Journal articles: 'Digital curricula'

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Shively, Kate, and Jennifer Palilonis. "Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework." Journal of Education 198, no. 3 (October 2018): 202–14. http://dx.doi.org/10.1177/0022057418811128.

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This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.

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Cassells, Laetitia, and Nolwandle Nono Dlamini. "Educating Digital Citizens Through Curricular Incorporation." International Journal of Information and Communication Technology Education 15, no. 3 (July 2019): 11–29. http://dx.doi.org/10.4018/ijicte.2019070102.

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With the increased focus on e-education and closing the digital divide through access to ICT's in South Africa, foundation and secondary school curricula are increasingly becoming the location for ICT integration. There is however no overt focus on introducing digital wellness and digital citizenship education information into the curriculum, leaving students vulnerable in terms of information seeking, use, and production even with infrastructure access being available. This treats the problem of the digital divide in South Africa as a purely access-based issue, ignoring the influence of information poverty and digital citizenship on the digital divide. Through examining the existing curriculum this article attempts to suggest a possible integration of these topics within the existing curricular structure.

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Basnak, Jesse Paul, Emeka Nzekwu, Meghan Chow, and Jennifer Ortynski. "A digital peer-to-peer learning platform for clinical skills development." Canadian Medical Education Journal 8, no. 1 (February 24, 2017): e59-66. http://dx.doi.org/10.36834/cmej.36795.

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Background: Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).Methods: A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.Results: Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.Conclusion: Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

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Godhe, Anna-Lena. "Digital Literacies or Digital Competence: Conceptualizations in Nordic Curricula." Media and Communication 7, no. 2 (June 11, 2019): 25–35. http://dx.doi.org/10.17645/mac.v7i2.1888.

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This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence.

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Coldwell-Neilson, Jo, James A Armitage, Ryan J Wood-Bradley, Blair Kelly, and Alex Gentle. "Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum." Issues in Informing Science and Information Technology 16 (2019): 033–49. http://dx.doi.org/10.28945/4285.

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Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

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Jidkov, Lydia, Matthew Alexander, Pippa Bark, John G. Williams, Jonathan Kay, Paul Taylor, Harry Hemingway, and Amitava Banerjee. "Health informatics competencies in postgraduate medical education and training in the UK: a mixed methods study." BMJ Open 9, no. 3 (March 2019): e025460. http://dx.doi.org/10.1136/bmjopen-2018-025460.

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ObjectiveTo assess health informatics (HI) training in UK postgraduate medical education, across all specialties, against international standards in the context of UK digital health initiatives (eg, Health Data Research UK, National Health Service Digital Academy and Global Digital Exemplars).DesignA mixed methods study of UK postgraduate clinician training curricula (71 specialties) against international HI standards: scoping review, curricular content analysis and expert consultation.Setting and participantsA scoping literature review (PubMed until March 2017) informed development of a contemporary framework of HI competency domains for doctors. National training curricula for 71 postgraduate medical specialties were obtained from the UK General Medical Council and were analysed. Seven UK HI experts were consulted regarding findings.OutcomesThe International Medical Informatics Association (IMIA) Recommendations for Biomedical and Health Informatics Education were used to develop a framework of competency domains. The number (maximum 50) of HI competency domains included in each of the 71 UK postgraduate medical specialties was investigated. After expert review, a universal HI competency framework was proposed.ResultsA framework of 50 HI competency domains was developed using 21 curricula from a scoping review, curricular content analysis and expert consultation. All 71 UK postgraduate medical curricula documents were mapped across 29 of 50 framework domains; that is, 21 domains were unrepresented. Curricula mapped between 0 (child and adolescent psychiatry and core surgical training) and 16 (chemical pathology and paediatric and perinatal pathology) of the 50 domains (median=7). Expert consultation found that HI competencies should be universal and integrated with existing competencies for UK clinicians and were under-represented in current curricula. Additional universal HI competencies were identified, including information governance and security and secondary use of data.ConclusionsPostgraduate medical education in the UK neglects HI competencies set out by international standards. Key HI competencies need to be urgently integrated into training curricula to prepare doctors for work in increasingly digitised healthcare environments.

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Wong, Yue-Ling, Jennifer Burg, and Victoria Strokanova. "Digital media in computer science curricula." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 427–31. http://dx.doi.org/10.1145/1028174.971444.

