Waching daily Sep 18 2017

Hi there.

I am John Bond from Riverwinds Consulting and this is Publishing Defined.

Today I am going to talk about academic authors using video to promote their textbook or monograph.

It has always been a responsibility of authors in trade publishing to help to market and

promote their books.

This is even more so in the social media saturated, attention-crowded world today.

Scholarly book authors may not be accustomed to this, but those that can summon the interest

and enthusiasm can benefit from these efforts in many ways.

Using video is one way to promote a textbook or monograph, but is increasingly becoming

the preferred method.

For authors to be successful long term, they need to think of themselves as a brand and

to have a platform for their ideas and their work and this includes a website and social

media.

This is true for researchers and authors even if they are not authoring a book.

Here are some ideas for an individual to use videos to promote a textbook or monograph:

First is the classic author interview.

It might just be the author speaking or the author and an interviewer.

Talk about what role the book serves, how and where to use in a curriculum, features

and benefits, and more.

Second, create a video about who you are.

Books, many times, are about a human connection between the author and the reader or instructor.

You might want to include how you came to write the book or become interested in the

subject.

Third, take a look inside the book.

Photos of the cover and the highly visual pages can be helpful.

Point out features such as keywords, exercises, key concepts, whatever the book has.

Include views of supplemental student and instructor's material if available.

Show don't tell.

Fourth, demonstrate, by yourself, or with students how to use the book.

Get releases for including others in the video.

Email me for a sample release.

If the book is not for classroom use, you can talk to someone about the book and what

they found interesting about it.

Fifth, have another instructor explain how they use the book in their course.

Perhaps talk about the classroom activities they use.

Sixth, throw a book signing or launch event and film some very short clips of it.

Overall, keep the videos short, maybe three to five minutes each.

Some might be longer.

Be mindful of the background, external noises, and lighting.

Simply experiment and it is easy to get it right.

Two important comments on these suggestions.

Look at other author created videos and see what you like and don't like.

Look at your book competitors and see what kind of marketing materials or videos they

have.

This will help you position your work.

Don't be shy in highlighting differences between your book and other ones in the marketplace,

in general or by title.

It is completely fair to say, for example, your book is the only book that comes with

PowerPoints, or something similar.

Of course, coordinate all these efforts with your publisher.

Make sure you are working in harmony with them, and not at cross purposes.

Make sure they link to and promote the videos that you do and vice versa.

Be mindful of any copyrighted material you might be using and that you have permission.

Create a channel for all your videos at a website such as YouTube or Vimeo.

Link the videos to your website or home page at your university or institution.

Connect all your videos to your social media efforts and let your institution know about

them as they might promote the videos as well.

Videos can be very, very easy to create.

All of my videos were done with a cell phone and a simple tripod.

I read off a teleprompter app on my phone.

The videos can be edited online using free video editing software you likely already

have access to.

None of this is technical or difficult and you likely know people in your life that this

is second nature for who can show you.

If not, there are many YouTube videos that explain it all in step-by-step detail.

Above all, let your passion and excitement come through in the videos.

Your enthusiasm will help sell the book.

And always show the book cover.

Well that's it.

Hit the Like button below if you enjoyed this video.

Please subscribe to my YouTube channel or click on the playlist on starting a YouTube

channel.

And make comments below or email me with questions.

Thank so much and take care.

For more infomation >> How Authors Can Use Video to Promote a Textbook - Duration: 4:58.

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Video 3.3. Spaces for teaching and learning - Key Ideas - Duration: 4:47.

Hello! My name is Miguel Hernáiz and this is the INTEF course on "Digitally-Competent

Educational Organisations". I am going to talk about learning and teaching spaces For some time now, we

know that learning is a situated process and we place a lot of emphasis on this idea.

But what does that mean?

It means that learning does not occur in the same way everywhere.

That doesn't mean that one cannot learn anywhere; what it means is that if we want

learning to occur in a certain way and we want to favour specific types of learning,

we have to take into consideration the context in which the learning process is going to take place..

The space or better yet, the spaces where we want learning and teaching experiences

to take place are immensely important.

And it's precisely new technologies that have presented challenges and opportunities

to rethink learning spaces in our educational organisations.

The first thing that technologies did is to give us access to that "other space",

or, as Javier Echevarría called it, "the third environment". There is a wide variety of actions

that we don't do in our "physical" space, but we do "virtually", online, on the Internet.

It is important to point out that when we speak about a certain physical space, we don't

use the word "real"; there is no "real" space as opposed to a space that is not real.

Both physical and digital spaces are real.

What we do in these two spaces can be as real as we want it to be and it has very serious

consequences on other people's lives and learning processes.

Let's have a closer look at the impact technology has on our spaces.

