Didatech travel ends - Badge

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Didatech travel ends.


University of Parma.

Issued since 28 June 2016.


This Badge is earned by learners participating in the course "Didatech travel ends" offered by EduOpen. The Badge is to all intents and purposes the course’s certificate of attendance.

Badge Criteria

This badge has been obtained: for taking part in all the sections of the MOOC pathway "Teach different! Methodologies, tools, activities (Didatech)": Learning Design Fundamentals; Some approaches to learning; Learning tools, some examples; Using the Internet with awareness to enhance learning; Social Networking and learning; and for participating in the introductory and final section; for having completed all the interim and final activities for each section that compose the pathway. The “Teach different! Methodologies, tools, activities (Didatech) pathway aims are to provide useful ideas to make lessons more motivating and efficient using specific methodologies, to learn how to increase the participation of students, to use technology effectively in teaching. . The pathway collects opinions and experiences of experts from different regions of Italy and Europe, and benefits from the collaboration of teachers from the University of Parma, Padua, Genoa, Aarhus (Denmark) and Dalarna (Sweden), as well as from researchers of The Institute for Educational Technology of the National Research Council of Italy (CNR). The pathway was designed and built for educators and teachers, primarily at the University of Parma and other Italian universities, but also open to teachers working in other fields and doctoral students and post-graduate educational courses aimed at acquisition of qualifications and skills for teaching. Teachers: Pozzi Francesca, Donatella Persico, Lavagnino Elisa, Wiedemann Antonie, Giglio Alessandra, Santucci Umberto, Caviglia Francesco, De Robbio Antonella, Manca Stefania, Mansfield Gillian, Valla Sara


Within the sections of the the MOOC "Teach different! Methodologies, tools, activities (Didatech)" the following skills have been acquired: identifying the main factors that drive the instructional design; being oriented on the main researchs in the fields of "Learning Design" and of "Instructional Design"; using a tool that supports the learning design process; understanding what is meant by self-regulated learning; designing training programs that foster self-regulated learning, both in the presence online; understanding what is GBL and what are the serious games; knowing how to analyze and evaluate a game for its correct use in educational activities; creating a task with the help of games; knowing what is meant by Flipped Learning (or Flipped Classroom); some educational examples of Flipped Learning; knowing what are the tools and learning resources to help designing a flipped course; knowing how to think about what are the requirements of teaching materials built for a flipped course; designing a flipped course; putting in one's toolbox visualization tools tools that will help you see things more clearly the more obscure they make problems: mental maps, charts, flow charts, swot; using some online services and software to create audio and video materials; using some online services and software to manipulate existing audio and video materials; using creatively and productively audio and video materials in education; knowing why it is important to seek and evaluate information on the net; knowing what an is "information problem on the network" and what skills are activated to resolve it; knowing how to formulate an information problem and propose it as a teaching classroom activities; knowing how to search online information even from images; learning about the issues related to copyright and materials for teaching hollowing out the critical issues that impact on the creation of materials and their distribution within the courses provided on e-learning platforms; understanding how to avoid violations in the provision of network services related to teaching and identify appropriate solutions for the respect of copyright in the digital environment; knowing what are the social networks and what are distinguished from the broader category of social media; knowing the main trends regarding the use of social networking in education, teaching and the Lifelong Learning; knowing how to plan a small educational activities based on the use of open social networks; knowing the main professional development resources in the main social professional and academic networks; Knowing what is meant by bookmarking and social bookmarking; some educational examples of social bookmarking for teachers, students and collaborative learning; knowing how to reflect on when and how you can use the (social) bookmarking tools in an educational context; knowing how to design a basic use of a social bookmarking tools in your teaching context, based on some good practices and suggestions received; having had the opportunity to discuss with your colleagues the same subject area or other areas of opportunities and critical use of social bookmarking in your teaching context.


Learningmethods, Teachingmethod, SocialScience

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