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Teichert, Laura. "21st-Century Vision Using a 20th-Century Curriculum: Examining British Columbia’s Kindergarten Curriculum Package." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 34. http://dx.doi.org/10.18357/jcs.v39i3.15235.

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This article provides a critical analysis of British Columbia’s early learning curricula concerning 21st-century education and the role of digital technology in the early years. The data sources were the Premier’s Technology Council: A Vision for 21st-Century Education (Premier’s Technology Council, 2010), BC’s Education Plan (British Columbia Ministry of Education, 2011), and the Kindergarten Curriculum Package (British Columbia Ministry of Education, September 2010). Rapid advances in technology call for a review of traditional curriculum standards and active movement toward a realization of 21st-century education beyond mere vision. As children navigate an increasingly digital world, one with blurred lines between content and advertising, critical thinking and critical analysis skills are essential in order for children to effectively manage the vast amounts of information available to them. Educators and policy makers, through curricula developed reflecting digital media use, can play an important role in educating young, technologically engaged students.

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Berge, Ola. "Rethinking Digital Literacy in Nordic School Curricula." Nordic Journal of Digital Literacy 12, no. 01-02 (June 21, 2017): 5–7. http://dx.doi.org/10.18261/issn.1891-943x-2017-01-02-01.

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Koltay, Tibor, and István Boda. "Digital library issues in Hungarian LIS curricula." Library Review 57, no. 6 (June 27, 2008): 430–41. http://dx.doi.org/10.1108/00242530810886706.

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Xu, Sai Hua, and Ying Xiong. "Research on Talents Training Pattern of Digital Media Arts Major Based on College-Enterprise Cooperation." Advanced Materials Research 971-973 (June 2014): 2617–20. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2617.

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Digital media art major is a new major of combining the art with technology that has been developed in recent years. At present, the personnel training pattern of some high vocational colleges have some defects, such as blurry personnel orientation, unified curriculum system and too much theoretical curricula, etc. This paper has explored personnel training pattern of digital media art based on work-study combination and college-enterprise cooperation, which enables the college-enterprise cooperation combination to achieve more fully through the typical projects of enterprises and major curricula to connect. It finally carries out the goal of training the compound art talents of high technical ability.

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Horn, Shane, and Koen Veermans. "Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland." Journal of Research in International Education 18, no. 1 (February 22, 2019): 23–41. http://dx.doi.org/10.1177/1475240919830003.

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In this study, tasks measuring digital media literacy developed by Stanford University were administered at a school in Finland to consider the efficacy and transfer of critical thinking (CT) skills of a ‘pre-IB’ cohort preparing to enter the two year International Baccalaureate Diploma Programme (IBDP) and a graduating ‘IB2’ cohort. While the IB2 cohort outperformed the pre-IB cohort, both outperformed Stanford’s U.S. cohorts to a statistically significant degree. Utilising a framework of curricular approaches to facilitating CT skills development as a variable of interest for causal-comparison, it was determined that the Finnish curricula and the IBDP explicitly facilitate CT skills as a separate course while embedding CT into subject coursework, whereas the curriculum in the U.S. implicitly embeds CT into subject coursework only. Implications for improving facilitation of CT in curricula design, professionalising CT across the field, and the benefits of replicating existing studies in differing socio-educational environments are discussed.

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Yang, Seungwon. "Topical scopes of digital and data curation curricula." Proceedings of the Association for Information Science and Technology 52, no. 1 (January 2015): 1–4. http://dx.doi.org/10.1002/pra2.2015.1450520100128.

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Poncette, Akira-Sebastian, Daniel Leon Glauert, Lina Mosch, Katarina Braune, Felix Balzer, and David Alexander Back. "Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study." Journal of Medical Internet Research 22, no. 10 (October 29, 2020): e22161. http://dx.doi.org/10.2196/22161.

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Background Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. Objective This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. Methods We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. Results The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. Conclusions An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.

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Sánchez-Caballé, Anna, Mercè Gisbert-Cervera, and Francesc Esteve-Món. "Integrating Digital Competence in Higher Education Curricula: An Institutional Analysis." Educar 57, no. 1 (January 29, 2021): 241–58. http://dx.doi.org/10.5565/rev/educar.1174.

