{"id":1747,"date":"2019-01-20T17:44:24","date_gmt":"2019-01-20T17:44:24","guid":{"rendered":"https:\/\/digiculture.eu\/wordpress\/?p=1747"},"modified":"2020-05-27T15:50:33","modified_gmt":"2020-05-27T12:50:33","slug":"output-1","status":"publish","type":"post","link":"https:\/\/digiculture.eu\/lt\/output-1\/","title":{"rendered":"1-as rezultatas - Skaitmenini\u0173 \u012fg\u016bd\u017ei\u0173 panaudojimo koncepcija kult\u016bros sektoriuje"},"content":{"rendered":"

<\/a>O1 konceptualios skaitmenini\u0173 kult\u016bros kompetencij\u0173 gair\u0117s<\/h1>\n

NAUJA<\/strong> - Skaitmenin\u0117s Kult\u016bros internetin\u0117 apklausa<\/a> jau pasiekiama internetu!<\/p><\/blockquote>\n

Europos \u0161vietimo politikoje skaitmenini\u0173 kompetencij\u0173 ir \u012fg\u016bd\u017ei\u0173 s\u0105voka yra labai svarbi. Naujausi skaitmenini\u0173 kompetencij\u0173 ir \u012fg\u016bd\u017ei\u0173 apibr\u0117\u017eimai pateikiami \u201eDigComp 2.0\u201c (pagr\u012fstas \u201eDigComp2.0\u201c: \u201eDigitin\u0117s kompetencijos sistema pilie\u010diams\u201c ataskaita (Vorikari, Punie, 2016), parengta JRC Science). Taip pat vadovaujasi penkiose srityse: informacijos ir duomen\u0173 ra\u0161tingumas, bendravimas ir bendradarbiavimas, skaitmeninio turinio k\u016brimas, saugumas ir problem\u0173 sprendimas. \u0160ios penkios skaitmenini\u0173 \u012fg\u016bd\u017ei\u0173 sritys suskirstytos \u012f 21 skaitmenin\u0119 kompetencij\u0105.<\/p>\n

\u0160is intelektinis produktas apib\u016bdins:<\/p>\n

    \n
  1. kurios i\u0161 21-os kompetencijos yra labiausiai susijusios su kult\u016bros ir paveldo sektoriumi,<\/li>\n
  2. kokie \u012fg\u016bd\u017eiai yra reikalingi skirtingose darbo ir kult\u016brin\u0117se srityse,<\/li>\n
  3. kaip galima \u012fgyti \u012fg\u016bd\u017eius per internetinius MOOC kursus ar mi\u0161raus mokymo kursus,<\/li>\n
  4. kaip atviro \u0161vietimo metodika gali b\u016bti pritaikyta \u0161iame sektoriuje,<\/li>\n
  5. kaip \u201eOpen Badges\u201c gali pad\u0117ti tobulinti ir \u012ftvirtinti kult\u016bros ir paveldo dalyvi\u0173 skaitmeninius \u012fg\u016bd\u017eius,<\/li>\n
  6. \u012f kokius aspektus reikia atsi\u017evelgti kult\u016bros ir paveldo veik\u0117jams bei auk\u0161tojo mokslo institucijoms, mokantiems \u0161i\u0173 \u012fg\u016bd\u017ei\u0173?<\/li>\n
  7. kokios yra perspektyviausios pedagogin\u0117s ir technologijomis patobulintos koncepcijos, b\u016bdai ir metodai, norint pasiekti geresnius skaitmeninius \u012fg\u016bd\u017eius kult\u016bros ir paveldo dalyviams,<\/li>\n
  8. kaip MOOC tipo kursai gali pad\u0117ti tobulinti skaitmeninius geb\u0117jimus,<\/li>\n
  9. kaip \u0161iuos patarimus galima perkelti \u012f kitus sektorius, pavyzd\u017eiui, turizm\u0105.<\/li>\n<\/ol>\n

