We are inviting all higher education teachers and staff from all UL members to participate. We will try to support as many higher education teachers and staff as possible in this calendar year, and we will be able to co-finance a few pilots. We will select 49 pilot updates in the calendar year 2021 (most of the winter semester 2021/2022) and an additional 20 pilot updates in the summer semester 2021/2022, within which we will be able to provide funding for the participating pilot update implementers. As we want to offer the opportunity to all UL members to participate, the selection of the pilot updates will be based on the involvement of all 26 members in proportion to the number of students enrolled in the academic year 19/20 (more in the Criteria tab), and priority will be given to those update proposals that include updating of courses with activities for students at higher levels of integration of ICT in the pedagogical process (following the SAMR model, more in the Criteria tab).
Below we present the role of the Digital UL Centre staff and the role of the participating higher education teachers and UL staff.
The Digital UL Centre support team will provide:
- Support, advice on reflection, planning of the use of ICT in the teaching process (introduction of innovative ICT-supported teaching approaches),
- support, advice on the choice of ICT, training in the use of the chosen ICT,
- advice and support for the production of study materials and other materials.
Together with the higher education teachers and colleagues – the proposers of the pilot updates, we will distribute the prepared updated proposals, define the objectives of the pilot update and the activities to be carried out before the implementation of the updated pedagogical process. We will define the resources needed for the implementation of the pilot update, the timeframes for the implementation and the obligations of all the project collaborators involved.
The assumption underlying the implementation of the pilot updates is the active participation of the participating HEIs and UL staff:
- the preparation of the pilot project specification (completed pilot update plan),
- the implementation of the pilot update according to the set plans,
- obtaining feedback from students on the pilot update,
preparing a report on the implementation of the pilot update, - presenting the implementation of the pilot update at one of the Teachers to Teachers events.
Criterion 1: All 26 UL members are involved with the number of pilot updates calculated according to the number of enrolled students (in the academic year 2019/2020) – from 1 to 4 pilot updates per UL member.
Criterion 2: Level of integration of ICT in the teaching process – below we present some examples of student activities at different levels of integration of ICT in the teaching process (according to the SAMR model).
| Level of ICT integration | Level description | Some examples of student activities using ICT |
| Level 1: substitution | ICT replaces previously used teaching or learning aids without introducing new functionalities that stimulate students’ cognitive processes. | – viewing multimedia materials (PPT, PDF, videos) with presentation of content – individual use of different ICT to perform set tasks that stimulate students’ lower cognitive processes (e.g. memorisation, comprehension) |
| Level 2: augmentation | ICT upgrading replaces previously used teaching/learning aids while introducing minor functionalities that stimulate students’ cognitive processes. | – Use of ICT to increase student interaction with the teacher and/or other students. – use of ICT for (ongoing) assessment of knowledge that stimulates students’ lower cognitive processes (e.g. memorisation, comprehension, application) |
| Level 3: modification | ICT transformation enables the transformation of the learning process while introducing essential functionalities that stimulate higher cognitive processes of students. | – activities where students are expected to participate by using ICT to solve problem situations – self-reflection of students using ICT – peer (critical) commenting and evaluation using ICT – use of ICT for (ongoing) assessment of knowledge that stimulates students’ higher cognitive processes (e.g. analysis, decision-making, judgement, inference, problem-solving, evaluation) |
| Level 4: redefinition | Redefining ICT allows for a fundamental transformation of the learning process, introducing previously unfeasible activities that stimulate students’ higher cognitive processes. | – activities where students create different products (e.g. 3D models, applications, videos, games, simulations) using ICT in the context of e.g. project-based learning work – use of ICT for (ongoing) assessment of knowledge that stimulates students’ higher cognitive processes (e.g. creativity, problem solving) |