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Digital competence is key for students in the 21st century. The present study analyses the extent to which digital competence has been integrated at a Catalan university with 11,362 undergraduate students. To obtain the data, we: (1) analysed the digital competence content in the curricula of 40 bachelor’s degrees; and (2) had the results checked by an 11-expert focus group. We found that the more technical degrees have the most integrated indicators of technological literacy while the other knowledge areas have a higher level of information literacy. Educational institutions therefore need to help students develop this competence which is so necessary for 21st-century students. This study reports interesting results on the presence of digital competence in the curricula of an entire institution and can be useful for improving the institution as a whole and the curricula.

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Joseph, Meera, and Jeff Nisker. "Need for Prominent Core Curricula Designed and Taught by Persons with Disabilities in All Levels of Medical Education." Canadian Journal of Disability Studies 9, no. 5 (December 20, 2020): 245–64. http://dx.doi.org/10.15353/cjds.v9i5.697.

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The need for comprehensive core curricula in medical education regarding the health of persons with disabilities has been identified by disability scholars for many years and was recently reinforced by our research indicating Canadian physicians lack knowledge of the social model of disability, and their legal duty to ensure accommodation for persons with disabilities to have equal access to health. The purpose of the current research is to investigate the existence of core medical education curricula devoted to the health of persons with disabilities and determine whether persons with disabilities were involved as curricular designers and educators. A comprehensive literature search of all academic sites found few papers reporting on such curricula, and the time devoted to these curricula was small. Only one medical school internationally was found to have persons with disabilities playing a major role as curricular designers. Further problematic was that “disability” tended to be portrayed by non-disabled professional actors hired as standardized patients (SPs), and only occasionally by actors with disabilities but in scripted SP roles distant from their lived experience. We contend that if persons with disabilities designed medical curricula, non-disabled SPs would be replaced by persons with disabilities as medical educators, sharing their own lived experiences. Another alternative in replacing professional able-bodied actor SPs is the novel education method of digital storytelling, with disabled persons sharing their lived experiences. Another immediate opportunity exists in Canada in the newly developing competency-based curricula for prominent core competencies to be designed and taught by persons with disabilities.

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Neumann, William T., and Marvin C. Woodfill. "A multi-disciplinary approach for digital systems design curricula." ACM SIGCSE Bulletin 24, no. 1 (March 1992): 168–72. http://dx.doi.org/10.1145/135250.134544.

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Chatham, C., M. H. Spencer, D. J. Wood, and A. Johnson. "The introduction of digital dental technology into BDS curricula." British Dental Journal 217, no. 11 (December 2014): 639–42. http://dx.doi.org/10.1038/sj.bdj.2014.1049.

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Shechtman, Nicole, Jeremy Roschelle, Mingyu Feng, and Corinne Singleton. "An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics." AERA Open 5, no. 2 (April 2019): 233285841985048. http://dx.doi.org/10.1177/2332858419850482.

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The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind’s Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that schools in the treatment group implemented for an entire school year. Schools in the control group implemented their business-as-usual mathematics curriculum. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not generalizable to all digital offerings, and there is a continuing need for refined theory, study of implementation, and rigorous experimentation to advise schools.

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Pellegrini, Marta, Cynthia Lake, Amanda Neitzel, and Robert E. Slavin. "Effective Programs in Elementary Mathematics: A Meta-Analysis." AERA Open 7 (January 2021): 233285842098621. http://dx.doi.org/10.1177/2332858420986211.

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This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.

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Olsen, Amanda A., Lana M. Minshew, Kathryn A. Morbitzer, Tina P. Brock, and Jacqueline E. McLaughlin. "Emerging Innovations and Professional Skills Needed Within Pharmacy Curricula." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052094359. http://dx.doi.org/10.1177/2382120520943597.

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To ensure students are prepared for the rapidly evolving world of health care, curricula must be aligned with emerging innovations, as well as professional skills likely to influence students’ abilities to be successful. At the 2019 annual meeting of PharmAlliance institutions, we asked experts to identify innovations and professional skills necessary for the future of pharmacy practice. Experts identified a wide range of topics, including personalized and precision medicine, digital health, interprofessional collaboration, clinical decision making, and overcoming complexity and ambiguity. While these findings are useful for informing curriculum content, we must also commit to ensuring our pharmacy curricula are emerging, forward thinking, and effective at preparing students for the challenges in health care.

