{"id":10061,"date":"2020-12-05T17:00:57","date_gmt":"2020-12-05T15:00:57","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=10061"},"modified":"2020-12-14T13:13:00","modified_gmt":"2020-12-14T11:13:00","slug":"cadrul-udl-pentru-ghidarea-practicilor-educationale-in-instruirea-online","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/cadrul-udl-pentru-ghidarea-practicilor-educationale-in-instruirea-online","title":{"rendered":"Cadrul UDL pentru ghidarea practicilor educa\u021bionale \u00een instruirea online"},"content":{"rendered":"<p>Solu\u021biile g\u0103site de profesori \u00een timpul pandemiei nu corespund canoanelor proiect\u0103rii online clasice, dar o mare parte dintre resursele \u0219i strategiile adoptate sunt utile \u0219i pentru activit\u0103\u021bile didactice tradi\u021bionale, mediate de tehnologie. \u00cen contrast cu dezvoltarea cursurilor online clasice, <em>emergency remote teaching<\/em> (ERT) presupune mutarea temporar\u0103 a instruirii \u00een mediul online, un mod de livrare alternativ datorat unei situa\u021bii de criz\u0103, respect\u00e2ndu-se \u00eens\u0103 un cadru universal de proiectare. Cu to\u021bii consider\u0103m c\u0103 \u0219coala nu va mai fi la fel ca \u0219i \u00eenainte de criz\u0103, multe dintre resursele de \u00eenv\u0103\u021bare online realizate pentru ERT \u0219i metodele didactice utilizate \u00een aceast\u0103 perioad\u0103 \u00ee\u0219i vor g\u0103si locul \u00een viitoarele activit\u0103\u021bi didactice fa\u021b\u0103 \u00een fa\u021b\u0103, dar mai ales \u00een cele mixte\/ hibride (<em>blended learning<\/em>).<!--more--><\/p>\n<p>Obiectivul principal \u00een aceast\u0103 situa\u021bie nu este cel de a crea un sistem de instruire online robust, ci de a oferi acces temporar la instruire \u0219i suport \u00eentr-o manier\u0103 rapid\u0103 \u0219i fiabil\u0103, \u00een timpul unei situa\u021bii de criz\u0103.<\/p>\n<p>Una dintre problemele majore \u00een ERT const\u0103 \u00een resursele de \u00eenv\u0103\u021bare, materialele didactice \u0219i gradul lor de accesibilitate online. Acesta este unul dintre principalele motive pentru care activit\u0103\u021bile \u0219i resursele \u00een ERT ar trebui s\u0103 \u021bin\u0103 cont de Designul universal al \u00eenv\u0103\u021b\u0103rii (UDL &#8211; <em>Universal design for learning<\/em>) o teorie ce se concentreaz\u0103 pe proiectarea de medii de \u00eenv\u0103\u021bare flexibile, incluzive \u0219i centrate pe elev pentru a se asigura c\u0103 to\u021bi studen\u021bii pot accesa \u0219i \u00eenv\u0103\u021ba din materialele, activit\u0103\u021bile \u0219i sarcinile cursului.<\/p>\n<p>Curriculumul UDL recunoa\u0219te natura unic\u0103 a fiec\u0103rui elev \u0219i nevoia de a aborda diferen\u021bele dintre ace\u0219tia prin:<\/p>\n<ul>\n<li>Mijloace multiple de reprezentare, pentru a oferi elevilor\/ cursan\u021bilor oportunitatea de a dob\u00e2ndi informa\u021bii \u0219i cuno\u0219tin\u021be \u00eentr-o varietate de moduri (format, grad de dificultate, succesiune logic\u0103 etc);<\/li>\n<li>Mijloace multiple de ac\u021biune \u0219i exprimare, pentru a oferi elevilor\/cursan\u021bilor alternative pentru a demonstra ceea ce \u0219tiu;<\/li>\n<li>Mai multe mijloace de implicare, pentru a satisface interesele elevilor\/cursan\u021bilor, pentru a cre\u0219te motiva\u021bia, oferindu-le provoc\u0103ri adecvate (s\u0103 ofere diverse modalit\u0103\u021bi de participare, interac\u021biune, dinamism. (Istrate, 2018)<\/li>\n<\/ul>\n<p>Astfel, predarea este proiectat\u0103 s\u0103 fie flexibil\u0103 \u0219i variat\u0103, \u00eencorpor\u00e2nd o gam\u0103 de mijloace pentru a atinge rezultatele \u00eenv\u0103\u021b\u0103rii, inclusiv utilizarea tehnologiei accesibile pentru studen\u021bii cu dizabilit\u0103\u021bi, iar \u00eenv\u0103\u021barea este proiectat\u0103 pentru a angaja elevul, pentru a \u021bine cont de punctele de acces, de interesele, de nevoile sale \u00een contextul cursului.