In the case of virtual spaces, the influence of technology is self-evident; virtual spaces are possible

thanks to technology. Digital media enable us to access a vast space where we find information and other

persons and which helps us to improve the teaching and learning environment in our schools.

Even if our organisation doesn't do anything to include them, digital media are everywhere

and all the members of the educational community live part of their lives in virtual spaces; and that is why they

are influenced by the digital media in all of their activities, including the ones related to the school.

Thanks to these "places", the educational organisation is able to consider the possibility of

creating specific institutional spaces in order to make use of the technologies and improve its members'

learning experience. Here we can include public spaces like the school website or the classroom blogs, and

internal spaces with more restricted use like the Digital Learning Environments, repositories

with teaching materials, a social network for all the members of the educational community,

information and communication channels, common use of spaces provided by other institutions or companies.

Also, the organisation has to ensure the usability and accessibility of these spaces.

As an institution, we should take advantage of digital media to "expand" our school

and provide new spaces that will enhance the learning experience of all the members of the school community.

In the same way, in the physical world, due to the changes brought about by technology

to other elements of the curriculum, redesigning physical spaces so that they become technology

enhanced spaces is a requirement. It is necessary to design, rearrange and maintain these new spaces in

which technology shapes part of the amount of the available resources.

It is a priority for a digitally-competent educational organisation to establish a strategy

on the provision and maintenance of the technological resources that can be used in school spaces

(depending on the availability; they are always restrictive).

This will allow us to put into practice the strategies we already mentioned.

Finally, the mere existence of technologies and the fact that the members of the educational

community use them, calls for a reflection on the existing school physical spaces

and the way they relate to technology.

These are just a few issues to keep in mind when rethinking the spaces: how many sockets are there?

How is the internet signal?

Are we going to work using wireless technology or do we need cables? Etc.

Rethinking and reorganising our spaces in order to maximise the opportunities technology

provides our institutions, allows us to promote active pedagogy within the school.

For more infomation >> Video 3.3. Spaces for teaching and learning - Key Ideas - Duration: 4:47.

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video đầu tiên - Duration: 1:48.

For more infomation >> video đầu tiên - Duration: 1:48.

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Video 2.6. The role of technology in school organisation - Challenge - Duration: 4:39.

Hello! I'm Almudena Vicente-Franqueira and in this video we will talk about the challenge you will have

to overcome in this unit of the INTEF course on Digitally-Competent Educational Organisations.

The design process is frequently defined as a cyclical process; you develop a prototype which

undergoes testing in order for you to further develop, adjust, and finally,tune it so that it suits your needs.

In this second unit we will talk about the School Digital Plan and focus on several issues

so that we can move forward towards achieving the goal of being a digitally-competent organisation.

First of all, we encourage you to shape the digital strategy Implementation Plan for your

organisation taking into consideration four key components.

You should first define the tasks that have to be accomplished and then establish a reasonable

schedule for the steps you have to take in order to do it.

Next, you should appoint the actors in charge of the established tasks and specify the resources

needed to carry them out, particularly focusing on the digital infrastructure.

Apart from the Implementation Plan, the School Digital Plan consists of other relevant elements:

the Communication Plan, the Usage Policy, the Professional Development Plan, and the

Assessment and Best Practices Plan.

The Communication Plan should determine the communication channels that are going to be

used, the persons in charge of them, and the purpose for which they are going to be used

(for communicating internally or externally).

With regards to the Usage Policy, it would be advisable to describe, even if it is in

a concise manner, a set of behaviours and practices that the organisation promotes as

being desirable and another set of behaviours and practices that should be avoided because

they present a potential risk to oneself or to other individuals or institutions.

In other words, this Policy describes healthy behaviours for technology usage for all the educational community.

Finally, members of digitally-competent organisations are open to learning and that is why it can

be interesting to shape a Professional Development Plan which can be carried out within the School Digital Plan.

You should determine a way to identify the needs and talents of the professionals working

for the organisation in order to develop them and use them to serve the organisation and the community.

In addition to the issues already mentioned, you can also focus on other topics concerning

the development of the School Digital Plan, the tasks established in the Implementation

Plan, or the proficiency in using the technological infrastructures.

Furthermore, it would be interesting if you identified the devices, the tools and the

people that shape the Organisational Learning Environment (OLE).

This unit's challenge is to outline the School Digital Plan by determining its four components:

the Implementation Plan, the Communication Plan, the Usage Policy,

and the Teacher Professional Development Plan.

Needless to say, at this stage of the design we don't expect you to produce the final

document; this should be an easy to change the dynamic draft.

Remember that we are developing prototypes that we will be improving with every design cycle.

In line with the idea of the cyclical design process of your School Digital Plan prototype,

we encourage you to publish the prototype that you will develop in this unit online.