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Salim, Rana Ali. "The Effect of Pyramid Method Digital Processing to Enhance the Ground Goals Images for Masscrafts." Webology 17, no. 2 (December 21, 2020): 278–88. http://dx.doi.org/10.14704/web/v17i2/web17030.

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While Mechanism of Objective Marking of Automated Marking is approaching the latest technique mainly; the approach has an important aspect; where assansoyn fellow complete the mechanical teaching curriculum by filling up the niche in the near term. While inexplicable isn't fully understood, validates discrimination decisions in mechanical teaching, thus instilling confide in ML goal calls. Alternatively, the approach via can act as a standalone element, especially in scenarios where a little amount of benefit, for example, "Today's the interactions of curricula via don't require train data, and thus prove different mechanical teaching curricula for accurate train data. So that an example-via approach, which screen shoot prominent goal shape data to identifying in a large-scale satellite imagery. The right mix of coarse three dimensions aims finds the abstract form and realism of the goals to provide strength against objective differences discrimination at the same time. The curriculum uses powerful new forms of image correlation to match the shape of expected objectives with the image. Look for shape projections about setting, and use engineering property objectives and shadow projections. Binding factors provide tolerance to lighting differences, temperate covers; where many true subjects. To provide distinguishing digital objective on realistic satellite imagery that illustrates performance.

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Yang, Seungwon, Boryung Ju, and Haeyong Chung. "Identifying Topical Coverages of Curricula using Topic Modeling and Visualization Techniques: A Case of Digital and Data Curation." International Journal of Digital Curation 14, no. 1 (September 11, 2019): 62–87. http://dx.doi.org/10.2218/ijdc.v14i1.586.

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Digital/data curation curricula have been around for a couple of decades. Currently, several ALA-accredited LIS programs offer digital/data curation courses and certificate programs to address the high demand for professionals with the knowledge and skills to handle digital content and research data in an ever-changing information environment. In this study, we aimed to examine the topical scopes of digital/data curation curricula in the context of the LIS field. We collected 16 syllabi from the digital/data curation courses, as well as textual descriptions of the 11 programs and their core courses offered in the U.S., Canada, and the U.K. The collected data were analyzed using a probabilistic topic modeling technique, Latent Dirichlet Allocation, to identify both common and unique topics. The results are the identification of 20 topics both at the program- and course-levels. Comparison between the program- and course-level topics uncovered a set of unique topics, and a number of common topics. Furthermore, we provide interactive visualizations for digital/data curation programs and courses for further analysis of topical distributions. We believe that our combined approach of a topic modeling and visualizations may provide insight for identifying emerging trends and co-occurrences of topics among digital/data curation curricula in the LIS field.

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Nothacker, Jens, and Zsolt Lavicza. "Digital Didactic Objectives of Primary, Secondary, and Higher Education Curricula in the 21st Century Executable with a Single-board Computer." Open Education Studies 2, no. 1 (December 31, 2020): 344–59. http://dx.doi.org/10.1515/edu-2020-0135.

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AbstractThis paper deals with the didactic objectives and content from the latest curricula of the different types of schools (schools, colleges, universities) in the D-A-CH regions. The aim of this paper is to provide an overview of the didactic goals of current and future curricula for primary, secondary, and high school, which are feasible with a single board computer. For this purpose, the curricula are analysed according to digital terms and methods of information technology with a qualitative deductive meta-analysis and assigned to different categories. The results are presented in different diagrams for evaluation, from which the results can be interpreted. The results include a list of digital didactic goals, structured according to school type, competencies, and feasibility, which can be implemented with a single-board computer. All in all, it was found that an inexpensive single-board computer is quite sufficient for the acquisition and implementation of the digital goals and skills to be taught in the curricula. Furthermore, it was found out how the changes in the curricula have established themselves in the different regions with a time lag and which competencies are taught at the individual school levels. The paper concludes with a recommendation for further studies.

