The document discusses future trends in education through 2030 based on research conducted by the Joint Research Centre (JRC) Institute for Prospective Technological Studies. It identifies 12 key areas of change for education that were rated based on importance and feasibility by experts. These include more personalized and flexible learning, a stronger focus on job-related skills, and lifelong learning shifting to various settings. The research also looked at how roles may change for teachers, institutions, and assessment. Technologies like MOOCs and open educational resources are explored as drivers of these changes to learning. Overall, the document presents a vision of more learner-centered education that is more globally connected and makes greater use of technology and informal learning opportunities.
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Marco Común de Competencia Digital Docente (versión en inglés)INTEF
This document proposes a common framework for defining the digital competence of teachers in Europe. It summarizes an existing framework developed by the European Commission called DIGCOMP, which defines digital competence across 5 areas and 21 competencies. This document aims to adapt the DIGCOMP framework specifically for teachers by providing descriptors and proficiency levels for evaluating teachers' digital skills.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
DIGICOMP - A framework to help improve students’ digital competence - and wha...Riina Vuorikari
This document discusses a digital competence framework called DigComp that was developed to help improve students' digital skills. It presents the framework, which includes 5 competence areas and 21 specific competences. The framework is intended to provide common guidelines and assessment tools for developing digital competence in Europe. The document then provides examples of how the DigComp framework has been applied by various countries and organizations, such as for strategic planning, teacher professional development, and developing online self-assessment tools. It concludes by discussing how the framework could be used to help design eTwinning activities that develop students' digital competences.
The document discusses future trends in education through 2030 based on research conducted by the Joint Research Centre (JRC) Institute for Prospective Technological Studies. It identifies 12 key areas of change for education that were rated based on importance and feasibility by experts. These include more personalized and flexible learning, a stronger focus on job-related skills, and lifelong learning shifting to various settings. The research also looked at how roles may change for teachers, institutions, and assessment. Technologies like MOOCs and open educational resources are explored as drivers of these changes to learning. Overall, the document presents a vision of more learner-centered education that is more globally connected and makes greater use of technology and informal learning opportunities.
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Marco Común de Competencia Digital Docente (versión en inglés)INTEF
This document proposes a common framework for defining the digital competence of teachers in Europe. It summarizes an existing framework developed by the European Commission called DIGCOMP, which defines digital competence across 5 areas and 21 competencies. This document aims to adapt the DIGCOMP framework specifically for teachers by providing descriptors and proficiency levels for evaluating teachers' digital skills.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
DIGICOMP - A framework to help improve students’ digital competence - and wha...Riina Vuorikari
This document discusses a digital competence framework called DigComp that was developed to help improve students' digital skills. It presents the framework, which includes 5 competence areas and 21 specific competences. The framework is intended to provide common guidelines and assessment tools for developing digital competence in Europe. The document then provides examples of how the DigComp framework has been applied by various countries and organizations, such as for strategic planning, teacher professional development, and developing online self-assessment tools. It concludes by discussing how the framework could be used to help design eTwinning activities that develop students' digital competences.
Et2020 WG: DIGCOMP and 8 levels of learning outcomesRiina Vuorikari
The document summarizes a presentation on the European Digital Competence framework for citizens. It describes the framework as having 8 levels of learning outcomes to define digital competence. The framework aims to provide a common understanding of digital competence in Europe. It identifies 5 areas of digital competence: information, communication, content creation, safety, and problem solving. Examples are given of how several European countries and regions have adopted the framework in areas like education, skills assessment, and policy. Issues discussed around further developing the framework include its complexity with many descriptors, and balancing abstraction with specificity at higher levels.
Digital Competence frameworks DigComp & DigCompEduYves Punie
The document discusses capacity building for online and blended learning in Europe. It introduces the European Digital Competence frameworks for learners (DigComp) and educators (DigCompEdu). DigComp defines five areas of digital competence and specific competences within each area. DigCompEdu describes what it means for educators to be digitally competent across six competence areas and six proficiency levels. The frameworks provide a shared understanding of digital competence and are used in various ways, such as curriculum development and teacher training.
