Digital Education and Socioemotional Education (NEW)
This course is designed to equip you with the knowledge and skills needed to foster socio-emotional development, enhance teamwork, and embrace digital competence in educational settings. Through a blend of theory, practical application, and collaborative exercises, you will gain a comprehensive understanding of how these elements interplay to create an enriched learning experience.
Our first aim is to empower you to become an advocate of emotional education, understanding and regulating emotions, and providing emotional support and resilience within educational organizations. Socio-emotional education is paramount in shaping holistic learning experiences. In this course, you will delve into emotional education, gaining skills in emotional expression, understanding, and regulation. By exploring the influence of attributional styles, emotional support, and resilience, you will be equipped to foster a supportive and resilient educational environment.
The second aim is to explore the dynamics of teamwork, focusing on collaborative work, group observation, and the essential social skills needed in educational contexts. Teamwork is the backbone of collaborative success in education. This course emphasizes the importance of teamwork and collaborative work, focusing on the dynamization of groups, group observation, and essential social skills in educational contexts. Through networking, communication, and the use of digital tools, you will enhance your ability to work effectively within educational teams.
Finally, the third aim is to develop the skills to master digital technologies in education, conceptualizing digital competence, and utilizing digital resources for teaching, learning, and professional development. Digital competence is crucial for modern educators. You will explore digital resources for teaching and learning, digital content, evaluation and feedback, and professional development with digital technologies, empowering you to thrive in an increasingly digital educational landscape.
Courses generally have little or no prerequisite knowledge required for a given topic, however if students face any doubts, we recommend they contact course professors to clarify.
| Week | Contents | Teaching/learning activities |
|---|---|---|
| 1 |
Conceptualizing Digital Competence for Educators |
Theory classes, seminars, workshops, group debates and reflections |
| 2 |
Digital resources for education: artificial intelligence, augmented reality, virtual reality, games and robotics |
Workshops, practical activities, labs and seminars, group reflections |
| 3 |
Ethics and digital technology: informational literacy, safety and health, digital citizenship
|
Theory classes, practical activities and discussion seminars |
From Monday to Friday.
From 9 a.m. to 12:30 p.m.
End of week 1: digital creation about the content learnt (group assignment) – 15%
Beginning of week 2: Oral presentation about the digital creation (group assignment) and feedback to the colleagues– 15%
End of week 2: analysis of a practical case – 30% (individual/group assignment)
End of week 3: Portfolio with all the practical activities and reflections (individual assignment) – 40%
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Bates, T. (2015). Prologue. En: Gisbert, M. & Bullen, M. (Ed.) Teaching and learning in digital worlds. Strategies and issues in higher education (pp.5-7). Publicacions URV. ISBN: 978-84--8424-376-2
Blaya, C. & Fartoukh, M. (2016). Digital uses, victimization and online aggression: a comparative study between primary school and lower secondary school students in France. European Journal on Criminal Policy and Research, 22, 285-300.
Bisquerra Alzina, R., Pérez González, J. C. & García Navarro, E. (2015). Inteligencia emocional en educación. Madrid: Editorial Síntesis.
Cabero, J. & Barroso, J. (2016). The educational possibilities of Augmented Reality. New Approaches in Educational Research, 5(1), 44-50. ISSN: 2254-7399
Darder Vidal (Coord.) (2017). La formació emocional del professorat. Barcelona: Octaedro.
Gallego-Arrufat, M.J., García-Martínez, I., Romero-López, M.A. & Torres-Hernández, N. (2024). Digital rights and responsibility in education: A scoping review. Education Policy Analysis Archives, 32(3). https://doi.org/10.14507/epaa.32.7899
Goleman,D. (1996). Inteligencia emocional. Barcelona: Kairós.
Jones, M. & Bridges, R. (2016). Equity, Access and the Digital Divide in Learning Technologies. Historical Antecedents, Current Issues, and Future Trends. En N. Rushby y D. Surry (Eds.), Wiley Handbook of Learning Technology (Edición: 1). (pp.327-347). Chichester, UK. Malden, MA: Wiley Handbooks in Education.
Muñoz, A., & García, M. (2019). Estratègies de mediació i gestió de conflictes en contextos educatius. Revista Internacional de Psicologia Educativa, 12(1), 75-90. https://doi.org/10.1016/j.ripe.2019.02.001
OCDE (2023). Digital Education Outlook 2023. Towards an Effective Digital Education Ecosystem. ISBN: 9789264756564 https://doi.org/10.1787/c74f03de-en
Redecker, C. & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. JRC Science for Policy Report. Publications Office of the European Union. ISBN: 978-92-79-73494-6. doi: https://dx.doi.org/10.2760/178382
Ramos, A., Gairín, J. & Camats, R. (2018). Principios prácticos y funcionales en situaciones de muerte y duelo para profesionales de la educación. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en educación, 16 (1). doi: 10.15366/reice2018.16.1.002
Schmitt, M. T., & Branscombe, N. R. (2019). The relationship between self-esteem and identity: Exploring the role of social identities in self-esteem. Journal of Personality and Social Psychology, 116(3), 511-528. https://doi.org/10.1037/pspi0000129
Wiley, D. (2014). The Access Compromise and the 5th R. Open Content. https://opencontent.org/blog/archives/3221
Laia Alguacil: Graduated from the double degree of Teacher of Early Childhood Education and Teacher of Primary Education with a mention in Foreign Languages at the University of Barcelona (2021), and MA in Research in Education from the UAB (2023). She has been linked to the Learning, Media & Social Interactions research group since 2017 as a University Collaboration Fellow at the University of Barcelona. She has collaborated in different national and international projects related to competence-based education, assessment for learning and digital education.
- E-mail: laia.alguacil@uab.cat
Cristina Mercader: PhD in Education, BA in Primary Education, MA in Planning and Management Educational centers and MA in Research in Education. She teaches at the Department of Applied Pedagogy in UAB in undergraduate programs, postgraduate programs and the Doctorate of Education revolving around educational technology. Her line of research includes projects that aim to improve digital technologies for education and the development of digital competence in educators. Currently, she is co-coordinating a research project about Artificial Intelligence in universities.
- E-mail: cristina.mercader@uab.cat
Laia Vila: Graduated in Early Childhood Education and Primary Education from the Autonomous University of Barcelona (2021), and MA in Research in Education from the UAB (2022). She is currently a doctoral student at the UAB Department of Applied Pedagogy. Her thesis focuses on the study of Inclusion in Higher Education, specifically in the Universities of Catalonia. In the workplace, she is working as a pedagogical coordinator in different schools, and as a teacher at the UAB.
- E-mail: laia.vila.selles@uab.cat