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Ortiz-Repiso, Virginia, Jane Greenberg, and Javier Calzada-Prado. "A cross-institutional analysis of data-related curricula in information science programmes: A focused look at the iSchools." Journal of Information Science 44, no. 6 (January 8, 2018): 768–84. http://dx.doi.org/10.1177/0165551517748149.

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Our rapidly growing, data-driven culture is motivating curriculum change in nearly every discipline, not the least of which is information science. This article explores this change specifically within the iSchool community, in which information science is a major unifying discipline. A cross-institutional analysis of data-related curricula was conducted across 65 iSchools. Results show that a majority of iSchools examined (37 out of 65, 56.9%) currently offer some form of data-related education, particularly at the master’s level, and that approximately 15% of their formal degree offerings have a data focus. Overall, iSchools have a greater emphasis on data science and big data analytics, with only a few programmes providing focused curricula in the area of digital curation. Recommendations are made for iSchools to leverage the interdisciplinary nature of information science, publish curricula and track graduate success so that iSchools may excel in educating information professionals in the data area. Future data education in iSchools may benefit from further interdisciplinary data education, including data curation curricula.

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Ruiz Gil, José-Antonio. "Digital heritage training for historians in Europe: a local proposal." Virtual Archaeology Review 8, no. 17 (July 26, 2017): 56. http://dx.doi.org/10.4995/var.2017.4726.

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<p class="VARAbstract">This paper presents a proposal for the use of digital resources to improve the university curriculum for historians in particular and heritage managers in general. It is possible to develop the sector, providing more employment and promoting theoretical and methodological changes conducive to mutual progress. To achieve this, the proposal takes into account the recent legal reforms in education and within the European Digital Single Market. However, although such changes are possible given that there is already extensive experience in heritage digitisation, they are hindered by the current curricula content and slow implementation of competency-based education. The desk research reported here focused on a Spanish context that could benefit from curriculum development implemented elsewhere, and the resulting proposal for positive action was explored in the context of history and heritage education at the University of Cadiz.</p>

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Zarnow, Stefanie, Frank Hiller, and Tobias Hackenberg. "‚Digitale Aspekte‘ in Ordnungsmitteln der dualen kaufmännischen Berufsausbildung." Zeitschrift für Berufsund Wirtschaftspädagogik 116, no. 2 (2020): 250. http://dx.doi.org/10.25162/zbw-2020-0011.

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BELL, Tim. "Computer Science in K-12 Education: The Big Picture." Olympiads in Informatics 12 (May 15, 2018): 3–11. http://dx.doi.org/10.15388/ioi.2018.01.

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As topics from computer science are increasingly being taught in K-12 schools, it is valuable for those teaching within new curricula to be aware of the purpose of the various components that students are expected to learn. We explore the main purposes of having computer science in curricula in the first place, and then use examples to show how particular topics that might be regarded by some as esoteric can be related to the bigger picture of what is trying to be achieved. The model used is to relate curriculum content to how it affects people, both those who are learning the subject, and those who will be using digital technologies developed by those who have just learned to develop them. This provides a framework to help teachers to motivate themselves, their students, and other stakeholders to engage with new curriculum content.

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Abioye, Abiola, James Lowry, and Rosemary Lynch. "Digital Curation Education at the Universities of Ibadan and Liverpool." International Journal of Digital Curation 14, no. 1 (September 11, 2019): 24–61. http://dx.doi.org/10.2218/ijdc.v14i1.556.

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This article presents the findings of the Ibadan/Liverpool Digital Curation Curriculum Review Project, a research project conducted to formally benchmark the teaching of digital curation in the archival education programmes at the University of Liverpool, United Kingdom and the University of Ibadan, Nigeria. It provides background to the history and establishment of both universities and the development of their archives curricula. A matrix was developed using the DigCurV Curriculum Framework to assess whether digital curation skills and knowledge outlined in the framework are being taught, practised and tested in the Master’s programmes. These skills and knowledge were assessed according to the four domains outlined in DigCurV: Knowledge and Intellectual Abilities (KIA), Personal Qualities (PQ), Professional Conduct (PC), and Management and Quality Assurance (MQA), to levels appropriate to practitioners and managers. The exercise identified skill and knowledge areas where teaching materials could be shared between the universities, and areas where new materials are needed.