The document presents the European Reference Framework for Digitally-competent Educational Organisations (DigCompOrg). It aims to provide a conceptual framework to help educational organizations review their strategies for integrating digital technologies. The framework was developed based on a meta-analysis of 15 existing tools and identifies 7 core elements and 74 descriptors. It is intended to be comprehensive, generic and adaptable to different contexts while complementing existing tools. Next steps include developing a self-assessment questionnaire for organizations to evaluate themselves based on the framework's descriptors.
The JRC-IPTS proposal for the update of the DIGCOMP conceptual reference mode...Riina Vuorikari
The document proposes updates to the DIGCOMP conceptual reference model for digital competence. It discusses updating the 21 competences, proficiency levels from 3 to 8, and validating the updated framework. The biggest changes are to competence 3.4 "Programming" to reflect trends in coding education. Feedback on the updated conceptual reference model is welcome by March 15, 2016. The document provides the original and proposed updated descriptions and terminology for each competence.
The document outlines how various European countries and regions have implemented the DigComp digital competence framework in different ways to support teacher professional development, student assessment, and policy development around digital skills. Some key implementations include Spain creating a common framework for teacher digital competence based on DigComp, Lithuania translating DigComp for teacher professional development, and Slovenia translating DigComp for student assessment in ICT subjects.
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
Digital Competence framework for citizens (DIGCOMP )Riina Vuorikari
The document discusses the European Digital Competence Framework for citizens. It defines digital competence as the set of knowledge, skills, and attitudes required to use information and communication technologies. The framework identifies 5 areas of competence: 1) information, 2) communication, 3) content creation, 4) safety, and 5) problem solving. It then describes each area and the specific competences within each one. The framework was developed to provide a common understanding and guidelines for developing and assessing digital skills across Europe.
Open Education and Teaching Profession in 2030Riina Vuorikari
The document discusses open education and the teaching profession in 2030. It provides historical context on open education, from correspondence courses to massive open online courses (MOOCs). The document then outlines five scenarios for what the teaching profession could look like in 2030 based on emerging technologies and trends: 1) a centralized European education network, 2) a decentralized social network approach, 3) use of intelligent agents and recommendations, 4) diversified teaching careers using remote presence and analytics, and 5) informal peer learning camps. The final section poses discussion questions about which scenarios are desirable or undesirable and what needs to be done to influence the future of teaching.
WEEF/GEDC_The challenge of training Primary and Secondary teachers in compute...eMadrid network
The document discusses the challenge of training primary and secondary teachers in computer programming. It notes the growing trend of integrating informatics into pre-university education across countries. However, informatics is still marginal in Spain. There is a need to train teachers in programming foundations. The recommendations are to provide all students with digital literacy education by age 12 and informatics as an independent subject. A large-scale teacher training program is needed, involving school teachers paired with academics and industry experts. Effective training approaches include adapting programming lectures and exercises to different learners and languages. Preliminary results show good acceptance of these methods but challenges remain in fully developing and fine-tuning the training approaches.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
The document summarizes the key issues around digital skills in Europe according to the European Commission's DigComp framework. Over 70 million Europeans lack basic literacy and numeracy skills, and nearly 100 million have never used the internet. DigComp defines and describes the key areas of digital competence including information and data literacy, communication, digital content creation, safety, and problem solving. The framework is being used by 15 EU member states and 5 Spanish regions to develop curricula and policies around digital skills training.
The document summarizes Spain's experience over the past 5 years in promoting education in the digital age through various national programs. Key programs included providing broadband internet and computers to schools, establishing a network of advanced centers for ICT use, equipping classrooms with technology, developing and sharing digital learning content, and training teachers. Evaluation studies found that infrastructure targets were exceeded but that more training was still needed, especially in instructional methodology. Ongoing efforts focus on continued technology deployment, content development, teacher training, and assessment of initiatives.
1. The study examined students' digital skills before and after a year of online learning during the COVID-19 pandemic using the DigComp framework.
