This document provides an overview of an online teaching and learning course. It discusses the current state of online and distance education, highlights key aspects of quality online education, and outlines the objectives, structure, assessment, and certification of the course. The course aims to help educators understand online learning principles and design effective online classrooms. It will run for 14 weeks with 6 modules and focus on topics like the role of the teacher, learning design, assessment, and emerging technologies.

1. CC-BY-SA 4.0
www.digitelpro.eadtu.eu

2. Agenda
1. Online and distance education, today
2. Online Teaching and Learning Course
3. Questions

3. Online and distance education, today

4. Fuente: CC-BY https://www.todocoleccion.net/
Fuente: CC-BY https://www.jhu.edu/som/
Fuente: CC-BY https://www.todocoleccion.net/
Always supporting the society in critical times
Fuente: CC-BY https:/es.wikipedia.org//

6. Flexibility
Interaction
Personalization
Collaboration
Pillars of the future of learning
Informalization
Redecker, C. et al. (2011). The Future of
Learning: Preparing for Change. Publications
Office of the European Union.
https://doi.org/10.2791/64117 (online)

7. 4 (+1) catalysts for the metamorphosis of learning
• Connected networks enable connected learning
• Empowerment of learners
• Overcoming time and space barriers
• Acceptance of the existence of an unconcious, informal, invisible
and silent learning
(González-Sanmamed, Sangrà, Souto-Seijo, & Estévez, 2020)
Learning
With the pandemic, these
changes have sped up
• The discontinuity or intermittence generated by
the situation of the pandemic

8. • Maybe in different forms, this could happen
again and we have to avoid the interruption
of education
• We did our best, but some things can be
done much better
• Digital growth has resulted in the only
feasible solution
• The digital divide is still a great barrier
• Remote teaching was not online education*
• Hybridization of learning is already there
Some (provisory) lessons from the pandemic
(*) Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The Difference between Emergency Remote Teaching and
Online Learning. EDUCAUSE Review, March 27, 2020. https://er.educause.edu/articles/2020/3/the-difference-between-
emergency-remote-teaching-and-online-learning

9. Online education is a fuzzy concept
Its definition depends of everyone’s use
● Traditional distance education using new technologies
● E-learning, with a strong technology-based approach
● It implies synchronous and asynchronous solutions, … or maybe not
● It can be understood as a simple replica of classroom lectures, usually
based on video-lectures; as a PDF delivery model; or as an accessible
repository of documents
● All this leads to considerable confusion for those people
who are really interested in it for the first time.
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to
the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-
159. https://doi.org/10.19173/irrodl.v13i2.1161

10. What is quality online education
Source: UOC. Educational model.
• Flexibility (Burge, Campbell Gibson & Gibson, 2011)
• Personalization (Buchem, Attwell & Torres-Kompen (2011)
• Interaction (Garrison & Anderson, 2011)
• Collaboration (Dillenbourg, 1999; Guitert, 2014)
It allows:
• Sustainable
• Assessable
• Innovative
It becomes:
• Planned
• Organized
• Demanding
• Responsible
It is:
Source: Bates & Sangrà, 2011
Strategic

11. STUDENT
ACTIVITY
GROUP OF
TEACHERS
LEARNING
RESOURCES
NETWORKED
COMMUNITY
Mobilising learning
Activity-based
Participation/Engagement
Continuous assessment
Support
Guidance
Interaction
Collaboration
Teamwork
Knowledge building
Sense of group
Access to content
Multiple formats
Diversified technology

12.  Because your students want it.
 Because you want to provide 100% flexibility.
 Because something doesn’t let the students
to go physically to the classrooms.
 Because you may or want to have students
from all over the world, no matter they time
slots.
 Because it can be well designed and provide
the same learning results as any other
modality.
Why
online?

13. Online Teaching and Learning Course
CPD DigiTel Pro Programme

15.  Start date: March 2022
 Fee: None
 Lenght: 14 weeks in total, 6 modules
 Effort: 30 hours in total, 3-5h per module
 Enrollment requirements: None
 Expected Prior Knowledge: None
 Max. number of participants: No limit
 Instructurs: Roland Klemke (OUNL),
Alessandro Cafforio (UNINETTUNO) Montse
Guitert (UOC) Juliana Raffaghelli (UOC) Albert
Sangrà (UOC)
Course
details

16. Main
Objectives
 Design, develop and implement a CPD
course to enhance online and distance
teaching and learning in European
universities
 Help to understand the principles and
the logics of the different elements
interacting in an educational online
environment
 Suggest ways to orchestrate classroom
when moving to online, as well as how
to assess and evaluate the student body
 Facilitate a good background and a
number of tips to manage online
teaching and learning

17. Course
Overview
MODULES
 Definition of online education.
Pedagogical approaches.
 Role of the teacher in online education.
 Learning Design.
 Orchestrating the classroom.
 Assessing and evaluating
 Understanding innovation & Key
emerging technologies.

18. Assessment  Assessment will be continuous
 Combination of peer and teacher
assessment

19. Certification
 After completing the course you will
receive a certificate of attendance.

20. Warning: do not replicate in-presence classroom teaching
The copy is always worse than the original
Given different contexts, different combination of strategies
How much have we
learnt from the
pandemic situation?

21. Contact
Information
UOC
(IO4 Coordinator)
Rambla Poblenou, 156
Barcelona
08018
asangra@uoc.edu
+34 93 326 3887