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Gorman, Lawrence, and Maria Polski. "Digital media may cultivate awareness and responsibility in users: A case for optimism." Explorations in Media Ecology 20, no. 3 (September 1, 2021): 337–53. http://dx.doi.org/10.1386/eme_00099_1.

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If every technology has a bias, then the biases of digital communication technologies include broad superficial contact, unreflective behaviours, and tribalism on the one hand, and cosmopolitan attitudes and a wider circle of care on the other hand. Digital media can help develop awareness and responsibility – if humanity consciously works against the dangerous biases of this medium. To maximize the benefits of digital media, we propose that school curricula focus more on understanding cognitive biases, recognizing nuances and postponing judgement. This article describes a theoretical framework for this change in curricula. Challenges to the ideas of this article are addressed in Appendix 2 through ‘Disputation between the Sceptic and the Believer’.

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Puttick, Gillian, Brian Drayton, and Joan Karp. "Digital Curriculum in the Classroom: Authority, Control, and Teacher Role." International Journal of Emerging Technologies in Learning (iJET) 10, no. 6 (December 16, 2015): 11. http://dx.doi.org/10.3991/ijet.v10i6.4825.

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With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-a-vis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.

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Hidson, Elizabeth. "Pedagogy by proxy: teachers’ digital competence with crowd-sourced lesson resources." Pixel-Bit, Revista de Medios y Educación, no. 61 (2021): 197–229. http://dx.doi.org/10.12795/pixelbit.88108.

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This study explores how teachers of Information and Communications Technology (ICT) faced with a major National Curriculum change were able to teach the new elements of the programmes of study. A multiple case study involving nine experienced teachers was carried out, using thematic analysis to explore audio-visual and documentary data from lesson planning sessions captured mostly via video calling and desktop sharing. The process captured the various ways that teachers located, modified and re-used digital materials and accessed online communities of practice to develop crowd-sourced curricula. The results reveal that the alignment of teachers’ digital competence with their need to assimilate unfamiliar but necessary concepts into the pedagogical reasoning process facilitated the teachers in developing sufficient subject knowledge and pedagogical content knowledge (PCK). Knowledge deficits slowed down the fluency of teachers’ lesson-planning processes, but the location and use of crowd-sourced resources helped them to develop PCK. The teachers’ digital competences in sourcing suitable teaching resources from their communities of practice allowed the development of pedagogy by proxy.

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Adhikari, Janak, Chris Scogings, Anuradha Mathrani, and Indu Sofat. "Evolving digital divides in information literacy and learning outcomes." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 290–306. http://dx.doi.org/10.1108/ijilt-04-2017-0022.

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Purpose The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand. Design/methodology/approach Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices. Findings Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes. Research limitations/implications This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities. Originality/value This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.

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Bridgstock, Ruth, Michelle Grant-Iramu, and Alan McAlpine. "Integrating career development learning into the curriculum: Collaboration with the careers service for employability." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 56–72. http://dx.doi.org/10.21153/jtlge2019vol10no1art785.

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Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.

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Carter, E. Vincent. "Privacy Please: A Privacy Curriculum Taxonomy (PCT) For The Era Of Personal Intelligence." College Teaching Methods & Styles Journal (CTMS) 3, no. 3 (July 22, 2011): 11. http://dx.doi.org/10.19030/ctms.v3i3.5284.

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This paper extends forward thinking by information ethics and business education scholars to introduce a Privacy Curriculum Taxonomy (PCT) that repurposes business curricula around the emerging personal information privacy paradigm. The seminal challenge confronting business education leaders is to respond to the ontological paradigm shift from a physical society driven by material and monetary processes, towards a digital society driven by information supply and the growing demand for information privacy. The PCT is advanced as an initial framework for engaging business curriculum planners in the considerations required to repurpose existing disciplines around digital society information and privacy processes. After a current literature review, the PCT is developed using a foundational set of information assurance principles. The PCT is business discipline specific, to catalyze incubation and further development within and across functional areas.

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Jiang, Shujun, and Ali Rafeeq. "Connecting the Classroom with the Newsroom in the Digital Age: An Investigation of Journalism Education in the UAE, UK and USA." Asia Pacific Media Educator 29, no. 1 (April 12, 2019): 3–22. http://dx.doi.org/10.1177/1326365x19837769.

