TRANSLATOR TASK 9

TRANSLATOR: SILVIA



For this week's task, we selected 4 key concepts related to the Geek Component, Methodological and Pedagogical Aspect and the Theoretical Framework (2 concepts): 

  1. Geek Component: DIGITAL LITERACY 

Digital Literacy refers to the ability to effectively use digital tools and platforms. Since we created a diagram in Genially to organize our digital learning tools, we’re showing that we know how to make good use of technology, with apps and platforms, to support our learning process. This overall reflects the geek aspect. 

  2. Methodological and Pedagogical Aspect: LEARNER-CENTERED APPROACH 

This activity was based on the idea that we had to create a mindmap of our own learning environments. Since we identified and categorised the tools into three categories (reading, doing and reflecting, discussing) we were participating in a constructivist learning process. So, this way, autonomy and personal thinking,which are part of the main principles of pedagogy, are enhanced. 

  3. Theoretical Framework: CONNECTIVISM 

This theory highlights the importance of digital tools in the learning process. Our PLE diagram, which outlines the tools we used for reading, doing and reflecting and discussing, has a lot to do with this theory since it basically highlights how learning is distributed through a web of connections and how digital learning tools are part of the process. 

  4. Theoretical Framework: SELF-REGULATED LEARNING 

This theory explains how learners set goals, monitor, and reflect on their learning. Since we categorised our tools into "Read," "Doing and Reflecting," and "Discuss", we are planning and reflecting on our own learning. 

  1. Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. 
  2. McCombs, B. L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582–1600.
  3. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10 
  4. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

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