{"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\/ro\/output-1\/","title":{"rendered":"Rezultatul 1 - Liniile directoare conceptuale pentru competen\u021bele digitale pentru cultur\u0103"},"content":{"rendered":"

<\/a>O1 Orient\u0103ri conceptuale pentru competen\u021bele digitale pentru cultur\u0103<\/h1>\n

NOU<\/strong> The Sondaj online de cultur\u0103 digital\u0103<\/a> este acum online!<\/p><\/blockquote>\n

Conceptul de competen\u021be \u0219i abilit\u0103\u021bi digitale este foarte important \u00een cadrul politicilor educa\u021bionale europene. Defini\u021biile recente ale competen\u021belor \u0219i abilit\u0103\u021bilor digitale sunt furnizate \u00een DigComp 2.0 (bazat pe DigComp2.0: Raportul cadrului de competen\u021b\u0103 digital pentru cet\u0103\u021beni (Vorikari, Punie, 2016) de c\u0103tre JRC Science). De asemenea, ghidul acestui proiect sunt cele cinci domenii ale: informarea \u0219i alfabetizarea datelor, comunicarea \u0219i colaborarea, crearea de con\u021binut digital, siguran\u021ba \u0219i rezolvarea problemelor. Aceste cinci domenii ale competen\u021belor digitale sunt \u00eemp\u0103r\u021bite \u00een 21 de competen\u021be digitale.<\/p>\n

Acest IO va c\u0103uta s\u0103 identifice:<\/p>\n

    \n
  1. care dintre cele 21 de competen\u021be sunt mai relevante pentru sectorul cultural \u0219i al patrimoniului,<\/li>\n
  2. care competen\u021be sunt necesare la diferite niveluri de lucru \u0219i \u00een diferite zone culturale<\/li>\n
  3. cum pot fi dob\u00e2ndite abilit\u0103\u021bile printr-un curs MOOC online sau un curs de \u00eenv\u0103\u021bare mixt\u0103<\/li>\n
  4. modul \u00een care metodologia de educa\u021bie deschis\u0103 care poate fi aplicat\u0103 acestui sector<\/li>\n
  5. cum poate Open Badges s\u0103 contribuie la \u00eembun\u0103t\u0103\u021birea \u0219i validarea competen\u021belor digitale ale actorilor culturali \u0219i de patrimoniu<\/li>\n
  6. ce considera\u021bii trebuie luate \u00een considerare at\u00e2t pentru actorii culturali \u0219i de patrimoniu, c\u00e2t \u0219i pentru institu\u021biile de \u00eenv\u0103\u021b\u0103m\u00e2nt superior care se preg\u0103tesc pentru aceste competen\u021be?<\/li>\n
  7. care sunt cele mai promi\u021b\u0103toare concepte, abord\u0103ri \u0219i metode de \u00eenv\u0103\u021bare pedagogic\u0103 \u0219i \u00eembun\u0103t\u0103\u021bit\u0103 prin tehnologie \u00een realizarea unor abilit\u0103\u021bi digitale mai bune pentru actorii culturali \u0219i de patrimoniu?<\/li>\n
  8. Cum pot \u00eembun\u0103t\u0103\u021bi cursurile de tip MOOC abilit\u0103\u021bile digitale<\/li>\n
  9. cum pot fi transferate aceste orient\u0103ri c\u0103tre alte sectoare, cum ar fi turismul?<\/li>\n<\/ol>\n

    Cursurile online deschise masive (MOOC) au experimentat o preluare rapid\u0103 de c\u0103tre studen\u021bi \u0219i educatori, implic\u00e2nd un num\u0103r mare de utilizatori. MOOC-urile sunt o parte integrant\u0103 \u0219i unul dintre cele mai interesante produse legate de fenomenul Resurselor Educa\u021bionale Deschise (OER), instrumente care joac\u0103 un rol \u00een continu\u0103 cre\u0219tere \u00een politicile educa\u021bionale ale multor \u021b\u0103ri. Marea difuzie a unor astfel de cursuri gratuite a ridicat, dup\u0103 experien\u021bele ini\u021biale, o serie de critici (Daniel 2012, Dillahunt \u0219i colab. 2014, Hollands & Tirthali 2014, Rohs & Ganz 2015, Schuwer er al. 2015). Acestea s-au \u00eendreptat \u00een principal c\u0103tre urm\u0103toarele aspecte: ratele de abandon, participarea sc\u0103zut\u0103 din \u021b\u0103rile ter\u021be, lipsa de rigoare pedagogic\u0103 \u00een proiectarea MOOC, \u00eempreun\u0103 cu lipsa criteriilor de calitate (Stracke, 2014). Cu toate acestea, datorit\u0103 disemin\u0103rii \u0219i u\u0219urin\u021bei lor de utilizare, MOOC-urile pot deveni un instrument excelent pentru promovarea abilit\u0103\u021bilor \u0219i competen\u021belor legate de lumea muncii, a \u00eenv\u0103\u021b\u0103rii pe tot parcursul vie\u021bii \u0219i autonome.<\/p>\n