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The development of information and communication technology—internet, mobile computing and easier and wider connectivity—is swiftly transforming the news industry. Conventional news production practices have been disrupted and have evolved to meet the needs of a new era of digital and online journalism. In the age of digital and non-linear journalism, the practices of newsgathering, production, distribution and consumption have changed greatly, creating challenges in journalism education. The converged newsrooms of today demand journalism graduates to have digital news production skills that allow them to easily fit into the routines of digital news production practices. By examining the journalism curricula of selected journalism education programmes in the USA, UK and UAE, as well as interviewing journalism educators, students and practitioners, this research investigated whether and how efforts have been made to align journalism curricula to the needs of the industry.

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Mills, Andrew, Amy Kristin Sanders, and Shakir Shahid Hussain. "Fitting It All In? A Census of Undergraduate Ethics and Leadership Courses in Accredited U.S. Journalism and Mass Communication Programs." Journalism & Mass Communication Educator 74, no. 3 (May 28, 2018): 265–75. http://dx.doi.org/10.1177/1077695818777588.

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As journalism and mass communication programs struggle to help prepare their students for the unknown digital future, many are answering the industry call to inject curricula with the instruction of digital skills. However, this likely comes at the cost of teaching long-standing conceptual courses, including media ethics, or introducing new ones, including media leadership. Although university administrators are likely to say their curricula adequately address these issues, the reality is that they may not. This study analyzed undergraduate degree requirements for all accredited U.S.-based journalism and mass communication degree programs ( N = 119) to evaluate the course offerings in ethics and leadership.

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van der Kroon, Linda, Kristi Jauregi, and Jan D. ten Thije. "Telecollaboration in Foreign Language Curricula." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (July 2015): 20–41. http://dx.doi.org/10.4018/ijcallt.2015070102.

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The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

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Viana, Joana, and Helena Peralta. "Online Learning: From the Curriculum for All to the Curriculum for Each Individual." Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 122. http://dx.doi.org/10.7821/naer.2021.1.579.

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This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults’ representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The results contribute to the reflection on curriculum in a digital context, and to describing the curriculum organization of the learning process adopted by each individual. We found that space and time, in addition to strategies and actors are the most dynamic curriculum components in these circumstances. The formal contexts in which institutionalised learning and the curricula in force therein, occur are central to the development of the personal learning curriculum. This leads us to question the possibilities and ways of reconfiguring curriculum, of conceiving it differently, in digital learning contexts.

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Grzeska, Alexander, Shan Ali, Tomasz Szmuda, and Paweł Słoniewski. "Objective Outcomes Evaluation of Innovative Digital Health Curricula. Comment on “Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study”." Journal of Medical Internet Research 23, no. 5 (May 28, 2021): e26034. http://dx.doi.org/10.2196/26034.

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Walsh, John P., Jerry Chih-Yuan Sun, and Michelle Riconscente. "Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science." CBE—Life Sciences Education 10, no. 3 (September 2011): 298–308. http://dx.doi.org/10.1187/cbe.11-03-0031.

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Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion– and Adobe Flash–based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience.

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Jones, Beata, Albert Pilot, Pierre Van Eijl, and Josephine Lappia. "The W-shaped model of professional competencies for the Fourth Industrial Revolution and its relevance to honors programs." Journal of the European Honors Council 4, no. 1 (September 10, 2020): 1–16. http://dx.doi.org/10.31378/jehc.123.

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As the world is undergoing the Fourth Industrial Revolution (4IR), the fusing of physical, digital, and biological worlds with the new technologies, we experience a profound impact of this revolution on the labor markets and subsequent career planning of students. The new economic reality created by 4IR calls for immediate action in the world of higher education. The purpose of this paper is to advocate for new key competencies that university students will need to thrive in the new economy. These competencies include human literacy, digital fluency, hyper-learning, and systems and design thinking. Together, they are presented as the ‘W- shaped 4IR Competency Model’. This model combines previously published opinions about the topic from various educational futurists who have tackled the issue. This paper includes a call to action for universities to address the skills gap challenge of college graduates and rethink their value propositions. As honors programs are the breeding ground for innovation, universities might consider starting to test the robot-proof, twenty-first-century curricula with the smaller honors cohorts and then consider the curricular transfer to the mainstream educational programs. We urge honors educators and administrators around the world to adopt curricula that will make their graduates ‘robot-proof’ and able to thrive in the new economy for decades to come.

