Wednesday, 10 June 2020, 17:00 CEST
EDEN NAP webinar
Registered webinar participants will be awarded EDEN open badges.
How do we handle situations where students do not have access to the Internet and/or technologies, further expanding the digital divide? To address this issue different stakeholders’ effort is required. Government funding to provide digital technologies for people in need should be invested, agreements with tech-companies, libraries, museums and off line volunteers to provide sources and necessary skills to access resources should be signed. Different projects at international level have been carried out in different settings to respond to such needs and find empirical solutions, especially in the use of open educational resources and personalised and adaptable learning, building scenarios for specific targets.
Questions to be covered over the session
- What is educational poverty?
- What impact did the pandemic have on educational poverty?
- What kind of solutions are available to ensuring ongoing education for marginalised groups?
- What is the role of technology to face such an issue?
- Does the combination of culture and technology help to find an effective solution?
E-learning specialist at Linnaeus University, Kalmar, Sweden.
Blog: Corridor of uncertainty – reflections on technology and education
Specialist in the field of online and distance education based in the section for higher education development. Monitors developments in the field and is active in several national and international projects in areas such as distance/online learning, quality questions, open educational resources (OER), MOOCs, social media in education and virtual mobility (global classroom).
Associate Professor, PhD, Head of the Centre for Museum Studies, Department of Education, Università Roma
Antonella Poce currently holds the post of Associate Professor (qualified as a full professor), in Experimental Pedagogy at the department of Education – University Roma TRE (IT), where she chairs the Centre for Museum Education and the post graduate courses: annual Museum Education and biennial Advanced Studies in Museum Education. Her expertise concerns research education methodology and evaluation. In the last five years, her interests have been focused on methods to develop and assess transverse skills and dispositions (critical thinking, creativity, collaboration and communication) in different kinds of users by combining formal, no-formal and informal methods through the use of innovative digital technologies. Currently, within her research group, she has been working on Critical Thinking automatic assessment through the analysis of open-ended questions and essays. She coordinates national research units within European projects frameworks and she has been chairing international academic committees dealing with professional development and distance learning. She is author of different publications of national and international relevance on the topics of innovation, assessment and use of technology in teaching and learning, at different levels.
Antonella Poce coordinates national units within European project frameworks and she chaired international academic committees dealing with professional development and distance learning. She is author of different publications of national and international relevance on the topics of innovation, assessment and use of technology in teaching.
Assistant Dean & Chief Technology Officer, Stanford University
Paul Lim is Chief Technology Officer/Assistant Dean for Innovation, 2001 at Stanford University / Graduate School of Education. He is Doctor of Philosophy in Educational Technology, from University of Southern California, Los Angeles. Among his most recent publications:
- Kim, P. & Lee, J. (2020). “Evolution of Online Learning Environments and the Emergence of Intelligent MOOCs.” In K.Zhanget al.(Eds.), MOOCs and Open Education in the Global South: Challenges, Successes, and Opportunities. Routledge.
- Kim, P.& An, J. Y. (2016). “New Evaluation Vector through the Stanford Mobile Inquiry-Based Learning Environment (SMILE) for Participatory Action Research.” Healthcare Informatics Research, 22(3), 164-171.
- Kim, P., Alfaro, K., & Miller, L. A. (2015). “Ecosystemic Innovation for Indigenous People in Latin America.” Indigenous People and Mobile Technologies, 31, 59.
- Kim, P., & Chung, C. (2015). “Creating a Temporary Spontaneous Mini-Ecosystem Through a MOOC.” MOOCs and Open Education Around the World, 157.