    Masiniai Atviri Internetiniai Kursai (MOOC) greitai prisitaik\u0117 prie student\u0173 ir pedagog\u0173, taip pritraukdami daugyb\u0117 nauj\u0173 vartotoj\u0173. MOOC yra neatsiejami ir vieni i\u0161 \u012fdomiausi\u0173 Atvir\u0173 \u0160vietimo \u0160altini\u0173 (OER) rei\u0161kinio instrument\u0173, kurie vaidina vis svarbesn\u012f vaidmen\u012f daugelio \u0161ali\u0173 \u0161vietimo politikoje. Didelis ir greitas toki\u0173 nemokam\u0173 kurs\u0173 populiarumas suk\u0117l\u0117 didel\u0119 kritikos bang\u0105 (Daniel 2012, Dillahunt et al. 2014, Hollands & Tirthali 2014, Rohs & Ganz 2015, Schuwer er al. 2015). Kritika labiausiai buvo nukreipta \u012f \u0161ias problemas: kurs\u0173 metimo procentas, \u017eemas tre\u010di\u0173j\u0173 \u0161ali\u0173 dalyvi\u0173 skai\u010dius, pedagoginio grie\u017etumo ir kokyb\u0117s tr\u016bkumas kuriant MOOC kursus (Stracke, 2014). Nepaisant viso to, d\u0117l sklaidos galimybi\u0173 ir lengvo naudojimo MOOC gali tapti puikia priemone, skatinan\u010dia tobulinti geb\u0117jimus ir kompetencijas, susijusias su darbo pasauliu, mokymuisi savaranki\u0161kai ir vis\u0105 gyvenim\u0105.<\/p>\n

    Kult\u016bros \u012fstaigos ir muziejai jau daugel\u012f met\u0173 domisi meno ir kult\u016bros paveldo populiarinimu pasitelkiant naujas technologijas, daugiausia nuotolinio ir skaitmeninio mokymosi srityse. Naudojant MOOC, suaugusi\u0173j\u0173 \u0161vietimas kult\u016bros ir paveldo srityje turi galimyb\u0119 i\u0161pl\u0117sti nauj\u0173 technologij\u0173 integracijos sritis, taip pat tobulinti naujus mokymo metodus skirtingiems vartotojams. 2013 m. Niujorko modernaus meno muziejus (MoMA) suk\u016br\u0117 MOOC, skirt\u0105 muziejaus operatoriams ir pedagogams. Per pirm\u0105sias keturias savaites jis sulauk\u0117 17000 vartotoj\u0173 i\u0161 viso pasaulio (Mazzola, 2013). 2015 m. Lesterio universitetas inicijavo MOOC kursus tema \u201eXXI a. muziejaus u\u017ekulisiai\u201c. Turb\u016bt tai buvo pirm\u0173j\u0173 prieinam\u0173 internetini\u0173 kurs\u0173 pavyzdys, sukurtas su Liverpulio nacionalinio muziejaus parama. Projektas pabr\u0117\u017e\u0117 bendro valdymo svarb\u0105 tarp muziej\u0173 ir universitet\u0173 planuojant ir \u012fgyvendinant MOOC. Tokia metodika \u017eymiai pagerino si\u016blomo turinio kokyb\u0119, o pla\u010di\u0105ja prasme, muziej\u0173 ir akademin\u0119 didaktik\u0105 (Parry ir kt., 2016).<\/p>\n

    Tikslas integruoti skaitmeninius i\u0161teklius ir galimybes \u012f \u0161vietim\u0105 (ypa\u010d kult\u016bros ir paveldo srityje) turi b\u016bti vertinamas atsi\u017evelgiant \u012f XXI a. mokym\u0105si. 2009 m. Trilling and Fadel savo darbe \u201eXXI a. \u012fg\u016bd\u017eiai: mokymasis gyventi m\u016bs\u0173 laikais\u201c sukuria \u012fvairiapusi\u0173 \u012fg\u016bd\u017ei\u0173 sistem\u0105, reikaling\u0105 paruo\u0161ti visuomen\u0119 sud\u0117tingoms XXI a. realijomis.<\/p>\n

    Kritinis m\u0105stymas, k\u016brybi\u0161kumas, bendravimas ir bendradarbiavimas - \u012fg\u016bd\u017eiai, kurie yra ypa\u010d svarb\u016bs kult\u016bros ir paveldo sektoriui, nes \u0161is sektorius yra ideali vieta integruoti \u0161iuos \u012fg\u016bd\u017eius \u012f \u0161vietim\u0105. Mokydamiesi apie kult\u016br\u0105 ir paveld\u0105 suaugusieji yra skatinami m\u0105styti netradici\u0161kai, o tai skatina k\u016brybi\u0161kum\u0105. Be to, kult\u016bros ir paveldo \u0161vietimas da\u017enai vyksta bendradarbiaujant, pavyzd\u017eiui, kai besimokantieji kartu rengia pasirodym\u0105 ar bendr\u0105 pristatym\u0105.<\/p>\n

    Rezultato tipas: Metodologija \/ gair\u0117s - Metodologija \u012fgyvendinimui<\/p>\n

    <\/a>O1.1 Skaitmenini\u0173 kult\u016bros ir paveldo kompetencij\u0173 koncepcin\u0117 sistema<\/h2>\n