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Gewerc Barujel, Adriana, Lourdes Montero Mesa, Eulogio Pernas Morado, and Almudena Alonso Ferreiro. "Digital Competency and University Curricula. In Search of the Missing Link." RUSC. Universities and Knowledge Society Journal 8, no. 2 (July 12, 2011): 14. http://dx.doi.org/10.7238/rusc.v8i2.1070.

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Hyunsook, Chung, and Kim Jeongmin. "Utilization Method of Linked Data Profiles Connecting Curricula and Digital Content." Indian Journal of Science and Technology 8, S9 (May 10, 2015): 373. http://dx.doi.org/10.17485/ijst/2015/v8is9/68289.

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Guercio, Maria. "Innovation and curricula: an archival perspective on education of "digital curators"." Comma 2010, no. 1 (January 2010): 151–67. http://dx.doi.org/10.3828/comma.2010.1.16.

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Vera-Contreras, M. J., F. H. Vera-Rivera, and E. G. Puerto-Cuadros. "Curricula framework for a digital transformation master’s in science and engineering." Journal of Physics: Conference Series 1938, no. 1 (May 1, 2021): 012026. http://dx.doi.org/10.1088/1742-6596/1938/1/012026.

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Thandlam Sudhindra, Shravya, and Lucienne T. M. Blessing. "A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT." Proceedings of the Design Society 1 (July 27, 2021): 91–100. http://dx.doi.org/10.1017/pds.2021.10.

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AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or recognize competency. This paper introduces our DesCA (Design Competency Assessment) framework and places it in the context of other frameworks. We describe how DesCA helps: (1) identify and assess design competencies associated with different design activities planned for a course or curriculum; (2) formulate learning outcomes and select appropriate competency levels, methods and tools; (3) plan and develop the design content of courses and curricula; (4) ensure curricular consistency across courses.The vision is to make DesCA a digital platform that can serve as an international standard for design teaching, learning and curriculum development.

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Kazakoff, Elizabeth R. "Toward a Theory-Predicated Definition of Digital Literacy for Early Childhood." Journal of Youth Development 9, no. 1 (March 1, 2014): 41–58. http://dx.doi.org/10.5195/jyd.2014.71.

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Though young children are frequent users of digital technology, there is no comprehensive definition of early childhood digital literacy. Currently, digital literacy and related terms are defined with much older children and adults in mind. This paper aims to lay groundwork for redefining digital literacy in an early childhood context. Taking into account the unique developmental needs of early childhood when discussing digital literacy can provide a gateway to developing technological tools and curricula to prepare children in kindergarten through second grade to be more effective users of digital technologies throughout their lives.

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Stikhina, Irina. "Educational strategy in digital environment." E3S Web of Conferences 296 (2021): 08030. http://dx.doi.org/10.1051/e3sconf/202129608030.

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The article analyzes educational transformations as viewed by undergraduate students of the 1st and the 4th year as well as aspects of digital transformation based on the conducted survey. Predicated on general trends and collected data, possible development strategy of education in digital environment is introduced. It is assumed that online courses with integrated materials designed on digital platforms will command a larger part in the curricula. At the same time, as the study shows, the traditional education with face-to-face communication is still important to students. Therefore, the educational strategy should emphasize the blended format – face-to-face learning experience on campus complemented by the distance component in the form of synchronous virtual classes, enriched by asynchronous online electronic courses with e-lectures and interactive tasks for students.

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Glotova, Tatyana, and Irina Kolchugina. "Implementing innovative teaching methods in the digital environment." SHS Web of Conferences 99 (2021): 01024. http://dx.doi.org/10.1051/shsconf/20219901024.

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The article examines the issues of adopting the innovative teaching methods to effectively organise the educational process within blended and distance learning and teaching. The examples of curricula design using modern information technologies and elements (resources and activities) of the digital learning environment of Penza State University are given. The teaching methods and features of their employment are described. The authors highlight the need for further elaborating the issues of ongoing methodological support for teachers in the field of information and pedagogical technologies.

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Journal articles on the topic 'Digital curricula'

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