith concrete examples, simulations, use of the software and the production of materials. Each participant will build step by step a digital portfolio, which will document the progress in the six areas of competence DigCompEdu. Activities are provided for peer-review, tutorials and moments of reflection shared.
Area 1 – Involvement and professional development
- The use of institutional channels (electronic register, LMS platforms, message boards, digital).
- The definition of a mini-policy communication (response time, privacy, netiquette).
- The construction of a PLE (Personal Learning Environment) of the teacher.
- Tools for collaboration among colleagues (repository, document co-written, drive-shared).
- The activity of reflection on teaching practices (peer-review, journaling, digital).
- Planning CPD (Continuous Professional Development) e-portfolio.
Area 2 – digital Resources
- Finding OER (Open Educational Resources) and license verification Creative Commons.
- Resource assessment with rubrics of the quality (accuracy, readability, accessibility).
- Adapt and remix existing content.
- Creation of original materials: cards, operational, presentations, infographics.
- Production slide narrative effective storytelling, visual).
- Implementation of micro-video with a narrator and subtitles.
- Organization of resources into folders structured and versionate.
Area 3 – the Practices of teaching and learning
- Design micro-UDA (Learning unit) with 2-3 key activities.
- Introduction to active methodologies: flipped classroom, inquiry-based learning, PBL.
- Classroom management-in digital (chat, message boards, and forums).
- Organisation of the working groups with the roles and collaborative tools.
- Differentiation of activities to support levels (basic, assisted, and advanced).
- Monitoring of the delivery and time management.
Area 4 – Assessment of learning
- Types of assessment: diagnostic, formative, summative.
- Construction of rubrics, and analytic descriptors of quality.
- Creating quiz bank item with feedback automatic.
- Definition authentic tasks related to the real world.
- The use of feedback as a tool for growth.
- Data analysis of learning collected through digital platforms.
The Area of the 5 – Inclusion and personalization
- Principles UDL (Universal Design for Learning).
- Accessibility of digital content (the fonts are readable, contrast, color, captions).
- Creating a different set of resources on multiple levels of support.
- Assistive devices (screen reader, read mode, extensions, accessibility).
- Inclusion strategies for students BES e DSA.
- Check resource with checklists WCAG base.
Area 6 – digital Skills of the students
- Promote the use of technology consciously and critically.
- Authentic tasks digital poster, interactive, podcasts, mini-sites, storytelling, multimedia).
- Activity online collaboration (shared documents, message boards, interactive).
- Education online security (passwords, personal data, cyberbullying).
- The management of copyright and of sources (citations, images, free).
- Stimulate thinking, computational, and the ethical use of AI.
Audience
- Children of about 10 years
Requirements
- In presence
