IDENTIFYING DATA

2023_24

Subject (*)

ICT IN NON-FORMAL EDUCATION

Code

11665202

Study programme

Educational Technology: e-Learning and Knowledge Management (2012)

Cycle

2nd

Descriptors

Credits

Type

Year

Period

Optional

First

Language

Castellà

Department

Pedagogy

Coordinator

ESTEVE GONZALEZ, VANESSA

E-mail

vanessa.esteve@urv.cat
mireia.usart@urv.cat
eduard.vaquero@urv.cat

Lecturers

ESTEVE GONZALEZ, VANESSA

USART RODRÍGUEZ, MIREIA

VAQUERO TIÓ, EDUARD

Web

http://moodle.urv.net

General description and relevant information

<p>The integration of Digital Technology in education has become a ubiquitous fact in most training contexts and educational institutions, both formal and non-formal. In this last scenario, new models are generated that contemplate the use of these technologies, favoring the introduction of new strategies and methodologies that allow the diversification of teaching and learning opportunities. In this sense, the present subject aims to provide an overview of the application of ICT in the non-formal field, presenting experiences in this field, analyzing approaches and controversies around the subject, as well as questions of a more practical and procedural type, providing the student with the necessary basis to design educational actions based on a more structured and reflected decision-making.</p>

Competences

Type A	Code	Competences Specific
		Common
	AC6	Incorporar estrategias y recursos de gestión del conocimiento en los desarrollos de innovación e investigación en e-learning.
	AC7	Gestionar y utilizar la información en el desarrollo de proyectos.
	AC9	Aplicar modelos pedagógicos y conocimientos técnicos para la resolución de problemas de formación en e-learning.
	AC12	Elaborar propuestas innovadoras en proyectos de e-learning.
	AC15	Aplicar los principios del método científico a la resolución de problemas de investigación educativa.
Type B	Code	Competences Transversal
		Common
	BC2	Resolver problemas complejos en contextos multidisciplinares relacionados con el campo de estudio.
	BC3	Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación.
	BC4	Trabajar de forma autónoma con responsabilidad e iniciativa.
	BC5	Trabajar en equipo de forma colaborativa y responsabilidad compartida, en clave de liderazgo.
	BC8	Gestionar proyectos técnicos y de investigación o innovación.
Type C	Code	Competences Nuclear
		Common
	CC1	Dominar en un nivel intermedio una lengua extranjera, preferentemente el inglés.
	CC4	Expresarse correctamente de manera oral y escrita en una de las dos lenguas oficiales de la URV.
	CC6	Definir y desarrollar el proyecto académico y profesional.

Learning aims

Objectives	Competences
To know and reflect on teaching-learning situations in the non-formal context.	AC7	BC3 BC4	CC1 CC4
To define the role of technological means and resources in the non-formal context.	AC6 AC9	BC2 BC5	CC6
To analyse projects and results of research and innovation in virtual environments in the non-formal context.	AC12 AC15	BC8	CC6

Contents

Topic	Sub-topic
1. Technology resources and media in the non-formal field.	• Non-formal education policy areas. • Challenges and opportunities for the introduction of ICT in non-formal educational contexts.
2. ICT-based research and innovation experiences in non-formal education.	• Analysis and evaluation of projects (occupational and professional training, social inclusion, youth in exclusion irrigation, etc.). • Assessment criteria: analysis of the impact of projects on non-formal education.
3. Design and development of educational actions in teaching-learning situations in the non-formal field.	• Bases for the design of educational actions. Improvement proposals.

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

Lecture

IT-based practicals

Practical cases/ case studies

Personal attention

(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies

	Description
Introductory activities	Activities aimed at taking contact and collecting information about students and submission of the subject.
Lecture	Description of the contents of the subject.
IT-based practicals	Students apply the theory of a knowledge area in a particular practical context. They engage in a series of independent IT-based exercises.
Practical cases/ case studies	Analysis of specific situations focused on non-formal educational contexts where ICT is applied. Students will have to resolve questions proposed by teachers and carry out different critical analyses of their learning activity.
Personal attention	Every lecturer has time set aside to attend students and respond to their queries. As it is an online learning and teaching process, these sequences will be performed via email and forum.