2. Results showed that students acquired skills to participate in online classes but mostly at a basic level. Suggestions included using new technologies, training for students and teachers, and tools to enable collaboration.
3. While students gained some skills, most remained at the basic level, showing low overall evolution in digital skills after a year of online learning.
Presentation of Antonio Teixeira for EDEN's Education in time of pandemic webinar series on 'Online transformation of universities – having faced the challenges of the pandemic, are they prepared for the new normal?' - 14 Sept 2020, 17:00 CEST
More info:
https://www.eden-online.org/no-1-online-transformation-of-universities-having-faced-the-challenges-of-the-pandemic-are-they-prepared-for-the-new-normal/
"Promoting Education in the Digital Age", Calgary 14 Nov. 2007.Antonio Saravia
The document outlines Spain's experience promoting education in the digital age through various national programs. It discusses initiatives to expand broadband connectivity and computer infrastructure in schools, create a network of innovative ICT centers, provide digital content and applications for classrooms, and offer teacher training programs like Enseña. The goal is to strengthen strategies for integrating technology into education through cooperation across administrative levels and sectors.
The Up2University project aims to bridge the gap between secondary schools and universities by providing a Next Generation Digital Learning Environment (NGDLE) for European schools. The NGDLE will help high school students develop skills like critical thinking, communication, and digital literacy to prepare them for success at university. The Up2U consortium includes 18 partners from 12 countries. The presentation provided an overview of the Up2U toolbox of applications, such as the learning management system, collaborative tools, and learning analytics. It also described several ongoing pilot programs that are having students use the Up2U NGDLE to develop key skills.
The document discusses online education and instructional design. It provides an overview of instructional design models like ADDIE and Dick and Carey models. It discusses analyzing learners, content, and context. It covers designing learning objectives, activities, and assessments. Implementation involves preparing instruction and delivery. Evaluation collects feedback. It also discusses principles of universal design, interaction types, and open educational resources.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
Et2020 WG: DIGCOMP and 8 levels of learning outcomesRiina Vuorikari
The document summarizes a presentation on the European Digital Competence framework for citizens. It describes the framework as having 8 levels of learning outcomes to define digital competence. The framework aims to provide a common understanding of digital competence in Europe. It identifies 5 areas of digital competence: information, communication, content creation, safety, and problem solving. Examples are given of how several European countries and regions have adopted the framework in areas like education, skills assessment, and policy. Issues discussed around further developing the framework include its complexity with many descriptors, and balancing abstraction with specificity at higher levels.
Digital Competence frameworks DigComp & DigCompEduYves Punie
The document discusses capacity building for online and blended learning in Europe. It introduces the European Digital Competence frameworks for learners (DigComp) and educators (DigCompEdu). DigComp defines five areas of digital competence and specific competences within each area. DigCompEdu describes what it means for educators to be digitally competent across six competence areas and six proficiency levels. The frameworks provide a shared understanding of digital competence and are used in various ways, such as curriculum development and teacher training.
The document presents the European Reference Framework for Digitally-competent Educational Organisations (DigCompOrg). It aims to provide a conceptual framework to help educational organizations review their strategies for integrating digital technologies. The framework was developed based on a meta-analysis of 15 existing tools and identifies 7 core elements and 74 descriptors. It is intended to be comprehensive, generic and adaptable to different contexts while complementing existing tools. Next steps include developing a self-assessment questionnaire for organizations to evaluate themselves based on the framework's descriptors.
The JRC-IPTS proposal for the update of the DIGCOMP conceptual reference mode...Riina Vuorikari
The document proposes updates to the DIGCOMP conceptual reference model for digital competence. It discusses updating the 21 competences, proficiency levels from 3 to 8, and validating the updated framework. The biggest changes are to competence 3.4 "Programming" to reflect trends in coding education. Feedback on the updated conceptual reference model is welcome by March 15, 2016. The document provides the original and proposed updated descriptions and terminology for each competence.
