TASK 9. "INFOGRAPHIC: TEACHING COMPETENCE FOR A DIGITAL WORLD" - Translator
TRANSLATOR: Sandra Marín Soto
- INFOGRAPHIC: An infographic is a graphical representation that supports a piece of information and allows it to be translated into something that everyone can understand at a glance. It is an incredibly useful communication tool, as being in a visual format, it is processed by the human eye much faster. An infographic can help us to improve our content marketing strategy because it has significant advantages over other formats. Well constructed, it simplifies the information we want to communicate and makes more accessible the topics that a priori can be complex to understand. It is a resource that is easy to share via social networks, email, etc., and therefore lends itself to virilization. Furthermore, infographics, developed in line with our brand or with what we want to convey, allow us to add value to our visual brand universe or our identity. Infographics can be categorized according to various criteria. We can organize them, for example, according to their intention. Within this classification, we find commercial infographics, which highlight the properties of a product or service and the needs it covers for its promotion; storytelling infographics, which tell stories intending to arouse emotions and create links; educational infographics, which focus on bringing information to the user in the most accessible way for their understanding, etc. Within this classification, we can find infographics that have more than one purpose, so there are an infinite number of types.
- HOLISTIC AND SYSTEMIC PERSPECTIVE: A holistic approach means providing support that looks at the whole person, not just their mental health needs. Support should also take into account their physical, emotional, social, and spiritual well-being. In this case, it is to give an overview of the six most important points of this work: Generator and manager of emerging educational practices; Digital educational content expert; Extended reflective practice; Expert in an enhanced personal or organizational learning context; Sensitive to the use of technology from the perspective of social engagement; Able to use technology to broaden their relationship with the learner's family and environment. Systemic perspective is looking at an entire organism of an operation, entity, or business about its environment. For example, a plant is made of roots, stems, leaves, flowers, and seeds. Each part is a vital necessity for the plant to survive. That survival depends on the surrounding environment as well as its own parts. Systemic thinking, or a systemic perspective, is reviewing not just a problem or challenge in isolation, but in the context of its surroundings.
- EXPANDED REFLECTIVE-PRACTICAL: Within classical conceptions of teaching, the teacher is conceived as a reflective professional or researcher, capable of reflecting on the action and, subsequently, of reflecting on the action. Action research (A-R) has been the most important form of educational research from reflective practice. In it, the teacher does not seek theoretical abstraction, but the development of practical knowledge based on their own teaching experiences, gathering evidence and problematizing the "implicit theories, beliefs, values, and artifacts" that shape it. In recent times, design-based research (DBR), or educational design research (EDR), has become more relevant. The aim is to generate systematic processes for the design, development, and evaluation of a given educational intervention as a solution to complex problems and to seek to make useful contributions to other teachers. A teacher capable of understanding AI or EDR in the digital world is a teacher who knows how to take advantage of digital networks and their interconnection possibilities to enrich this research and thus improve the processes that must underlie his or her practice.
- DIGITAL TEACHING COMPETENCE (DTC): Digital competence is one of the eight key competencies and refers to the confident and critical usage of the full range of digital technologies for information, communication, and basic problem-solving in all aspects of life. This may sound simple to many of us but, according to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet. To understand the nature of this competence better, the European Commission has developed the European Digital Competence Framework for Citizens (DigComp) which is divided into five areas: information and data literacy; communication and collaboration; digital content creation; safety; and problem-solving. It is widely believed that the development of digital competence should start at an early age but decisions as to the types of technologies and amount of time spent with them should be carefully considered. For example, the principles of coding can be learned using paper cups or building blocks.
- SOCIAL AND ETHICAL IMPERATIVES: In the field of philosophy, a moral imperative is an obligation that a person imposes on himself or herself in ethical matters. An imperative always takes the form of an "obligation to do something" and is a concept used in ethics and moral philosophy. The study of the ethical imperative, in human praxis, emphasizes the universal character of a categorical that cannot be relativized and is an imperative that is above all materiality and requires a formal character.
Specific question: Weaknesses of the topic, methodology, and the tool of the task.
In this task, our biggest failure, so to speak, was to have to research so thoroughly in terms of infographics. We thought we had a clearer idea of what infographics were but we realized that we didn't, and it took us a long time to find out exactly what they were. This was something that prevented us from finishing the work faster because we had to think about it more. But we learned that you have to think a lot more about the content you are asked to give in an assignment. Regarding one crucial weakness of the topic, it is only directed to those groups which can afford the use of technology; and, although nowadays a big part of the world is digitalized, there is one-third which has no accessibility to ICT resources; this means that the competences studied do not apply to the whole world, as its forgets of the most-needed part or less-advantaged one.
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