    De mul\u021bi ani, institu\u021biile culturale \u0219i muzeele sunt interesate de promovarea patrimoniului artistic \u0219i cultural prin intermediul noilor forme de tehnologie, \u00een principal \u00een domeniul \u00eenv\u0103\u021b\u0103rii la distan\u021b\u0103 \u0219i digital. Prin utilizarea MOOC-urilor, educa\u021bia cultural\u0103 \u0219i de patrimoniu a adul\u021bilor are posibilitatea de a l\u0103rgi domeniile de integrare pentru noile tehnologii, dezvolt\u00e2nd \u00een acela\u0219i timp noi tehnici de predare pentru diferi\u021bi utilizatori. \u00cen 2013, Muzeul de Art\u0103 Modern\u0103 din New York (MoMA), a creat un MOOC adresat operatorilor \u0219i educatorilor de muzee. \u00cen primele patru s\u0103pt\u0103m\u00e2ni, a reu\u0219it s\u0103 ajung\u0103 la 17.000 de utilizatori din \u00eentreaga lume (Mazzola, 2013). \u00cen 2015, Universitatea din Leicester a ini\u021biat MOOC \u201e\u00cen culise la Muzeul secolului 21\u201d, probabil primul exemplu de curs online accesibil, creat cu sprijinul Muzeului Na\u021bional Liverpool. Proiectul a subliniat importan\u021ba gestion\u0103rii partajate \u00eentre muzee \u0219i universit\u0103\u021bi \u00een planificarea \u0219i implementarea MOOC-urilor. O astfel de metodologie a \u00eembun\u0103t\u0103\u021bit semnificativ calitatea con\u021binutului propus \u0219i, \u00eentr-un sens mai larg, \u0219i didactica muzeal\u0103 \u0219i academic\u0103 (Parry \u0219i colab., 2016).<\/p>\n

    Scopul integr\u0103rii resurselor digitale \u0219i a oportunit\u0103\u021bilor \u00een educa\u021bie (\u00een special \u00een domeniul cultural \u0219i al patrimoniului) trebuie v\u0103zut \u00een lumina \u00eenv\u0103\u021b\u0103rii din secolul XXI. \u00cen lucrarea lor intitulat\u0103 \u201eAbilit\u0103\u021bile secolului 21: \u00eenv\u0103\u021barea pentru via\u021b\u0103 \u00een vremurile noastre\u201d (2009), Trilling \u0219i Fadel creeaz\u0103 un cadru de abilit\u0103\u021bi transversale necesare pentru a preg\u0103ti societatea pentru realit\u0103\u021bile complexe ale secolului 21.<\/p>\n

    Competen\u021bele - g\u00e2ndire critic\u0103, creativitate, comunicare \u0219i colaborare sau cele 4 C - sunt deosebit de relevante pentru sectorul cultural \u0219i de patrimoniu, deoarece sectorul este un vehicul ideal pentru a integra 4C \u00een educa\u021bie. Prin educa\u021bie despre cultur\u0103 \u0219i mo\u0219tenire, cursan\u021bii adul\u021bi sunt \u00eencuraja\u021bi s\u0103 g\u00e2ndeasc\u0103 din cutie, ceea ce stimuleaz\u0103 creativitatea. Mai mult, educa\u021bia cultural\u0103 \u0219i a patrimoniului se face adesea \u00een colaborare, de exemplu, atunci c\u00e2nd cursan\u021bii c\u00e2nt\u0103 \u00eempreun\u0103 sau preg\u0103tesc o prezentare comun\u0103.<\/p>\n

