TASK 4. ‘’KEY COMPETENCES’’ - Theoretical part
TASK 4: Exploring Tasks with Digitals for Fostering Transversal Competence try to answer the following questions about that task:
ROLES:
Noelia: facilitator
Emilio: analyst
Sandra: curator
Sofía: star and translator
Lidia: star and translator
Eloy: journalist
QUESTIONS:
o What level would be appropriate for this?
The activity would be appropriate for levels 5 and 6 according to the EQF (European Quality Framework). The European Quality Framework provides a common reference framework that assists in comparing the national qualifications systems, frameworks and their levels. EQF was created with the aim of making qualifications more understandable when applied to different countries. The learning outcomes are defined in terms of
Knowledge, understood as theoretical or factual.
Skills, both cognitive and practical.
Autonomy. seen as the ability of the learner to apply knowledge and skills autonomously.
In this way, level 2 (EQF 5-6) corresponds in very broad terms with Bachelor's degrees, Graduate diplomas, and vocational higher education.
At level 5, students will have the following learning outcomes:
Knowledge: comprehensive, specialized, factual, and theoretical knowledge.
Skills: Cognitive and practical skills required to develop creative solutions to abstract problems.
Autonomy: exercise management and supervision in situations where there is unpredictable change.
At level 6, students will have the following learning outcomes:
Knowledge: advanced knowledge of a field of work or study.
Skills: mastery and innovation, required to solve complex and unpredictable situations.
Autonomy: manage complex activities or projects, taking responsibility for decision-making.
Description of the eight EQF levels | Europass
o What is(are) the objective(s) of this task following the Bloom Taxonomy?
Bloom’s Taxonomy is a hierarchical classification of the different levels of thinking and should be applied when creating course objectives. This framework is divided into six different levels, ordered from lower complexity and specificity (bottom of the pyramid) to higher and deeper knowledge (top of the pyramid).
In this activity, the top of the hierarchy is aimed, because we look for the student to create his/her own story, design flyers defending his/her idea as the best one… Also, the level of “evaluating” (one level lower than the higher level of “creating”) and analyzing (one lower than “evaluating”) are aimed to be reached, because the student is requested to analyze other students’ choice of their favorite place in Murcia and possible ways of improving it, and also they are requested to reflect about what they have learned.
o What is the technology used on this task, and what is the technique/format this technology is focused on? (storytelling, robotics, images, diagraming, conceptual mapping... etc.)
The main technology on which all the work is based from the beginning is story mapping. This is done through a web page, Arcgis story map, which allows not only to make a complete story map but to give it your personal touch by choosing yourself the design, the photos, the format, and the distribution of all the elements of the story map. In addition, students can include photos and videos.
A story map is a strategy that uses a graphic organizer to help students learn the elements of a book or story. By identifying story characters, plot, setting, problem, and solution, students read carefully to learn the details. There are many different types.
https://storymaps.arcgis.com/stories
In addition to the digital Story Map also in another part of the activity, students have to create a poster with Canva, a tool very useful and easy to use that people usually like because the presentations with this application are aesthetically very beautiful and at the end is visually attractive and calls attention so it favors the learning of children as we have previously studied.
o What is the added value of using digital tools in this case?
The added value that the digital tools gave in this case to the task is to learn to become familiar with different websites and, at least for us, Arcgis story maps has been a web page that we did not know and serve specifically to make story maps.
Instead of using a printed paper sheet as it would be the traditional way, it is much more useful and dynamic to do it with this site, which adds complexity. By using this site you will learn to make decisions and see how the complexity of the task changes when done digitally, and you will be able to add your own personal touch by choosing the design and photos.
It is something that favors more creativity as there is more flexibility when doing the activity compared to giving students a rigid printed template where everything is indicated.
o What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
One of the ethical problems that can happen during the course of the activity is that not all children have at their disposal an electronic device with access to the Internet to do those digital tasks.
As we have previously studied, the school is a very complex system where many factors coexist, many different people, different nationalities, children with different socioeconomic status… We must always be open and willing to adjust to the different needs of our students so if in any class we could not perform this type of activity because there are not enough computers we will find another option to do it almost in the same way.
o What changes do you need to make to allow your students to do it from home?
We created accounts for them, so access to the different web pages that we used will be much easier because as they are children it can be a little complicated to create accounts for them. That is why we have done it for them, in the 3 parts of the activity where we have used web pages we created the account and would be at the disposal of the students.
If they do not have access to the internet they can work from a school computer, adapt or change the activity or work in pairs or groups if they want.
There’s also a part where they have to talk to each other, explain what they’ve learned and what’s the story that they liked the most all that would be better to do all in a group in class, enriching the feedback and comments of their peers but if someone is for example sick or at home he or her could connect by Zoom if they want to not miss anything.
Thanks to the pandemic of the Covid-19 we have realized that many of us at any time can miss class by being sick or by contact with a positive person, so it is very important that as future teachers and students that we are, let’s learn to adapt the activities for students who can’t come and do it in a simple way.
Thanks to new tools such as Canva or Google Documents, working in groups but in a separated way is possible and children can organize, communicate and work each from home. This happens for example with Canva which can be written in the same presentation by several people at once.
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