blended learning

Actions

interventions most implemented

reuse of platforms even inthe presence and the use of digital books

more preparation and organiza-tion, greater awareness, more tools available for teachers and students, strengthening of theInternet connection (even if still not sufficient) and greater uniformity in teaching proposals

Despite the many difficulties encountered, 44% of teachers positively evaluated theexperience with distance learning. Among positive factors, teachers claimed that it allowedthem to experiment with new teaching tools and methodologies. Around 36% of teachersalso positively assessed the students’ experience because they had the opportunity toexperiment with new study methods, became familiar with new platforms, and improvedtheir digital skills. Among positive factors of distance learning, the most listed were:flexibility in providing education and accessing content and resources (66%), removalof space and time barriers (40%), ability to record and review lessons (44%), ability tocustomize and adapt courses to the needs of learners (27%) and motivate students toparticipate (for example shy kids), and to exchange views and ideas (23%)

can only be achieved in presence

A big concern expressed by teachers refers to the lack of interaction

Another problem was the lack of or limited technical assistance

One of the most significant technicaldifficulties was represented by the availability of a stable Internet connection.

distance learning experi-ences in Italy during COVID-19

Dominikus David Biondi Situmorang

boñiga

I will argue that the distinction between online and in-person learning is far less significant than it appears, because all learning is in-person and never online

fétido

plásticos en el mundo ha sido desechado

más de 25 mil millones de toneladas

We suggested that students should ask their lay relativesor friends to proofread their articles regarding comprehensibility

proudly shared the outcomes of the course on social media

blocked full-day lecture

joint brainstorming

This expertpresented an introduction to the most important rules of Wikipedia and was also available to studentsin a writing workshop at a later date

advancing the team as a unit that could accomplish more with fewer resources. Participatingin a shared overall goal with one’s individual strengths is an additional important aspect that contributedto the exceptional motivation of the students

The articles weresubmitted for publication on Wikipedia after two further feedback loops and revisions by students.At this point, the Wikipedia expert and other experienced authors from the Wikipedia communityassessed the quality of articles, provided feedback to students, and finally decided on theirpublication

Wikipedia uses a similarframework to manage the multiple historical versions and track changes in the articles. After having workedwith Git while writing the scientific background papers, students had no difficulty transferring the logic ofversion control to the content management system of Wikipedia.

anonymous community but on the assessment of student performance by the instructor.

feedback and evaluation, are spread onto more shoulders, and pla-giarism is quickly detected

Reciprocal feedback is not limited to instructors but to a greater community ofexperts and laypeople, which might be a valuable experience for students with regard to future academiccareers where research is usually being reviewed by a larger scientific community

There is a risk ofunexpected events, like recurring revisions by the community, delays due to careful but long reviewprocesses, or even rejection by administrators, which can also be frustrating for both students andinstructors.

part of theelective classes within the master’s program in economics at the Vienna University of Economics andBusiness.

visibility

The wind has changed direction,

We present guidelines for bridging the demand for knowledge and the lack ofavailable information in a postgraduate economics class where students collaborate to enrich Wikipediawith articles on income inequality

Wikipedagogy

pen recognition

No doubt it would be easier for readers if we could simply point to examples of robust open recognition networks. We cannot yet.

that the idea of non-traditional recognition seems hard to fathom, even though non-traditional recognition is most certainly older than traditional recognition.

Open recognition is the acknowledgement of lifelong and lifewide knowledge, skills, abilities, or accomplishments of individuals, shared across networks both electronic and human, and aggregated to the benefit of all.

Open recognition promises to change the landscape of education by dissecting the degree into smaller components, and allow for broader forms of recognition of accomplishment.

open recognition and Wikipedia share common features and can both be categorised as open knowledge movements.

Open Recognition as consisting of three elements a philosophy, a framework, and a practice.

azogue