    Tip de ie\u0219ire: Metodologii \/ orient\u0103ri - Cadrul metodologic pentru implementare<\/p>\n

    <\/a>O1.1 Cadrul conceptual pentru competen\u021bele digitale pentru cultur\u0103 \u0219i patrimoniu<\/h2>\n

    Acesta abordeaz\u0103 problemele \u00een a\u0219teptare legate de inovarea \u0219i integrarea resurselor digitale \u0219i oportunit\u0103\u021bile \u00een educa\u021bia cultural\u0103 \u0219i de patrimoniu \u0219i serve\u0219te ca baz\u0103 teoretic\u0103 pentru parteneriat, at\u00e2t \u00een timpul proiectului, c\u00e2t \u0219i pentru continuarea ulterioar\u0103.<\/p>\n

    Elemente ale cadrului (neexhaustiv):<\/p>\n

    -Posibilit\u0103\u021bile oferite de educa\u021bia cultural\u0103 \u0219i de patrimoniu pentru \u00eembun\u0103t\u0103\u021birea abilit\u0103\u021bilor de \u00eenv\u0103\u021bare din secolul XXI<\/p>\n

    -Rolul poten\u021bial al competen\u021belor \u0219i resurselor digitale \u00een educa\u021bia adul\u021bilor culturale \u0219i de patrimoniu, \u00een contextul \u00eenv\u0103\u021b\u0103rii din secolul XXI<\/p>\n

    -\u00centreb\u0103ri \u00een curs de cercetare privind resursele \u0219i metodele digitale \u00een educa\u021bia cultural\u0103 \u0219i a patrimoniului. Faza pilot (parte a produc\u021biei intelectuale O5) \u0219i evaluarea ulterioar\u0103 (parte a produc\u021biei intelectuale O6) vor contribui la formularea r\u0103spunsurilor la aceste \u00eentreb\u0103ri.<\/p>\n

    -Prezentare general\u0103 asupra stadiului artei cercet\u0103rii despre competen\u021bele digitale pentru sectorul cultural \u0219i de patrimoniu.<\/p>\n

    Av\u00e2nd \u00een vedere aceste \u00eentreb\u0103ri, cadrul este relevant \u0219i pentru p\u0103r\u021bile externe care efectueaz\u0103 cercet\u0103ri privind integrarea digital\u0103 \u0219i inovarea \u00een educa\u021bie, educa\u021bie cultural\u0103 \u0219i de patrimoniu \u0219i \u00eenv\u0103\u021bare \u00een secolul XXI.<\/p>\n

    Cercetarea de birou pentru crearea cadrului va fi efectuat\u0103 la \u00eenceput de to\u021bi partenerii implica\u021bi. Acesta va consta din:<\/p>\n

    -Crearea unei liste de articole \u0219i materiale, legate de \u00eenv\u0103\u021barea secolului 21, utilizarea resurselor digitale (inovatoare) \u00een educa\u021bia adul\u021bilor, educa\u021bia cultural\u0103 \u0219i a patrimoniului, care sunt relevante pentru al\u021bi parteneri pentru a fi bine preg\u0103ti\u021bi pentru urm\u0103toarele faze ale proiectul.<\/p>\n

    -Adunarea \u0219i formularea acestor \u00eentreb\u0103ri, preg\u0103tirea prezent\u0103rilor despre teme specifice pentru prima \u00eent\u00e2lnire transna\u021bional\u0103 a proiectului \u0219i studierea articolelor \u0219i materialelor sugerate.<\/p>\n

    -Discutie interna la nivel de conducere despre probleme si intrebari relevante de inclus in cadru, avand in vedere strategia pe termen lung a organizatiei.<\/p>\n

    Produs numai \u00een limba englez\u0103.<\/p>\n

    Conduc\u0103tor: UNIROMATRE<\/p>\n

    Participan\u021bi: UPT, AAU, DCU, UniGraz<\/p>\n

    <\/a>O1.2 Cercet\u0103ri europene \u0219i na\u021bionale privind validarea competen\u021belor digitale<\/h2>\n

    Acesta va deriva din studiul de evaluare al cercet\u0103rilor actuale privind practicile de educa\u021bie a competen\u021belor digitale de la to\u021bi partenerii, un studiu calitativ derulat cu p\u0103r\u021bile interesate culturale implicate \u0219i dintr-o revizuire bibliografic\u0103.<\/p>\n

