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Reflection On The Deductive Framework Of Curriculum Analysis

Indicators Face to face workshop (Kigali-Rwanda)

Building on the workshop of 19-20.05.2022, another workshop took place face to face at Kigali for three purposes: (1) to reflect again the taxonomic framework of digital competencies, (2) reflecting students’ digital competencies at different levels (nursery, primary, secondary and university) and (3) planning the exploration of experiences and initiatives of digital education in Great Lakes Region. Regarding the framework of students’ digital competencies, an ebauche of digital competencies for students and teachers is done. For planning, three teams were constituted in related to areas of analysis: (1) existing platforms used in education (Jean Kasereka Lutwamba (chair), Its technicians), (2) Framework of curriculum analysis (Meschack Vunanga (chair, focal persons) and experiences of teacher training on digitalization (Prof. Dr. Semerita

    [Indicator 1.1] Hybrid expert workshops


Conceptualisation of digitalization and schooling

Kigali, Goma and Bamberg          

The workshop has threefold objectives: reflecting the framework of ReDiCo, digitalization and the creation of knowledge, digital competencies of students, and their implications for the teacher training curriculum. First of all, the major steps (exploration, conceptualization, experimentation, and re-conceptualization as well as the dimensions (Overview & Assessment of existing devices, digital media, platforms, and approaches; designing a curriculum of teacher training; Equipping schools, parishes, and universities (for example parishes as hot sports) and learning through exchanges between stakeholders (teachers, students, parents within and between schools, parishes, universities, countries) (hyperlink for the PPP, restricted). Second, epistemological perspectives in non-digital and digital contexts were discussed (hyperlink of the presentation, restricted) and their implications to teaching and learning as well as teacher training. Third, the taxonomic framework of digital competencies (hyperlink of the presentation, restricted) was presented and discussed. After all, reflections of digital competencies with and without digital tools were reflected.

Output

§  Framework and ebauche of the digital competencies of students

Lessons learned

§  Reflections on the projects should go beyond Covid-19. Digitalization is a necessity in learning and living in the dynamic world

§  A competence-based framework is needed

§  Competences for digital work do not always need digital means

In addition to exploration and scientific documentation of the existing experiences and initiatives, the curriculum is a necessity for exploration of the perspectives of digitalization of education in the region in order to explicitly show the contribution of ReDiCo.

 

Box: Lessons learned:

The competence models give an idea about what teachers and students need to learn. It will help us to design a curriculum for teacher training. It gives as well the idea that learning about digitalization does not need every time to have digital means. We can start to create awareness with what we have! And it means to sharpen teaching on the different forms and epistemic of knowledge.

The reflection about competencies is very helpful as a way for the analysis of curricula.