<\/p>\n<p>UDL este un cadru valid pentru ghidarea practicilor educa\u021bionale \u00een IAC, \u0219i care:<br \/>\nA. ofer\u0103 flexibilitate \u00een modul \u00een care sunt prezentate informa\u021biile, \u00een modul \u00een care elevii r\u0103spund sau demonstreaz\u0103 cuno\u0219tin\u021be \u0219i abilit\u0103\u021bi \u0219i \u00een modul \u00een care elevii sunt implica\u021bi \u00een activit\u0103\u021bile de \u00eenv\u0103\u021bare;<br \/>\nB. reduce barierele \u00een instruire, asigur\u0103 suport adecvat, sus\u021binere \u0219i provoc\u0103ri \u0219i men\u021bine a\u0219tept\u0103ri ridicate la to\u021bi studen\u021bii, inclusiv studen\u021bii cu dizabilit\u0103\u021bi . (Dalton, 2017).<\/p>\n<p>Astfel, predarea este proiectat\u0103 s\u0103 fie flexibil\u0103 \u0219i variat\u0103, \u00eencorpor\u00e2nd o gam\u0103 de mijloace pentru a atinge rezultatele \u00eenv\u0103\u021b\u0103rii, inclusiv utilizarea tehnologiei accesibile pentru studen\u021bii cu dizabilit\u0103\u021bi, iar \u00eenv\u0103\u021barea este proiectat\u0103 pentru a angaja elevul, pentru a \u021bine cont de punctele de acces, de interesele, de nevoile sale \u00een contextul cursului.<\/p>\n<p>Elias (2010) a extras 8 principii UDL deosebit de utile pentru \u00eenv\u0103\u021barea digital\u0103:<\/p>\n<ul>\n<li>Utilizare echitabil\u0103<\/li>\n<li>Utilizare flexibil\u0103<\/li>\n<li>Simplu \u0219i intuitiv<\/li>\n<li>Informa\u021bii perceptibile<\/li>\n<li>Toleran\u021b\u0103 fa\u021b\u0103 de erori<\/li>\n<li>Efort fizic \u0219i psihic redus<\/li>\n<li>Comunit\u0103\u021bi de \u00eenv\u0103\u021bare \u0219i suport<\/li>\n<li>Climatul de instruire motivant<\/li>\n<\/ul>\n<p>Recomand\u0103ri pentru realizarea activit\u0103\u021bilor de \u00eenv\u0103\u021bare cu suport digital:<\/p>\n<ul>\n<li>S\u0103 furniz\u0103m con\u021binut digital \u00eentr-un format c\u00e2t mai simplu<\/li>\n<li>S\u0103 stoc\u0103m informa\u021bia \u00een cloud \u0219i pe site-uri partajate<\/li>\n<li>S\u0103 livr\u0103m informa\u021bia \u00een por\u021bii mici<\/li>\n<li>S\u0103 variem strategia didactic\u0103, tipul de resurse, s\u0103 schimb\u0103m abordarea pe care o folosim cel mai frecvent<\/li>\n<li>S\u0103 preg\u0103tim \u00eentotdeauna un suport vizual (ppt, prezi, sway etc.), s\u0103 integr\u0103m, pe c\u00e2t posibil, scurte filme relevante, soft educa\u021bional, secven\u021be de lec\u021bie interactive<\/li>\n<li>S\u0103 evalu\u0103m elevul \u00een mod divers<\/li>\n<li>S\u0103 p\u0103str\u0103m interfa\u021ba utilizatorilor \u00eentr-o form\u0103 simpl\u0103,<\/li>\n<li>S\u0103 utiliz\u0103m resurse deschise \u0219i software liber<\/li>\n<li>S\u0103 utiliz\u0103m subtitr\u0103ri, descriptori, transcrieri<\/li>\n<li>S\u0103 facem evaluare formativ\u0103, pe parcurs, d\u00e2nd feedback frecvent, \u201eapreciind diverse produse ale activit\u0103\u021bilor (\u00een format digital,\u00a0 online), schimb\u00e2nd formatul testului, \u021bin\u00e2nd cont de evalu\u0103rile colegilor s\u0103i sau de semnifica\u021bia contribu\u021biei lui \u00eentr-un grup de lucru etc.