In 2023 eduToolkit will focus on micro-credentials for lifelong learning and employability.
In this credential ecology, micro-credentials are different from other types of credentials since they are unbundled, credit-bearing, and stackable.
A micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been assessed against transparent standards. (European Commission, 2020, p. 10)
In 2021 eduToolkit will focus on decision-making in ambiguous situations and analyse how competence is transferred when participants increase their level of disciplinary discernment.
Urban Eriksson defines disciplinary discernment as “noticing something, reflecting on it, and constructing new meaning from a disciplinary perspective” and the learning process involve “what to focus on in a given situation and how to interpret it in an appropriate, disciplinary manner”. From the framework of the autonomy of disciplinary discernment, we believe that professional development is often limited to the first level involving recognition and naming of disciplinary relevant aspects.
According to the variation theory of learning, becoming competent in a discipline involves simultaneous discernment of critical aspects of a given phenomenon (Fredlund 2012). This requires exposing the participant to different facets or values to reveal patterns of variation as awareness of sameness and differences (Matron and Booth, 1997). The goal for the participant is to be able to know what is important and how to appropriately interpret it for a given context.
In 2020 eduToolkit will focus on ‘The multiliteracies pedagogical approach’ and aspects of Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice. The application in educational data mining creates a peer-to-peer “social knowledge” technology for learning communities.
The research of Bill Cope and Mary Kalantzis has managed to apply artificial intelligence and big data analytics to e-learning ecologies. This changes the role of the educator, from transmitter of content to passive learners, to designer of a learning ecology.
Mission statement:
To develop a classroom practice based on design thinking and change the terminology in line with “Define”, “Ideate” and “Prototype” to promote an e-learning ecology that support innovative teaching and learning
In 2016 eduToolkit will focus on Technology Enriched Instruction, since key trends accelerating technology adoption rely on real life examples of its current use. The NMC Horizon Project predict school will use Hybrid Learning Designs with both physical and virtual learning environments. There is an increasing interest to bring real life experiences into the classroom and this type of authentic learning has previously been limited to museums and science centres. Blended learning encourage students to follow their own learning pathways and interests.
Equipping teachers with the capacity to create a learning environment that will enable 21st century skills for students (Angela Shaerer)
Mission statement for 2016:
There is now new modules to apply simulations and gamified learning environments to your classroom. A digital badge is an online representation of a skill you’ve earned.