Pedagogical Assumptions of Transformative Di-Gital Model for Social Change

Abstract

Creating of digital models which transform learning and its outcomes, as well as the learner’s educational, developmental and educative achievements has become vital to provision of inclusion possibilities in a networked society. Researchers have produced several frameworks of using digital technologies in education, but these are generally do not appropriately incorporate socio-contextual perspectives. To explore this area and create a transformative model of teaching-learning at higher levels of education in Special pedagogy and social work an appropriate pedagogical provisions are needed to transform educational process as a system including: (a) meaningful and transforming objectives, (b) adequate for digital learning and leading to social change pedagogical principles, (c) reflectivity with the domain of knowledge creation, (d) self-evaluation of learning and social inclusion, (e) transformations of teacher/educator activities towards social inclusion and knowledge share, as well as collaborative learning in organizational settings of emerging knowledge society. This study, focuses on tertiary education and doctoral investigations, reviews the literature on facilitated by transitions social changes, and introduces a theoretical underpinning of digital learning within a pedagogical model. The dominating method is theoretical analysis that includes reviewing, analysing and synthesising literature on the theme “in an integrated way such that new frameworks and perspectives on the topic are generated” (Torraco, 2005, p. 356; Hamilton & Torraco, 2013). The article introduces the theoretical approach to the project “Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia” and “Gender aspects of digital readiness and development of human capital in region”.

Perspectives of Developing Digital Education in Military Institutions

“…Linda Daniela (2019) encourages us to prepare students for the future in which they will have to face different technologies, make the learning process more interesting, improve learning motivation and facilitate self-study for teachers, various technological innovations need to be introduced (Daniela, 2019). The potential success of students in the development of digital competencies depends on the attitude of teachers towards the changing amount of technology in order to achieve a deep understanding of their transformative nature and corresponding changes in curricula (Zogla et al, 2019).…”

Transformative Digital Learning in the Context of Higher Education: Comparison of Traditional and Transformative Concepts

“…Pēc I. Žoglas, I. Prudnikovas un O. Mikhailenko (Žogla, Prudnikova, & Mykhailenko, 2019), izmantojot digitālās lietojumprogrammas, rīkus, instrumentus un resursus, studenti var izveidot saturu, sadarboties ar ekspertiem un vienaudžiem, kā arī piedalīties simulācijās. Personalizētā un individualizētā pieeja nozīmē, ka mācīšanās centrā ir students, un tas ļauj viņam elastīgi pārņemt kontroli pār savu mācīšanos un veikt nepieciešamo izvēli.…”

A multidimensional approach to support training activities in the digital era

“…The DocTDLL aims to apply the transformative learning in defining a new educational model to support student self-learning in an online environment (Zogla, Prudnikova & Mykhailenko, 2019).…”