\u201d (Istrate, 2018)<\/li>\n<li>S\u0103 evit\u0103m supra\u00eenc\u0103rcarea \u0219i s\u0103 cre\u0103m starea de bine a elevilor<\/li>\n<li>S\u0103 \u00eencuraj\u0103m modalit\u0103\u021bi multiple de comunicare<\/li>\n<li>S\u0103 grup\u0103m pe c\u00e2t posibil elevii\/ cursan\u021bii \u00een acord cu accesul \u0219i preferin\u021bele lor tehnice<\/li>\n<li>S\u0103 utiliz\u0103m memo, \u00eentreb\u0103ri, quizz-uri, diverse abord\u0103ri \u0219i aplica\u021bii<\/li>\n<li>S\u0103 sus\u021binem introducerea de con\u021binut digital generat de cursan\u021bi<\/li>\n<li>S\u0103 avem \u00eentotdeauna \u00een vedere motivarea elevilor \u0219i antrenarea lor \u00een activit\u0103\u021bile de \u00eenv\u0103\u021bare.<\/li>\n<\/ul>\n<p><em><strong>Bibliografie<\/strong><\/em><\/p>\n<ol>\n<li>Chicioreanu T. Mar Camacho (2016)\u00a0<a href=\"https:\/\/drive.google.com\/file\/d\/1Qm5nz8d72uoYg5PZe6Xr5ArEbiFHuunG\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/drive.google.com\/file\/d\/1Qm5nz8d72uoYg5PZe6Xr5ArEbiFHuunG\/view?usp%3Dsharing&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNGhuTrH_7yfAC9BrFFEDZH5T4-q7w\">mLearning \u2013 perspective\u00a0<\/a><a href=\"https:\/\/drive.google.com\/file\/d\/1Qm5nz8d72uoYg5PZe6Xr5ArEbiFHuunG\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/drive.google.com\/file\/d\/1Qm5nz8d72uoYg5PZe6Xr5ArEbiFHuunG\/view?usp%3Dsharing&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNGhuTrH_7yfAC9BrFFEDZH5T4-q7w\">europene<\/a>, \u00een cadrul\u00a0EUROIN: European Innovation and Inclusion through Open Education: an\u00a0interdisciplinary approach\u00a0ERASMUS+, 575370-EPP-1-2016-1-RO-EPPJMO-<wbr \/>MODULE<\/li>\n<li>Dobre, I., Studiu critic al actualelor sisteme de e-learning, Referat, Academia Rom\u00e2n\u0103, Institutul de Cercet\u0103ri pentru Inteligen\u0163\u0103 Artificial\u0103, Bucure\u015fti, 2010<\/li>\n<li>Foca E. (2017) Contexte psihopedagogice ale utiliz\u0103rii filmelor \u00een procesul educa\u021bional\u00a0<span lang=\"EN-AU\"><a href=\"http:\/\/dspace.usarb.md:8080\/jspui\/bitstream\/123456789\/3754\/1\/Foca_film_educatie.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=http:\/\/dspace.usarb.md:8080\/jspui\/bitstream\/123456789\/3754\/1\/Foca_film_educatie.pdf&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNE-q8SJgsJpvueiAcjzM0JD2lH8FQ\">http:\/\/dspace.<wbr \/>usarb.md:8080\/jspui\/bitstream\/<wbr \/>123456789\/3754\/1\/Foca_film_<wbr \/>educatie.pdf<\/a>\u00a0<\/span><\/li>\n<li>Grosseck, G. &amp; Malita, L. (2015). Ghid de bune practici e-learning. Editura Universitatii de Vest din Timisoara.<\/li>\n<li>Istrate, O. (2013). Manuale digitale sau Cum migr\u0103m c\u0103tre un mediu educa\u021bional avansat tehnologic. Ce a\u0219tept\u0103ri avem ast\u0103zi de la un program de implementare a manualelor electronice? \u00cen: Elearning.Romania. Online:\u00a0<a href=\"http:\/\/elearning.ro\/manuale-digitale-catre-un-mediu-educational-avansat-tehnologic\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=http:\/\/elearning.ro\/manuale-digitale-catre-un-mediu-educational-avansat-tehnologic&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNEfFCS25pdVXr0IbCs8ilb1QTGj-A\">elearning.ro\/manuale-digitale-<wbr \/>catre-un-mediu-educational-<wbr \/>avansat-tehnologic<\/a><\/li>\n<li>Istrate, O. (2018) Proiectarea \u0219i desf\u0103\u0219urarea activit\u0103\u021bilor de \u00eenv\u0103\u021bare cu suport digital. Suport de curs online. Disponibil: <a href=\"https:\/\/iteach.ro\/\" target=\"_blank\" rel=\"noopener\">iTeach.ro<\/a><\/li>\n<li>Istrate O. ( 2000) Educa\u0163ia la distan\u0163\u0103. Proiectarea materialelor \/ Editura Agata, Boto\u015fani. Online: <a href=\"https:\/\/agata.ro\/wp-content\/uploads\/2013\/02\/EdituraAgata_OlimpiusIstrate_Educatia_la_distanta_2000.pdf\" target=\"_blank\" rel=\"noopener\">agata.ro\/wp-content\/uploads\/2013\/02\/EdituraAgata_OlimpiusIstrate_Educatia_la_distanta_2000.pdf<\/a><\/li>\n<li><a