Give the online community the chance to enrich your proposal with other ideas and you should

do the same with the prototypes developed by your colleagues.

Don't you think it makes sense that the starting point of a digitally-competent organisation should precisely

be opening up the code to its Digital Plan so that the community can enrich it with new ideas?

So open up the code to your plan and help your colleagues with their own digital learning process.

For more infomation >> Video 2.6. The role of technology in school organisation - Challenge - Duration: 4:39.

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Video 3.4. Members and evaluation - Key ideas - Duration: 5:56.

Hello! My name is Miguel Hernáiz and this is the INTEF course

on "Digitally-Competent Educational Organisations". I will introduce you to several key ideas related

to teaching and learning practices enhanced by technology.

It is imperative for an institution that wants to be integrated in what we call "the digital age"

to be able to reinterpret the elements of the curriculum and suit them to the needs

of the current social, cultural and technological context.

If an organisation wants to become competent in the digital world we live in, it must rethink

– from an institutional point of view – the teaching and learning practices that are suitable for it.

The challenge we face is not making partial changes; we have to work on all the elements

that make up our educational organisation and change it as a whole.

Technologies essentially play two important roles that influence the teaching and learning

practices carried out in our educational institutions. on one hand, they are part of the tools and

the technological environment that the members of our community should exploit

and on the other hand, they help to enhance the teaching strategy that we put into practice.

Let us address this issue carefully.

First of all, in order for our organisation to become digitally-competent, the members

that make up the organisation have to really take advantage of the available technologies

and digital media to enhance their teaching and learning environment.

This means they should be capable of integrating technology in their everyday life.

And this is exactly what being digitally-competent means,

an individual first, and then as an education professional.

The organisation should encourage a culture of critical technological empowerment among its members.

As an educational organisation we have the obligation to promote the use of different

digital media which enable all members of the organisation (not just teachers and students)

to enhance the learning environment; everyone is encouraged to try the technologies out and not to be

scared of them. Also, knowledge and experience exchange through partnerships

is actively encouraged, as well as critical thinking.

The members of the organisation enhanced their learning environment; this is related to the promotion of

the development of their digital competence. Everyone is involved in the teaching and learning activities:

teachers,students and all of the other members of the educational community.

The organisation should encourage its members to achieve specific levels of digital competence,

as established in the ICT Competence Framework for Teachers or in the Framework for Digitally-Competent

Educational Organisations, for instance.Digital Competence

should be appreciated, recognised, accredited and certified in all areas of the educational practice.

It is of paramount importance that the organisation addresses the issue of online safety; we have

to promote ethically desirable online behaviours and responsibility when it comes to our safety

or the safety of other members of the organisation, or of society in general.

The organisation also needs to disseminate information on risks and norms for responsible

behaviour in online environments and reach all the participants of the education activity.

We mentioned earlier that technologies help to enhance the possibilities of the teaching

strategy that we put into practice in our organisation.

We know that this enhancement is linked to the implementation of collaborative strategies

that maximise the collaborative potential of digital technologies.

This is the way to make the most of group work and the best way for the group members

to take responsibility for their actions.

Authentic; reflecting reality as much as possible; enabling knowledge transfer; taking advantage of the

reality vision we may have when we open the doors to our classroom with the help of digital technologies.

Make more cross-disciplinary actions; they should highlight the relation between wisdoms and knowledge

in real life where we put into practice the skills we develop within the organisation.

Personalised; with the help of the technologies the participants use in their everyday lives,

they develop their strengths and address their weaknesses;

Open to the reality of our institution and to the lives of the members of our organisation.

New experiences will highlight our community's diversity and will open up our work to the

community and the classrooms will soak up the outside reality.

We need to implement strategies that will put a spotlight on student competences, on their

creativity, and their proactive attitude. And technologies offer a lot of possibilities for doing that.

But at the same time, they have to develop personal and emotional strategies for all the participants in the

learning and teaching activities.

Thus, it is necessary to redefine the existing teaching models within our organisation and

change them to models that meet the requirements we mentioned earlier.

In order to do so, we have to involve all the members of our organisation.

The individuals who will truly implement the change are those involved in the teaching – learning processes;

they are the ones who are going to put into practice the community's decision to opt for these types of models.

All the participants should feel like they are essential actors

and promoters of the outlined strategies.

For more infomation >> Video 3.4. Members and evaluation - Key ideas - Duration: 5:56.

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Video 2.4. Professional Development - Key Ideas - Duration: 10:31.

Hello! My name is Miguel Hernáiz and this is the Digitally-Competent Educational

Organisations course organised by the INTEF.

I'm here to introduce you to a few key concepts related

to teacher professional development in the digital society.