The document outlines how various European countries and regions have implemented the DigComp digital competence framework in different ways to support teacher professional development, student assessment, and policy development around digital skills. Some key implementations include Spain creating a common framework for teacher digital competence based on DigComp, Lithuania translating DigComp for teacher professional development, and Slovenia translating DigComp for student assessment in ICT subjects.
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
Digital Competence framework for citizens (DIGCOMP )Riina Vuorikari
The document discusses the European Digital Competence Framework for citizens. It defines digital competence as the set of knowledge, skills, and attitudes required to use information and communication technologies. The framework identifies 5 areas of competence: 1) information, 2) communication, 3) content creation, 4) safety, and 5) problem solving. It then describes each area and the specific competences within each one. The framework was developed to provide a common understanding and guidelines for developing and assessing digital skills across Europe.
Open Education and Teaching Profession in 2030Riina Vuorikari
The document discusses open education and the teaching profession in 2030. It provides historical context on open education, from correspondence courses to massive open online courses (MOOCs). The document then outlines five scenarios for what the teaching profession could look like in 2030 based on emerging technologies and trends: 1) a centralized European education network, 2) a decentralized social network approach, 3) use of intelligent agents and recommendations, 4) diversified teaching careers using remote presence and analytics, and 5) informal peer learning camps. The final section poses discussion questions about which scenarios are desirable or undesirable and what needs to be done to influence the future of teaching.
WEEF/GEDC_The challenge of training Primary and Secondary teachers in compute...eMadrid network
The document discusses the challenge of training primary and secondary teachers in computer programming. It notes the growing trend of integrating informatics into pre-university education across countries. However, informatics is still marginal in Spain. There is a need to train teachers in programming foundations. The recommendations are to provide all students with digital literacy education by age 12 and informatics as an independent subject. A large-scale teacher training program is needed, involving school teachers paired with academics and industry experts. Effective training approaches include adapting programming lectures and exercises to different learners and languages. Preliminary results show good acceptance of these methods but challenges remain in fully developing and fine-tuning the training approaches.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
The document summarizes the key issues around digital skills in Europe according to the European Commission's DigComp framework. Over 70 million Europeans lack basic literacy and numeracy skills, and nearly 100 million have never used the internet. DigComp defines and describes the key areas of digital competence including information and data literacy, communication, digital content creation, safety, and problem solving. The framework is being used by 15 EU member states and 5 Spanish regions to develop curricula and policies around digital skills training.
The document summarizes Spain's experience over the past 5 years in promoting education in the digital age through various national programs. Key programs included providing broadband internet and computers to schools, establishing a network of advanced centers for ICT use, equipping classrooms with technology, developing and sharing digital learning content, and training teachers. Evaluation studies found that infrastructure targets were exceeded but that more training was still needed, especially in instructional methodology. Ongoing efforts focus on continued technology deployment, content development, teacher training, and assessment of initiatives.
1. The study examined students' digital skills before and after a year of online learning during the COVID-19 pandemic using the DigComp framework.
2. Results showed that students acquired skills to participate in online classes but mostly at a basic level. Suggestions included using new technologies, training for students and teachers, and tools to enable collaboration.
3. While students gained some skills, most remained at the basic level, showing low overall evolution in digital skills after a year of online learning.
Presentation of Antonio Teixeira for EDEN's Education in time of pandemic webinar series on 'Online transformation of universities – having faced the challenges of the pandemic, are they prepared for the new normal?' - 14 Sept 2020, 17:00 CEST
More info:
https://www.eden-online.org/no-1-online-transformation-of-universities-having-faced-the-challenges-of-the-pandemic-are-they-prepared-for-the-new-normal/
"Promoting Education in the Digital Age", Calgary 14 Nov. 2007.Antonio Saravia
The document outlines Spain's experience promoting education in the digital age through various national programs. It discusses initiatives to expand broadband connectivity and computer infrastructure in schools, create a network of innovative ICT centers, provide digital content and applications for classrooms, and offer teacher training programs like Enseña. The goal is to strengthen strategies for integrating technology into education through cooperation across administrative levels and sectors.