href=\"https:\/\/digitaledu.ro\/activitati-de-invatare-digitala\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/digitaledu.ro\/activitati-de-invatare-digitala\/&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNHyRW0e102lfBOTZrnAheN1zMO3JQ\">https:\/\/digitaledu.ro\/<wbr \/>activitati-de-invatare-<wbr \/>digitala\/<\/a><\/li>\n<li><a href=\"https:\/\/www.digitaliada.ro\/materiale-validate\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/www.digitaliada.ro\/materiale-validate&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNHAWoyhtjb_ZvHO7MqsnrC-1i-6UQ\">https:\/\/www.digitaliada.ro\/<wbr \/>materiale-validate<\/a><\/li>\n<li>REDION-program postuniversitar REDION, 2020<\/li>\n<li>Rapoartele NMC Horizon, (2014-2017).\u00a0Accesat la:\u00a0\u00a0<a href=\"https:\/\/www.nmc.org\/nmc-horizon\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/www.nmc.org\/nmc-horizon\/&amp;source=gmail&amp;ust=1608027944472000&amp;usg=AFQjCNHI9iKH7S4RN9zvl8P7fzuD3R5HSA\">https:\/\/www.nmc.org\/nmc-<wbr \/>horizon\/<\/a><\/li>\n<li>Raportele Horizon Educase (2018-2019). Accesat la: <a href=\"https:\/\/library.educause.edu\/resources\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/library.educause.edu\/resources\/&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNH06klhM6Cal1ReyCvIP54RNh0E_A\">https:\/\/library.educause.<wbr \/>edu\/resources\/<\/a><\/li>\n<li>Innovating Pedagogy Reports 2012-2019. Accesat la: <span lang=\"EN-AU\"><a href=\"https:\/\/iet.open.ac.uk\/innovating-pedagogy\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/iet.open.ac.uk\/innovating-pedagogy&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNG5MI0iSu5EOCM2ID6akctbD_oCEg\">https:\/\/iet.open.ac.uk\/<wbr \/>innovating-pedagogy<\/a><\/span><\/li>\n<li><a href=\"https:\/\/ec.europa.eu\/education\/resources-and-tools\/coronavirus-online-learning-resources_en\" target=\"_blank\" rel=\"noreferrer noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/ec.europa.eu\/education\/resources-and-tools\/coronavirus-online-learning-resources_en&amp;source=gmail&amp;ust=1608027944473000&amp;usg=AFQjCNHVkik7-t_beb3Z8QRlWg1MMNv-Aw\">https:\/\/ec.europa.eu\/<wbr \/>education\/resources-and-tools\/<wbr \/>coronavirus-online-learning-<wbr \/>resources_en<\/a><\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Solu\u021biile g\u0103site de profesori \u00een timpul pandemiei nu corespund canoanelor proiect\u0103rii online clasice, dar o mare parte dintre resursele \u0219i strategiile adoptate sunt utile \u0219i pentru activit\u0103\u021bile didactice tradi\u021bionale, mediate de tehnologie. \u00cen contrast cu dezvoltarea cursurilor online clasice, emergency &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/cadrul-udl-pentru-ghidarea-practicilor-educationale-in-instruirea-online\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[890,1228,793],"tags":[1244],"class_list":["post-10061","post","type-post","status-publish","format-standard","hentry","category-curriculum","category-resurse-educationale-deschise","category-tehnologii-digitale-in-educatie","tag-maria-burunov"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10061","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=10061"}],"version-history":[{"count":5,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10061\/revisions"}],"predecessor-version":[{"id":10121,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10061\/revisions\/10121"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=10061"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=10061"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=10061"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}