    Skirtas nei\u0161spr\u0119stoms problemoms, susijusioms su naujov\u0117mis ir skaitmenini\u0173 i\u0161tekli\u0173 integracija bei kult\u016bros ir paveldo ugdymo galimyb\u0117mis, ir yra partneryst\u0117s teorinis pagrindas projekto metu ir besit\u0119siantis po jo.<\/p>\n

    Sistemos elementai (nei\u0161sam\u016bs):<\/p>\n

    -Kult\u016bros ir paveldo \u0161vietimo teikiamos galimyb\u0117s tobulinti dvide\u0161imt pirmojo am\u017eiaus mokymosi \u012fg\u016bd\u017eius.<\/p>\n

    -Galimas skaitmenini\u0173 kompetencij\u0173 ir i\u0161tekli\u0173 vaidmuo suaugusi\u0173j\u0173 kult\u016bros ir paveldo \u0161vietime dvide\u0161imt pirmojo am\u017eiaus mokymosi kontekste.<\/p>\n

    -Laukiantys tyrim\u0173 klausimai apie skaitmeninius i\u0161teklius ir metodus kult\u016bros ir paveldo \u0161vietime. Pilotavimo etapas (intelektin\u0117s i\u0161vesties O5 dalis) ir tolimesnis vertinimas (intelektin\u0117s i\u0161vesties O6 dalis) pad\u0117s formuoti atsakymus \u012f \u0161iuos klausimus.<\/p>\n

    -Tyrim\u0173 rezultat\u0173 per\u017ei\u016bra apie skaitmenines \n kompetencijas kult\u016bros ir paveldo sektoriuje.<\/p>\n

    Atsi\u017evelgiant \u012f \u0161iuos klausimus, sistema taip pat aktuali i\u0161or\u0117s \u0161alims, atliekan\u010dioms tyrimus skaitmenin\u0117s integracijos ir \u0161vietimo inovacij\u0173, kult\u016bros ir paveldo \u0161vietimo bei XXI a. mokymosi srityse.<\/p>\n

    I\u0161 prad\u017ei\u0173 visi dalyvaujantys partneriai atliks antrinius tyrimus, reikalingus sistemos k\u016brimui. Juos sudarys:<\/p>\n

    -S\u0105ra\u0161as, sudarytas i\u0161 straipsni\u0173 ir informacijos, susijusios su XXI a. mokymu, (naujovi\u0161k\u0173) skaitmenini\u0173 i\u0161tekli\u0173 naudojimu suaugusi\u0173j\u0173 \u0161vietime, kult\u016bros ir paveldo \u0161vietimu. Jis yra svarbus kitiems partneriams, kad b\u016bt\u0173 tinkamai pasireng\u0119 sekantiems projekto etapams.<\/p>\n

    -Klausim\u0173 rinkimas ir formulavimas, pristatym\u0173 paruo\u0161imas konkre\u010diomis temomis projekto susitikimui ir si\u016blom\u0173 straipsni\u0173 bei med\u017eiagos i\u0161studijavimas.<\/p>\n

    -Vidin\u0117 vadovyb\u0117s diskusija apie svarbiausias problemas ir klausimus, kuriuos reikia \u012ftraukti \u012f sistem\u0105, atsi\u017evelgiant \u012f ilgalaik\u0119 organizacijos strategij\u0105.<\/p>\n

    Tik angl\u0173 kalba<\/p>\n

    Atsakingas partneris: UNIROMATRE<\/p>\n

    Dalyvauja: UPT, AAU, DCU, UniGraz<\/p>\n

    <\/a>O1.2 Europos ir nacionaliniai skaitmenin\u0117s kompetencijos patvirtinimo tyrimai<\/h2>\n

    Jis bus parengtas \u012fvertinus vis\u0173 partneri\u0173 dabartinius skaitmenin\u0117s kompetencijos ugdymo praktikos tyrimus, taip pat kokybinius tyrimus, kuriuose dalyvavo kult\u016bros srities suinteresuotieji subjektai ir atsi\u017evelgus \u012f bibliografines ap\u017evalgas.<\/p>\n

    Remiantis kiekvienos komandos patirtimi, \u0161iame tyrime tur\u0117t\u0173 b\u016bti renkami duomenys siekiant pasi\u016blyti kokyb\u0117s u\u017etikrinimo kriterijus, susijusius su skaitmenini\u0173 geb\u0117jim\u0173 ugdymu suaugusiesiems, turintiems silpnus skaitmeninius \u012fg\u016bd\u017eius, aptariant:<\/p>\n