Personalized attention

Lecture

Personal attention

Introductory activities

Description

Personal attention is understood to be the time that each teacher reserves to speak to students and respond to their queries about a particular doubts and pursues the following objectives:

To attend, monitor and guide the student at the professional level.
To exchange information, opinion and knowledge.
To foster feedback between teacher and learner on the assignment work.
To monitor the understanding of concepts and content and clarify doubts.
To advice in the information search.

Being an online learning and teaching process, these sequences will be performed via email and other tutoring tools.

Assessment

	Description	Weight
IT-based practicals	The evaluation method will be based on continuous evaluation based on the performance of the activities proposed over the course. The schedule of the subject available in the Moodle site of the subject will be specified to find out the details of these activities.	35%
Practical cases/ case studies	The subject involves several methodological strategies based on research, collaboration and problem solving, which activate processes of documentation, analysis, creation and evaluation. Students should take an active and reflective role throughout the course. For this reason, activities will be proposed that the student will have to analyze and resolve from the contents treated. The evaluation shall take into account 4 criteria: * formal aspects * analytical capacity * organization and depth of ideas * reflection and personal input	55%
Others	Prova de coneixements bàsics propis de l'assignatura a partir de lectures prèvies.	10%

Other comments and second exam session
It is recalled that students must respect the criterion of absolute linguistic correctness in all their assessment tests (as well as teaching-learning) and that failure to do so may be a direct reason for suspensiveness. Furthermore, any circumstance of plagiarism on the part of the students can involve the direct suspension of the subject, without the possibility of recourse to the second call. There will be the possibility of a second call, in accordance with the Master's programme and the coordination guidelines. In this regard, as part of the continuous evaluation, in cases where the student makes a second transfer of a suspended or unsubscribed evaluable activity, the submission will be made, within 45 days of the completion of the subject, on the date determined by the teacher, only in cases where the student expressly contacts to request it within the ordinary teaching period. Once this period is over, it will be understood that the student will desist and will not have the right to this second opportunity.

Sources of information

Basic
	Amorós Poveda, L. (2014). Inclusión digital en la educación no formal. Una experiencia. Edutec. Revista Electrónica De Tecnología Educativa, 45. https://doi.org/10.21556/edutec.2013.45.13 Cedefop (2023). Europeanguidelines for validating non-formal and informal learning. Luxembourg:Publications Office. Cedefop reference series; No 124. http://dx.doi.org/10.2801/389827 Dabbagh, N.; et al. (2016): Learning technologies and globalization: pedagogical frameworks and applications. Springer Cham. https://doi.org/10.1007/978-3-319-22963-8 Luján Ferrer, M. E., (2010). La administración de la educación no formal aplicada a las organizaciones sociales: Aproximaciones teórico-prácticas. Revista Educación, 34(1), 101-118, Disponible en: https://www.redalyc.org/articulo.oa?id=44013961006 Sampedro Requena, B. E., y McMullin, K. J. (2015). Videojuegos para la inclusión educativa. Digital Education Review, 27, 122-137. https://doi.org/10.1344/der.2015.27.122-137 Tregeagle, S., & Darcy, M. (2008). Child Welfare and Information and Communication Technology: Today’s Challenge. The British Journal of Social Work, 38(8), 1481–1498. https://doi.org/10.1093/bjsw/bcm048 Vaquero, E. , y Carrera, X. (2012). Competencias digitales y resiliencia: Diseño de un estudio con jóvenes adolescentes. En J. M. Sancho Gil, et al. (Ed. lit.). III European Conference on Information Technology in Education and Society: A Critical Insight, 30-31. Esbrina.
Complementary

Recommendations


Other comments
This subject aims to provide tools for the application of Digital Technology in non-formal contexts. Students will have to identify the main areas of action; intervene in decision making in relation to the development of educational designs in this educational field; identify quality indicators, as well as apply and evaluate all types of training proposals. The specific field of application focuses on non-regulated training institutions.

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.