    Pe baza istoricului fiec\u0103rei echipe, acest studiu ar trebui s\u0103 colecteze date pentru a propune criterii de asigurare a calit\u0103\u021bii privind dezvoltarea competen\u021belor digitale la adul\u021bii cu abilit\u0103\u021bi digitale sc\u0103zute, discut\u00e2nd:<\/p>\n

    -Metode de predare \u0219i evaluare<\/p>\n

    -Materiale \u0219i instrumente pedagogice<\/p>\n

    -Instrumente de cercetare<\/p>\n

    -Oricare alte elemente cruciale (inclusiv mecanisme de sprijin).<\/p>\n

    Urm\u0103toarele sarcini vor duce la producerea subprodusului:<\/p>\n

    -Revizuire bibliografic\u0103 privind validarea competen\u021belor digitale, rezultatele actuale \u0219i dificult\u0103\u021bi.<\/p>\n

    -Descrierea diferitelor programe \/ practici \/ strategii dezvoltate de to\u021bi partenerii.<\/p>\n

    -Studiu calitativ al p\u0103r\u021bilor interesate din domeniul cultural (chestionar, focus grupuri)<\/p>\n

    -Dezvoltarea unei grile de analiz\u0103 \u0219i comparare a practicilor descrise<\/p>\n

    Studiul va defini cele mai bune practici pentru a favoriza achizi\u021bia de competen\u021be digitale \u00een sectorul culturii \u0219i al patrimoniului, a\u0219a cum sunt definite \u0219i prezentate \u00een stadiul actual al artei cercet\u0103rii \u00een domeniu.<\/p>\n

    Produs numai \u00een limba englez\u0103.<\/p>\n

    Conduc\u0103tor: UNIROMATRE<\/p>\n

    Participare: toate<\/p>\n

    <\/a>O1.3 Liniile directoare pentru competen\u021bele digitale pentru cultur\u0103<\/h2>\n

    Acest subprodus este rezultatul direct al primelor dou\u0103: dup\u0103 definirea unui cadru conceptual al abilit\u0103\u021bilor digitale pentru cultur\u0103 \u0219i patrimoniu \u0219i a grilei de bune practici pentru educa\u021bia competen\u021belor digitale, va urma crearea Ghidului pentru competen\u021be digitale pentru cultur\u0103 pentru a oferi \u00eentregului proiect baza teoretic\u0103 care va fi utilizat\u0103 pentru implementarea \u00een VLH (O2) a cursului online Digital Skills for Culture (O3), care este rezultatul principal al proiectului.<\/p>\n

    Urm\u0103toarele sarcini vor duce la producerea acestui subprodus:<\/p>\n

    -Compara\u021bie \u00eentre cadrul conceptual al competen\u021belor digitale pentru cultur\u0103 \u0219i patrimoniu \u0219i analiza practicilor actuale care conduc la identificarea lacunelor care trebuie solu\u021bionate<\/p>\n

    -Elaborarea \u201ePropunerii preliminare a liniilor directoare pentru competen\u021bele digitale pentru cultur\u0103\u201d (cele mai bune practici \u0219i criterii de asigurare pentru dezvoltarea competen\u021belor digitale \u00een sectorul patrimoniului \u0219i culturii \u00een educa\u021bia masiv\u0103 la distan\u021b\u0103)<\/p>\n

    -Traducerea \u201ePropunerii preliminare a liniilor directoare pentru competen\u021bele digitale pentru cultur\u0103\u201d \u00een fiecare limb\u0103 partener\u0103 pentru diseminare.<\/p>\n

    La final, va fi finalizat un prim proiect de Ghid pentru competen\u021be digitale pentru cultur\u0103, astfel \u00eenc\u00e2t s\u0103 fie u\u0219or accesibil \u0219i interpretabil pentru un public mai larg. Diseminarea acestuia va duce la feedback-ul comunit\u0103\u021bii de cercetare pentru a-l \u00eembun\u0103t\u0103\u021bi \u0219i a-l rafina \u00een versiunea sa final\u0103 care trebuie lansat\u0103 la sf\u00e2r\u0219itul O2 pentru a permite crearea cursului online \u00een O3.<\/p>\n

    Conduc\u0103tor: UNIROMATRE<\/p>\n

    Participare: toate<\/p>","protected":false},"excerpt":{"rendered":"

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