    -Mokymo ir vertinimo metodai<\/p>\n

    -Pedagogin\u0117 med\u017eiaga ir \u012frankiai<\/p>\n

    -Tyrimo \u012frankiai<\/p>\n

    -Kiti svarb\u016bs elementai (\u012fskaitant paramos mechanizmus).<\/p>\n

    Subproduktai bus paruo\u0161ti atliekant \u0161ias u\u017eduotis:<\/p>\n

    -Bibliografin\u0117 skaitmenini\u0173 kompetencij\u0173 \u012ftvirtinimo ap\u017evalga, dabartiniai rezultatai ir sunkumai.<\/p>\n

    -Vis\u0173 partneri\u0173 parengt\u0173 skirting\u0173 mokymo program\u0173\/praktik\u0173\/strategij\u0173 apra\u0161ymas.<\/p>\n

    -Kokybinis kult\u016brini\u0173 suinteresuot\u0173 \u0161ali\u0173 tyrimas (klausimynas, tikslin\u0117s grup\u0117s).<\/p>\n

    -Apra\u0161ytos veiklos analiz\u0117s ir palyginimo lenteli\u0173 k\u016brimas.<\/p>\n

    Tyrimas apibr\u0117\u0161 ger\u0105sias praktikas kaip skatinti skaitmenini\u0173 kompetencij\u0173 \u012fgijim\u0105 kult\u016bros ir paveldo sektoriuje, kaip buvo apibr\u0117\u017eta ir pristatyta \u0161ios dalies tyrim\u0173 srityje.<\/p>\n

    Tik angl\u0173 kalba<\/p>\n

    Atsakingas partneris: UNIROMATRE<\/p>\n

    Dalyvauja: visi partneriai<\/p>\n

    <\/a>O1.3 Skaitmenini\u0173 kult\u016bros kompetencij\u0173 gair\u0117s<\/h2>\n

    \u0160is subproduktas yra pirm\u0173j\u0173 dviej\u0173 rezultatas: apibr\u0117\u017eus koncepcin\u0119 kult\u016bros ir paveldo skaitmenini\u0173 \u012fg\u016bd\u017ei\u0173 sistem\u0105 ir pateikiant geriausius praktikos pavyzd\u017eius skaitmeniniam kompetencij\u0173 ugdymui, bus sukurtos kult\u016bros skaitmenini\u0173 kompetencij\u0173 gair\u0117s, siekiant suteikti visam projektui teorin\u012f pagrind\u0105. Gair\u0117s bus naudojamas VLH (O2) skaitmenini\u0173 kult\u016bros \u012fg\u016bd\u017ei\u0173 internetinams kursams (O3) \u012fgyvendinti, kurie yra pagrindinis projekto rezultatas.<\/p>\n

    \u0160iam subproduktui parengti bus atliktos \u0161ios u\u017eduotys:<\/p>\n

    -Konceptualios skaitmenini\u0173 kult\u016bros ir paveldo kompetencij\u0173 sistemos palyginimas ir dabartin\u0117s praktikos analiz\u0117, kuria nustatomos spragos, kurias reikia pa\u0161alinti.<\/p>\n

    -\u201ePreliminaraus skaitmenini\u0173 kult\u016bros kompetencij\u0173 gairi\u0173 pasi\u016blymo\u201c parengimas (gerosios praktikos pavyzd\u017eiai ir u\u017etikrinimo kriterijai keliant skaitmenines kompetencijas paveldo ir kult\u016bros srityje, pasitelkiant masin\u012f nuotolin\u012f \u0161vietim\u0105).<\/p>\n

    -\u201ePreliminaraus skaitmenini\u0173 kult\u016bros kompetencij\u0173 gairi\u0173 pasi\u016blymo\u201c vertimas \u012f kiekvieno partnerio kalb\u0105.<\/p>\n

    Pabaigoje bus parengtas pirmasis \u201eSkaitmenini\u0173 kult\u016bros kompetencij\u0173 gairi\u0173\u201c projektas, kad jis b\u016bt\u0173 lengvai prieinamas ir ai\u0161kinamas platesnei visuomenei. Jos sklaida paskatins mokslinink\u0173 bendruomen\u0119 pateikti atsiliepim\u0173, kaip j\u0105 patobulinti ir patobulinti galutin\u0117je versijoje, kuri turi b\u016bti i\u0161leista O2 pabaigoje, kad b\u016bt\u0173 galima sukurti internetin\u012f O3 kurs\u0105.<\/p>\n

    Atsakingas partneris: UNIROMATRE<\/p>\n

    Dalyvauja: visi partneriai<\/p>","protected":false},"excerpt":{"rendered":"

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