The authors of this article have major contributions to the establishment and development of DDLUB which is the acronym for Distance Learning Department, founded in 1999 through the University of Bucharest Senate's Decision. During the last 18 years, DDLUB has focused on DL (Distance Learning) study programs according to Romania legislation. DL in RO is equivalent with blended learning concept known all over the world. This article is aiming to present DDLUB's initiatives and achievements, reported early in 2017. Chapter 1 will present the socio-economic context. There are remarkable events that have been taken into consideration by DDLUB team. The main conclusion of these events can be summarized as follows: we are living, teaching/learning and working within the Information Society. Teaching and learning according to the 21st Century requirements (including digital technologies) are our main responsibilities! Chapter 2 is dedicated to the educational context. There are worldwide trends focusing on "rethinking education". The authors took into consideration the recent evolutions within the domain of online education: Coursera, edX, Khan Academy, LinkedIn Learning, MIT Open Courseware, and CISCO Networking Academy. Meanwhile, we notice that a significant number of voices underline specific weaknesses of the RO system of education (e.g. “Court of Auditors Report 2016”, “Study-42% of Romanian is functionally illiterate").The following two chapters will present: achievements related to DL study programs provided by DDLUB for the target group of teachers (in-service and pre-service), in Chapter 3; initiatives and achievements related to the use of digital technologies in education, in Chapter 4 5 are dedicated to DDLUB 2017(+) vision on education.
Over the last decade the technology of education has gained an important place in the educational process. To enhance this reality, international organizations have stated the need to use information technology and digital technology in the process of teaching, learning, assessment and evaluation. The most important international organizations which make recommendations and elaborate guidelines are UNESCO and European Commission. Considering these recommendations to use digital technology in education corroborated with the need of students to use it in their educational process, to collaborate, to work in teams, to contribute to their learning, the Faculty of Psychology and Sciences of Education of University of Bucharest within master programme ICT in Education and the Distance Learning department of University of Bucharest within its master programmes have courses designed mostly to enhance the use of digital technology in educational process. Therefore, the aim of the present research is to present a case of good practices in which the constructivist approach of learning is supported by technology using Google Apps like Google Drive, Google Docs, and Google Slides. The case study is focused on the idea that learning is possible through dual factors: social interaction and simultaneous exposure to cognitive experiences in which peer and collaborative learning is central and the teacher is also mediator, moderator and facilitator of learning supporting students to develop digital competencies, positive attitudes of self esteem and empathy and cognitive abilities. The overarching outcome will be a coherent image of a master course designed to enhance ideas with technology based on a constructivist approach.
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