Abstract:

This paper presents the general lines of work and methodological guidelines that will support the preparation of an online interdisciplinary course for higher education. The framework was developed within the scope of the ERASMUS + project TASK 21 EdTech and AI for Essential Skills in the 21st Century (reference number 2019-1-FR01-KA203-063063). TASK 21 aims to help modernize the design of formal educational curricula and pedagogical material that respond to 21st century needs. The project envolves universities from Portugal, France, Italy, Norway, Sweden and Finland.

The methodological framework was developed from the results of a series of activities previously carried out by the project partners, namely the collection of bibliographic information on the existing and missing teaching material; the knowledge of future course participants on the use of technologies and Artificial Intelligence (AI) in education and the pedagogical recommendations of teachers in basic, secondary and higher education.

The methodological guidelines recommended in this framework are organized around 3 dimensions considered as basic in the teaching and learning process: the communication dimension, the learning dimension and the curriculum dimension. For each of the dimensions, there is a set of elements that characterize each one and the respective methodological recommendations to be considered in the preparation of the project modules.

For the creation of a course, it is considered important to know better four fundamental dimensions: what will be taught, what is intended to be learned; the type of relationship that is established for the construction of this knowledge; the internal mechanisms that act on learning and the way in which this whole process is intentionally planned in order to achieve the intended objectives. Since the first dimension is the object of the project and the selection of specific learning objects will be made in the following tasks of the work program, in this framework we focus our attention on the last three dimensions, which we call the communication dimension, the learning dimension and the curriculum dimension. For each dimension, we present a brief introduction and theoretical justification, followed by a set of elements and recommendations to consider when preparing the courses.

Keywords:

21st century skills, interdisciplinarity, higher education, pedagogical knowledge, technology.