Technologies in general and digital technologies in particular, have posed great challenges

for the professional development of educational organisations, but at the same time they have

provided great opportunities.

Among the challenges we have to face is making our educational organisation more digitally competent.

One of the cornerstones of achieving this goal is the professional development of the

members of that organisation; this is the best way to ensure that the professionals

who make up our institution become more and more digitally competent on every level.

Digital technology has also provided vast opportunities for teacher professional development

and also for institution professional development, that is, for schools that learn.

We have been discussing the issue of teacher training for several years now; the discussion

focuses on how to make our teachers improve their knowledge, their attitude, their skills, and overall

their competence in the best possible manner before and during the exercise of their profession.

Thanks to investigations and practical experience, we have come to realise that more traditional

training activities based on a model of transmitting information in which teaching professionals

don't play an active role do not work.

This is why we no longer talk about "teacher training"; this is now perceived as a one-way type of

activity dominated by an expert who "trains" teachers.

Nowadays we prefer to talk about "teacher professional development processes"; the

term includes both training processes that are lead and carried out by the teachers themselves

with or without the help of experts and collective training processes which involve the participation

of a learning professional community.

But let's go back to the professional development of the organisation and of the members that

make up that organisation and talk about how they can improve their professional and digital competence.

People often say that schools are spaces specially designed for students to learn.

However, schools are rarely thought of as learning spaces for all of their members.It is of the

utmost importance to keep in mind that students are not the only ones who learn in schools.

A good teacher is a teacher that never stops learning.

In other words, a good teacher is a professional in a state of continuous improvement.

A good school is a school that learns and becomes an intelligent organisation in search of

improvement.This improvement is not a generic one;

the goal is to improve the learning experience of the students. But how can we achieve that?

It can partly be achieved by means of a more personalised, continuous and comprehensive

teacher professional development; in other words, teacher professional development supported

and enhanced by digital media.

In order to discuss teacher professional development and the way people learn in this age of technology,

it is absolutely necessary to talk about two key concepts: personal learning environments

(PLE) and organisational learning environments (OLE).

But why are these concepts special?

Throughout this course we will address some of the main concepts and ideas related to

this specific approach on how people learn in this age of technology.

According to one of the most popular definitions suggested in recent years, Personal Learning

Environments are structures that include tools, sources of information, networks, activities,

cognitive mechanisms and metacognitive mechanisms that a person regularly sets into motion in order to learn.

According to this definition, each and every one of us has a PLE, whether we are teachers or students.

Even if they don't know it, anyone who is involved in a learning process has a personal learning

environment; this includes all the processes, tools, and connections we set into motion in order to learn.

It also refers to the way that actions are organised in our learning ecology.

Not surprisingly, some authors describe personal learning environments

as the actualisation of our learning ecology.

We have always had PLEs.

Nowadays though technology provides us with a vast amount of information, networks, and

ways of obtaining that information and of managing knowledge; and that is why understanding

how a personal learning environment works and how the metacognitive strategies are set

into motion in order to enrich the PLE is now more relevant than ever.

Furthermore, precisely some of the Web 2.0 tools allow us to manage the overwhelming

amount of resources and connections and redirect them so that they can be integrated in our

knowledge and learning flow in an adequate manner in order to suit our needs.

As for the Organisational Learning Environment (OLE), the concept is similar to the Personal

Learning Environment one; the difference is that it also includes the organisational and

contextual aspect related to the teaching practice.

An OLE can be defined as a sociomaterial structure that encompasses sources of information, tools,

activities, cognitive mechanisms, and networks of individuals that an organisation regularly uses in order to

learn. In this sense, schools are learning organisations.

The OLEs belonging to educational organisations are NOT only compilations of PLEs belonging

to the members that make up the institution; they also encompass the relations that exist

between all their components and which allow the organisation to be in a continuous learning

process, the way the components are organised and the way they communicate with one another,

the role technology plays in all the processes, the underlying philosophy, etc.

In short, schools' organisational learning environments consist of structures, actions

and thoughts that allow them to learn.

The OLE structure connects the synergies of all the PLEs belonging to the members of the organization,

their beliefs about the job they perform, with the learning needs of the organisation, and with

the people and other organisations which interact with the given organisation and with its everyday work.

What can an organisation do in order to encourage its members to maintain their PLEs in a good state?

There are three key aspects which an organisation can have influence on:

First, make the individuals that make up your organisation aware they have a PLE and that

it is important to get familiar with it, enhance it and take full advantage of it.

Provide the members of your organisation with learning opportunities that can be integrated

in their PLEs; in addition to being certified activities and appreciated inside and outside of the

organisation, these opportunities should become a part of the PLE of the members and not just be isolated.

activities. Promote member autonomy and make them aware that they can take full advantage of the school's

resources in order to enhance their PLEs.

