Adulet project and educational technologies: updates to the state of the art
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abstract
Higher education teachers are now facing bigger challenges than ever before regarding students’ motivation and effective learning. The teaching model paradigm has been rapidly changing over the last decades due to the wide array of technological tools available to every student, namely smartphones, social networks, new platforms and devices which cater for new teaching/learning methods and tools. Technology can either represent an added-value in the learning/teaching process or it can be a major failure if teachers do not have enough knowledge or skills to deal with it in the most adequate way. It is in this context that the “AduLeT - Advanced use of Learning Technologies in higher education” project emerged in 2016 and will operate until 2019. This seven partner-consortium international project aims at creating a Community of Practice to improve the teaching quality of lecturers by enhancing their skills concerning the use of technologies in an advanced way. The aims of this paper are as follows: 1. to describe the project design, focusing on its different stages, namely the research methods applied, known barriers and how to overcome them; and highlighting the guidelines for the effective use of “Technology-Enhanced Learning” tools (TEL tools); 2. to anticipate some known and expected results of the survey conducted in each country by the consortium partners; 3. to demonstrate how the CoP shall work by setting forth some examples of possible and already pinpointed teaching methods and tools for TEL. It is our belief that this project could present good practices for the use of appropriate educational technologies and properly conformed with teaching/learning methods applicable to the resolution of problems, difficulties, requisites of common teaching, providing a structured and meaningful model within the TEL area. Therefore, it will most certainly contribute to the modernization of Europe’s Higher Education systems for education and training. We do hope that, in the long run, this community of practice grows as a whole in order to become self-sufficient.
