Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/128285
Type of publication: research article
Type of publication (PDB): Straipsnis konferencijos medžiagoje kitose duomenų bazėse / Article in conference proceedings in other databases (P1c)
Field of Science: Edukologija / Education (S007)
Author(s): Ališauskienė, Stefanija;Kaminskienė, Lina;Miltenienė, Lina;Melienė, Rita;Rutkienė, Aušra;Kazlauskienė, Aušra;Siriakovienė, A;Kontrimienė, S;Venslovaitė, V;O'Mahony, C;Lee, L;Guðjónsdóttir, H;Kristinsdóttir, J. V;Wozniczka, A. K
Title: Innovative teacher education through personalised learning: designing teaching and learning scenarios
Is part of: INTED 2021: 15th international technology, education and development conference, 8-9 March, 2021 : conference proceedings / edited by L. Gómez Chova, A. López Martínez, I. Candel Torres. Valencia : IATED Academy, 2021
Extent: p. 5809-5818
Date: 2021
Keywords: Personalised learning;Innovative teacher education;Teaching and learning scenarios
ISBN: 9788409276660
Abstract: The authors intend to share new experiences gained while implementing the project “Innovative teacher education through personalized learning” (PL). The Project is based on strategic partnership for higher education (HE) consortium of Lithuanian Universities Siauliai University, Vytautas Magnus University, and Vilnius University together with their international partners University of Iceland, and University College Cork, Ireland. The paper is based on the methodology of theoretical assumptions of social construction and systemic approach while focusing on the PL process - the organisation and enactment of learning; it draws on diverse methods that encourage greater learner agency and co-creation of learning. PL guides the whole education system to the learner and changes in his/her role, moving from “the user” to the collaborating partner creating the unique learning path. In this context, two concepts intersect: the learning scenario (LS), the results of which are no longer in conformity with the learning approach of the 21-century, and the learning design (LD), which encourages students to take responsibility for their own learning and achievements (Deakin et al, 2013). LSs represent a pedagogical method for developing a set of activities and their sequence - learning paths, enabling students to acquire skills and knowledge. More specifically, LSs define the main activities, roles, learning structure and environment context - location, resources, tools, and services. LSs define both the role of the students and what they have to accomplish as a set of learning activities in order to attain the expected learning outcomes (Antonova, Botchev, 2019). LD is the framework that supports learning experiences. It refers to deliberate choices about what, when, where and how to teach.[...]
Internet: https://library.iated.org/view/ALISAUSKIENE2021INN
Affiliation(s): Edukologijos tyrimų institutas
Vilniaus universitetas
Vytauto Didžiojo universitetas
Šiaulių universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

Files in This Item:
marc.xml9.07 kBXMLView/Open

MARC21 XML metadata

Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

15
checked on May 1, 2021

Download(s)

2
checked on May 1, 2021

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.