Schools should strive to ensure that people use and exploit their resources; here we include

both available resources (library, Wi-Fi, network storage, blog infrastructures, etc.)

and other resources that can be acquired or that can be accessed in a centralised manner

(like educational accounts required for the use of certain tools, institutional subscriptions, etc.).

With respect to the steps the organisation could take in order to improve its OLE, there

is no one-size-fits-all solution. Nevertheless, there are some basic steps to take:

The first one is not related to technology; it refers to trying to unify the vision that the members

have on the foundations of that organisation, on how the organisation is and what it wants to be

Once you do that, you have to focus on setting short-term, medium-term and long-term learning goals for the

organisation.For instance, these goals may range from getting to know the PLEs of its different members,

to learning how to improve the communication flow or how to paint murals.

This is a starting point and from here we can move on to shaping the information and

the communication flow and the way we relate to these flows.

For instance, we can: Make an inventory with sources that provide relevant information about what is

happening inside the institution and outside it. Everyone should read it. Create "commissions" to help us "curate"

relevant contents and identify "resources or persons" that could be of interest for our organisation.

The results should be disseminated through one of the internal communication channels.

Recreate learning spaces in our everyday school dynamics (which is full of bureaucratic obstacles).

Here we can include activities such as drinking a cup of coffee together with other colleagues,

organising a work brunch so that we can talk to each other about our activities, workshops

in which colleagues can share their classroom practices or workshops in which

we can invite somebody to talk about a certain topic, etc. We could even register in training courses (just

like this one) that could have an impact in our organisation.

As we mentioned at the beginning, PLEs and OLEs can help us understand how an organisation

and its members learn with the help of technology. As we further develop

our organisations' PLEs and OLEs and we become more aware of how to improve and enhance them,

the possibility of improving the digital (and the general) competence of our institution increases.

For more infomation >> Video 2.4. Professional Development - Key Ideas - Duration: 10:31.

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Video 3.5.Members and evaluation - Key Ideas II - Duration: 7:31.

Hello my name is Miguel Hernáiz and this is the INTEF course on Digitally

Competent Educational Organisations. I'm here to talk about assessment and how

digital media media influences it. First of all it is necessary that we focus on

three main levels: student learning assessment, student learning

accreditation and the assessment of institutional teaching programs and

processes when we talk about the impact of technology on learning assessment

practices we have to point out that these impacts has various dimensions

first of all it affects the subject of assessment what do we assess do we

assess answers the ability to ask oneself questions final products

argumentation processes what is important assessment processes should

focus on competences that formative assessment practices which give students

feedback on their learning process extend their scope and variety and

include more aspects this doesn't mean that summative assessment is going to

disappear not at all they have to change it so as to include multimodal final

products which exhibit not only declarative knowledge but also

problem-solving skills it should also include cross and transdisciplinary

knowledge furthermore apart from the teacher expert other actors can

participate in a simple way in the assessment we can promote peer

assessment an external assessment done by somebody else different from the

teacher and the other students the educational organization should support

and promote these kind of changes if we wanted to put into practice a test in

which students could apply all the elements we mentioned or if we wanted to

take into consideration the external assessment or student participation in

peer assessment it will require organizational changes and also changes

in the mentality of the institution that go far beyond the isolated proposal

related to new types of assessment we should try to help organize information

flows that will enable teachers to set up different mechanisms in order to give

their city more and better feedback in this way the

learning assessment will really be useful and it will be helpful to the

students learn better assessment also plays a role in the accreditation

process on which technology has had a great impact technology's increasingly

enable people to carry out learning processes in a systematic way and to be

part of teaching processes that have nothing to do with the formal

institution to which they belong in short the educational organization

should count on procedures of recognizing these types of learning that

take place outside the institution but clearly improve the teaching and

learning processes that take place inside the institution as an example of

how these are recognized we can mention the digital badges issued by a Duke alum

insignias and the open badge backpack issued by the Spanish Ministry of

Education Culture and sport we must not forget the importance of data in

education this is called learning analytics learning analytics are not

just bear numbers they are constructs based on data which was collected using

specific tools this doesn't mean they are not biased just because they are

data they are not bias because they were collected using specific tools that only