The Up2University project aims to bridge the gap between secondary schools and universities by providing a Next Generation Digital Learning Environment (NGDLE) for European schools. The NGDLE will help high school students develop skills like critical thinking, communication, and digital literacy to prepare them for success at university. The Up2U consortium includes 18 partners from 12 countries. The presentation provided an overview of the Up2U toolbox of applications, such as the learning management system, collaborative tools, and learning analytics. It also described several ongoing pilot programs that are having students use the Up2U NGDLE to develop key skills.
The document discusses online education and instructional design. It provides an overview of instructional design models like ADDIE and Dick and Carey models. It discusses analyzing learners, content, and context. It covers designing learning objectives, activities, and assessments. Implementation involves preparing instruction and delivery. Evaluation collects feedback. It also discusses principles of universal design, interaction types, and open educational resources.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
The document discusses emerging technologies in education and their implications. It provides an overview of the evolution of e-learning technologies from the 1980s to present. Key topics covered include open educational resources (OER), massive open online courses (MOOCs), and learning analytics. The author advocates for the use of learning design frameworks to help educators make informed pedagogical choices when integrating technologies. Overall, the document examines how new models like OERs, MOOCs, and learning analytics are challenging traditional education and calls for appropriate pedagogical approaches to leverage emerging opportunities.
Online Multi-user Interactive Learning Activities on Social CloudPrachyanun Nilsook
Panlumlers, K., Nilsook, P. & Jeerungsuwan, N. (2017)
Online Multi-user Interactive Learning Activities on Social Cloud.
2017 International Conference on e-Commerce, e-Administration,
e-Society, e-Education, and e-Technology, Kyoto, Japan April 4-6, 2017. pp 343-353.
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
The document summarizes the findings of a community survey conducted by the Educational Technology Users Group (ETUG) to understand who is involved in their community and how educational technology is being used in BC post-secondary institutions. Some key findings are that the majority of respondents see connecting with peers as the primary benefit of ETUG membership and view ETUG as a leader in education technology. The survey also found that learning management systems, web conferencing, and open educational resources are the most commonly used technologies, and are expected to remain important in the coming year.
The document describes the OnCourse Instructional Design Model for developing online courses. It provides a guide for instructors to move face-to-face courses online. The model includes teacher training on adapting classroom materials for online use. It is based on cognitive apprenticeship and multimedia theory. The model has steps for modeling concepts, coaching student practice, exploration of ideas, and formative/summative assessments. It aims to help more instructors transition courses online by providing resources and tools.
This document provides a framework for evaluating digital educational resources. It outlines six dimensions to consider: (1) context of implementation, (2) technical, (3) pedagogical, (4) interactivity, (5) design, and (6) ideological. Key criteria include the learning theory behind the resource, role of the teacher, evaluation methods, and accessibility. A seven-step process is proposed: (1) design course, (2) survey options, (3) evaluate, (4) choose, (5) implementation plan, (6) train staff, (7) implement and evaluate. Examples of digital resources like FOG Interactive and MyELT are provided. The conclusion stresses the importance of
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
How can technology change the way we learn and learn stoa, 6 may 2015dvndamme
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Similar a Teachers' Digital Competence: A draft framework for discussion (20)
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Teachers' Digital Competence: A draft framework for discussion
1. 1
The European Commission’s
science and knowledge service
Joint Research Centre
Teachers' Digital Competence
as a lever for
students' Digital Citizenship
C. Redecker & R. Vuorikari
eTwinning Conference
Athens 27-29 October 2016
2. 2
Stakeholder Consultation
Desk Research
Literature Review Inventory Meta-Analysis
Validation
eTwinning
Workshops
Expert Workshop
Draft Framework
Final Framework
Expert Consultation
Literature Review Transposition
Expert
Consultation
Trial Phase
Online
Consultation
Expert Interviews
Self-Assessment
Questionnaire
Final Self-Assessment Tool
FrameworkSelf-AssessmentTool
June-Aug 2016
Sept 2016
Sept-Nov 2016
December 2016
Jan-Mar 2017
April 2017
April-May 2017
June 2017
DigCompEdu
Project Methodology
3. 3
Some Examples
UNESCO ICT-CFT
UNESCO ICT Competency Framework for Teachers, 2011
http://unesdoc.unesco.org/images/0021/002134/213475e.pdf.