collect certain type of information the collected data went through a specific

type of statistic treatment and afterwards was given to the teachers the

data the teachers receive is already processed data they received it in the

form of a control panel only if the organization and its members are capable

of analyzing the data in a critical manner will they be able to use it

adequately to improve the teaching or learning processes there are many

questions many question marks surrounding the use of data from our

students and their learning analytics that still need to be clarified

nevertheless we have a large number of information at our disposal and we

should use it in a more useful way the information

we get from the learning analytics can be particularly useful for the

assessment of teaching or learning processes from all the data that we have

we could draw many conclusions on what works and what doesn't work in our

educational design we have a lot of information about classroom behavior

about the educational materials we use the work students do at home the

materials we create etc we shouldn't use so much of this information to fit the

student performance and learning assessment but rather to improve future

editions of our courses and subjects with reference to the use of learning

analytics in the assessment process the institution needs to consider three

important issues first what type of information do the data structuring

tools obtain from the members of the institution is regulating the use of

this information both inside and outside the institution possible to what extent

secondly the organization should consider if the tools it uses provide

useful information that can be used to improve its own processes we should

start to critically analyze the data and the type of analytics will receive from

all these tools because they are not just numbers they are the result of a

specific type of tool which process them in a specific way and then translated

the numbers into data the final data supposedly describes our lessons our

certain subjects we should be able to make institutional decisions with

regards to these analytics we should consider what each of these analytics

mean and decide which ones we don't want we also should be able to reject

specific tool or analytics because we believe the information it provides is

not relevant or the method used for processing the information is not

correct and third we should develop a code of practice or some kind of

internal regulation in order to promote a meaningful use of the data we have for

the improvement of future teaching and learning processes within the

organization we should use the available data to draw conclusions that would

enable us to prove the learning processes and

stablish the things that work the things that don't work the dynamics we would

like to keep and the ones that we obviously need to be chained change it

in order to enhance the students learning experience finally the data

could provide the students with information about their performance and

could allow them to make decisions related to their learning process or in

reference to the metacognitive strategies they put into practice at

every stage of learning important and urgent challenges now is the time to

raise all the relevant issues and to try to answer them as an organization

For more infomation >> Video 3.5.Members and evaluation - Key Ideas II - Duration: 7:31.

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Video 3.1.The impact of technology on the pedagogical dimensions of the school - Objectives - Duration: 2:10.

Hello! My name is Miguel Hernáiz and I'm here to explain the objectives of unit 3 of the INTEF course on

"Digitally-Competent Educational Organisations".

We will be analysing the impact of technology on the pedagogic aspects of school.

We will use the conclusions of that analysis to see how we can implement this technology for change

from the pedagogic dimension of our organisation, which surely is the most relevant of its dimensions.

We are going to pursue three main objectives: First of all, we will try to understand the

impact of the new social and technological setting on the different elements of the curriculum

and its implementation in schools.

Next, you will analyse from a self-critical point of view (describing weaknesses and

opportunities) the curricular practices you carry out in the classroom, defining and describing objectives,

contents, evaluation,; you will do it first from your individual perspective, as

an educator, and then from the institutional perspective of an educational organisation.

Last, you will propose and produce strategies of individual and collective change focusing

on everyday elements of the teaching process.

In order to achieve these objectives, we will go over various key issues related to the

impact of technology on different components of the curriculum; we will see how your school

defines the curriculum, the objectives you set, the spaces you use for learning, the

educational practices you carry out, and last, we will talk about evaluation.

For every issue we mentioned before, we will also try to reflect on the way in which our

organisation should promote certain strategies to adopt and use technologies that would enable

you to move forward to achieving the ultimate goal of this course – making your organisation more digitally-

competent following the steps of the framework of the Joint Research Centre of the European Commission..

So this is it for the time being. Welcome to Unit 3!

For more infomation >> Video 3.1.The impact of technology on the pedagogical dimensions of the school - Objectives - Duration: 2:10.

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Video 2.2. A model of management for competent digital organizations - Key Ideas - Duration: 7:51.

Hello! I'm Almudena Vicente-Franqueira and in this video of the Digitally-Competent Educational

Organisations course by the INTEF we will talk about leadership and governance practices

and the influence they have on Digitally-Competent Educational Organisations.

Given the challenges and problems educational organisations have to face nowadays, we can

say, without fear of error, that there are few management positions more difficult and

with a higher level of commitment involved than managing an educational organisation.

We often think that the people occupying management positions are bold; but when it comes to management

positions in the education field, it takes more than boldness,

it takes real bravery and courage to do the job.

These adjectives help us shape the personality of the members of the school management teams.

However, the educational work environment is so complex that we need

two concepts to better grasp the responsibilities of school management.

These concepts are leadership and governance.

In recent years, there is a lot of literature on leadership in business management and more

specifically in education. The overuse of the leadership concept has led to a certain loss of its meaning.

It has been treated as kind of an all-purpose concept and a solution to all organisational

shortcomings even if their cause is purely circumstantial and it transcends a leader's

capacity to transform reality.

We can distinguish between two types of leadership; there is the management leadership which focuses

on roles and tasks that ensure the proper functioning of the educational organisation;

and then there is the transformational leadership which focuses on creating new alternatives

for implementing more or less ambitious initiatives of change in the organisation.

Governance refers to a set of practices that help implement the concepts of management

and transformational leadership in an effective and proper manner.

In other words, there is a clear link between the leadership model and the governance model

implemented in educational organisations.

At the same time, both management and transformational leadership and governance are meant

to serve pedagogical leadership, also called learning leadership.This means that

their ultimate goal is to serve the students and help them improve their learning process.

Thus, students are at the heart of the school's mission, vision and strategies.

It is undeniable that nowadays we cannot talk about leadership without mentioning distributed leadership

The fact that leadership is distributed among all the actors involved in the educational

organisation is the true force that holds the learning leadership together.

We do not defend nor look for heroic leadership; we claim systemic, helpful, and situational

leadership; and ultimately teaching leadership.

DigComOrg acknowledges this perspective on leadership and governance and it identifies

three sub-elements for the "Leadership and Governance Practices" cross-sector element:

Integration of Digital-age Learning is part of the overall mission, vision and strategy.

Strategy for Digital-age learning is supported by an implementation plan.

A Management and Governance Model is in place.

This outline describes an innovation sequence that begins with the planning stage which

focuses on the triad mission – vision – strategy, and continues with the development stage which

will be put into practice according to a concrete action plan.

The plan includes taking appropriate measures which are going to be implemented by the management

and governance using a comprehensive approach.

Each sub-element encompasses several descriptors

Thus, various descriptors are defined with regards to the sub-element "Integration

of Digital-age Learning is part of the overall mission, vision and strategy":

The potential of digital learning technologies is clearly flagged.

The benefits of digital learning technologies are communicated.

The strategic plan encompasses digital-age learning.

Open education is an aspect of public engagement

These descriptors provide an overview that is meant to convey the importance of technology

in the learning process and its ability to create educational processes that go beyond

the classroom and even beyond the school.

Technology opens a lot of doors and we want to take full advantage of its potential for learning purposes.

These descriptors are applicable to all educational organisations (from primary schools to universities).

Each educational organisation can choose to use whichever descriptors are more suitable

for its particular case.

The Strategy for digital-age learning and its implementation plan encompasses the

following descriptors: Planning builds on enablers while addressing barriers.

Internal stakeholders have a degree of autonomy.

Opportunities, incentives and rewards for staff are identified.

Digital-age learning is aligned with broader priorities.

There are twin goals of modernising existing educational provision and offering new opportunities.

In other words, integrating technology in a digital organisation is not immune from

problems and difficulties.Nevertheless, good planning can help minimise potential obstacles

and maximise the strengths and opportunities provided by the environment.

And finally, the descriptors related to the Management and Governance Model are:

There is a shared understanding of and commitment to the implementation plan.

Management responsibility is clearly assigned.

Resources are aligned with budgets and staffing.

The outcomes, quality and impact of the implementation plan are reviewed.

Specific initiatives or pilots are evaluated.

Implementation status is benchmarked.

Oversight of policy and direction is evident

Without a doubt, management and the ability to put into practice appropriate governance

strategies is key in the development of the implementation plan discussed above.

Schools are complex professional environments and in such environments

anticipation, critical analysis, and assessment are essential.

In the end, a digitally-competent organisation should have a well-defined educational vision

which is clearly communicated to the educational community.

Digital learning technologies should be a cornerstone in this learning-focused vision.

Furthermore, this vision based on technology is articulated in short and medium-term implementation

plans which are subject to regular monitoring in order to ensure its success in all areas of the organisation.

To sum up, leadership and governance are both the starting point and the means to attain

a digitally-competent educational organisation.

The other fundamental element that will help achieve this goal is the collaborative work

both online and offline which the educational community has to carry out.

For more infomation >> Video 2.2. A model of management for competent digital organizations - Key Ideas - Duration: 7:51.

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Thank you for watching! Don't forget like & subscribe ;))

For more infomation >> Best Tasty Recipes Videos 2017 #61 | Best Cake Pop Recipes & Cauliflower Recipes 2017 - Duration: 10:37.

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Video 3.6. The impact of technology on the pedagogical dimensions of the school - Challenge - Duration: 1:58.

Hello! My name is Miguel Hernáiz and this is the INTEF course on "Digitally-Competent Educational

Organisations". In this video we will talk about the tasks you will have to tackle in this part of the course.

After we delved into all the aspects that are important in order for the more pedagogic

dimensions of our school to become enhanced with the help of digital technologies, now

it's time to put into practice everything we've learnt to make the change real.

Or at least to outline a more advanced project.

And for that purpose, we came up with several challenges you will have to face.

The challenges are interchangeable and can also be applied to other contents; they can

even become work strategies in your organisation and you can implement them in order to achieve

that sense of community we mentioned many times throughout the course.