1
2
3
4
5
5Areas
3 levels
7. 7
Some Examples
Finland: OPEKA
Opeka is used to evaluate how teachers use ICT and the ICT environment and culture in the school
Technological
readiness
Procedures
Attitudes
Pedagogical use
ICT-skills
5Areas
Measured on a scale form 0 to 4
8. 8
Some Examples
Spain
Based on the European Digital
Competence Framework for
Citizens (DIGCOMP)
Competence
areas
Competences
1. Information
and data literacy
1.1 Browsing, searching and filtering data, information and
digital content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content
2.
Communication
and
collaboration
2.1 Interacting through digital technologies
2.2 Sharing through digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity
3. Digital
content creation
3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences
3.4 Programming
4. Safety 4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5. Problem
solving
5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps
1
2
3
4
5
5Areas
3 proficiency levels
(to be converted into 8)
11. DigCompEdu
Framework: Areas
1. Technological dimension 3. Pedagogical dimension
4. Facilitating learners' digital
competence
5. Professional engagement
2. Educational
resources
12. Thinking of these 5 areas: What
do you think are the main points
for teachers' digital competence?
Write down these points on
separate post-its
Go to the flipscharts and stick
your ideas where they fit
Post-it Session
13. DigCompEdu
Framework
3. Pedagogical dimension
3.1 Embedding digital technologies
3.1.1 Manage digital tools in learning process
3.1.2 Enhance teaching & learning strategies
3.2 Innovating pedagogic strategies
3.2.1 Collaborative learning
3.2.2 Authentic learning
3.2.3 Self-directed learning
3.3 Assessment
3.3.1 Peer assessment and self-reflection
3.3.2 Effectiveness and diversity
3.3.3 Reward learners' use of digital tools
2. Educational
resources
2.1 Finding,
evaluating,
sharing digital
resources
2.1.1 Search, find,
organise
2.1.2 Assess
credibility,
usefulness,
suitability
2.1.3 Share &
publish
2.2 Creating and
adapting
educational
content
2.2.1 Create
2.2.2 Adapt
1. Technological dimension
1.1 Technological fluency
1.1.1 Digital tools in the learning process
1.1.2 Digital tools for communication
1.1.3 Managing, monitoring and recording data
1.2 Technological commitment
1.2.1 Solve technical problems
1.2.2 Transfer technological knowledge
1.3 Digital responsibility
1.3.1 Protect devices and data
1.3.2 Protect privacy
1.3.3 Apply copyright and licences
1.3.4 Protect health and wellbeing
4. Facilitating learners' digital competence
4.1 Facilitating learners' digital fluency
4.1.1 Information skills
4.1.2 Content creation
4.1.3 Communication and collaboration
4.1.4 Technical and problem solving skills
4.2 Facilitating learners' digital citizenship
4.2.1 Online safety
4.2.2 Responsible and ethical use
4.2.3 Health and wellbeing
4.2.4 Copyright and plagiarism
5. Professional engagement
5.1 Communication and collaboration
5.1.1 Online communication
5.1.2 Online collaboration
5.2 Continuous Professional Development
5.2.1 Enhance digital competence
5.2.2 Online opportunities for CPD
5.3 Developing a vision for innovating
education
5.3.1 Innovate educational practice
5.3.2 Innovate organisational practice
14. Decide which area you are most interested in
and go to the corresponding group
Try to self-assess yourself (only in your
group's areas): The levels are cumulative and
ascending
Discuss the self-assessment rubric and the
post-its in the group: What is missing?
Wrong? Strange? What should be changed,
added, deleted?
Summarize your discussion on a flipchart
Group Session