What do you have to do then?

Analyse the learning spaces in your school.

Try to reflect on the opportunities and weaknesses of the already existing spaces in your school.

Ask yourself things like this: What are those spaces for in practice?

How could we improve the way the space is used?

How could we enhance the way it is used?

What role does technology play in this space and what role could it play in the future?

Does the configuration of the space favour the use of technology?

The problem with this space is the space itself?

Could we improve it?

Or the problem has to do with the use strategy?

Do you miss having other specific spaces?

Is it viable to have other spaces?

It is very important that you remember that we are referring to

both physical spaces and digital spaces in your school.

Now you are ready to face the final challenge.

Go ahead!

For more infomation >> Video 3.6. The impact of technology on the pedagogical dimensions of the school - Challenge - Duration: 1:58.

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Video 2.3. Digital Competence for networked educational organization - Key Ideas - Duration: 6:33.

Hello! My name is Almudena Vicente-Franqueira and in this video of the Digitally-Competent Educational

Organisations course organised by the INTEF we will talk about collaboration and networking,

two core elements for integrating learning in a digital environment.

An educational organisation is not a place for individualism.

For our students, school is a place for socialisation par excellence.

In the same way, schools should be a work environment governed by collaboration for

all parties involved in it and especially for the teachers.

Given the complex challenges and tasks we have to face, the future of the educational

organisations depends on teams designing innovative projects for and by our students through a

highly developed teacher collaborative competence.

This shared competence among all teachers can enhance quality levels of educational

organisations in a comprehensive and sustainable way.

An educational organisation's professional capital is influenced by whether it can create

a learning professional community.

According to Antonio Bolívar, a school becomes a learning professional community when it

manages to be a community of leaders in which each and every one of its members feels empowered

and committed to the processes of change and improvement of the educational organisation.

In order for this to happen, the following specific conditions must be met:

A shared vision focused on learning.

Internal and external communication channels that allow receiving and processing information.

Provision of collaborative work opportunities by means of an organisational structure, adequate spaces

and timing. Be able to do a critical and creative interpretation of the curricula in order to integrate it

and design high-quality learning settings.

Be willing to critically reassess practices and educational materials.

Provision of digital tools and devices that allow online collaborative working and learning.

Have high expectations for the teaching staff and the educational organisation.

On this basis, digitally-competent organisations can aim at creating a professional culture

which promotes communication and collaboration both inside and outside the school, thus expanding

the limits of conventional education.

Digitally-competent schools enable and promote expanding learning beyond the classroom walls

and even beyond the school.

In this respect, DigCompOrg defines three sub-elements related to collaboration and networking.

Networking, sharing, and collaboration is promoted.

A strategic approach is taken to communication.

Partnerships are developed.

In other words, it is clearly stated that a digitally-competent organisation is able

to open up to other parties, to the environment, and to networks; all of this will enable it

to expand learning and provide its professionals with opportunities of professional development and growth.

With regards to networking, sharing and collaboration, the following descriptors are mentioned:

Networked collaboration for staff to pool expertise and share contents is the norm.

Knowledge exchange efforts are recognised.

Students engage in effective networking.

Participation in knowledge-exchange activities and events is promoted.

Internal collaboration and knowledge exchange is expected.

In conclusion, a digitally-competent organisation not only allows its students and staff to

participate in the opportunities that the Web provides with regard to contacting with

other information hubs, but it also promotes it.

This is a way to enhance learning opportunities.

With respect to the strategic approach to communication, two descriptors are detailed:

An explicit communication strategy is in place.

A dynamic online presence is evident.

A digitally-competent organisation is expected to have a digital communication network which enables it

to give a true and fair picture of the institution in line with its mission,vision, and objectives.

And last, there are two descriptors in relation with possible partnerships that the school may develop:

A commitment to knowledge exchange through partnerships is made evident.

Staff and students are encouraged to be actively involved in partnerships.

The organisation's involvement in partnerships should not be just on paper; organisations

should strive to achieve true communication between the work teams created as a result

of the partnerships established with other schools, institutions, and networks.

In conclusion, a digitally-competent educational organisation recognises that collaboration

is the foundation of learning and that technology can reinforce collaborative culture and strategies

within the school and between the school and other institutions and stakeholders.

Digital competence helps us understand that knowledge is distributed online and, in order

to obtain it, process it and use it in real life and learn, we have to connect with other hubs.

Collaboration and networking are fundamental for the development of a digitally-competent

individual and organisation.

In both cases, in our interconnected world, collaboration and networking are nowadays

the starting point in the development of student key competences, of teacher professional competences,

and of the school's knowledge bank and professional capital which the school relies on in order

to provide its students with the best possible service.