The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
A Tool for Determining an Optimal Model of Student Engagement in Wikis for Le...Cristina Felea
Paper presented at the 10th eLearning and Software for Education Conference - eLSE 2014, Bucharest 24-25 April
The problem of learners’ engagement is receiving renewed attention against the background of the transition from traditional to technology enhanced learning environments and the ensuing shift from the transmission to the (co)construction of knowledge model in teaching/learning.
Recent studies on the use of social media for academic purposes have also revealed transformations in student and teacher roles and behavior. This study is part of an ongoing research on various pedagogical aspects related to early adoption of Web 2.0 tools (wikis) in a blended language learning program of English for Academic Purposes attended by undergraduate students in social sciences in a Romanian university.
The authors’ prior research on student behavior suggested low participation levels during the semester and high activity under the pressure of finals. Our current objective is to continue the research in an attempt to provide a more accurate learner profile that could help teachers improve the learning environment to further activate their students.
We applied the ROC analysis, a cost/benefit analysis of diagnostic decision making, in order to diagnose the features of students who would use successfully a Web 2.0 tool for learning. The study aims to exemplify how ROC analysis can be used to offer a classification of students with positive/negative inclinations to adopt a Web 2.0 tool by eliminating the false positives,respectively the false negatives.
Consequently, it may become a tool to select a possible optimal model to be considered in the process of needs analysis and of taking important decisions regarding teaching methods, course contents and design.
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
Professional Development and Capacity Building of Teachers and Teacher Educators with the hlep of Use of Information and Communication Technology (ICT)
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
A Tool for Determining an Optimal Model of Student Engagement in Wikis for Le...Cristina Felea
Paper presented at the 10th eLearning and Software for Education Conference - eLSE 2014, Bucharest 24-25 April
The problem of learners’ engagement is receiving renewed attention against the background of the transition from traditional to technology enhanced learning environments and the ensuing shift from the transmission to the (co)construction of knowledge model in teaching/learning.
Recent studies on the use of social media for academic purposes have also revealed transformations in student and teacher roles and behavior. This study is part of an ongoing research on various pedagogical aspects related to early adoption of Web 2.0 tools (wikis) in a blended language learning program of English for Academic Purposes attended by undergraduate students in social sciences in a Romanian university.
The authors’ prior research on student behavior suggested low participation levels during the semester and high activity under the pressure of finals. Our current objective is to continue the research in an attempt to provide a more accurate learner profile that could help teachers improve the learning environment to further activate their students.
We applied the ROC analysis, a cost/benefit analysis of diagnostic decision making, in order to diagnose the features of students who would use successfully a Web 2.0 tool for learning. The study aims to exemplify how ROC analysis can be used to offer a classification of students with positive/negative inclinations to adopt a Web 2.0 tool by eliminating the false positives,respectively the false negatives.
Consequently, it may become a tool to select a possible optimal model to be considered in the process of needs analysis and of taking important decisions regarding teaching methods, course contents and design.
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
Professional Development and Capacity Building of Teachers and Teacher Educators with the hlep of Use of Information and Communication Technology (ICT)
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Supporting Digital Immigrants. On-line Courses for Teachers on Internet Safet...eLearning Papers
Author: Barbara Buchegger.
Media education is an intercurricular subject in Austrian schools, however, it is not a part of teacher’s formal education. Teachers with good digital competencies are much more willing to discuss online safety issues with their students in classes. Therefore, enhancing these skills among teachers will ultimately help to bring these topics into mainstream education. A handful of powerful e-learning tools have been introduced to help teachers familiarise with online safety basics and integrate this topic into their classes.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
E=Classroom for Interactive and Connected LearningJohn Macasio
OpenDesk Toolkit Training Guide provides the framework, technology and content to enable all teachers to develop the mindsets and habits of performing inside the e-classroom of interactivity and connectivity.
Learning Management System - VLearn Inspiredvlearninspired
A Learning Management System is a software package, usually on a large scale, that enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate anytime, anywhere access to learning content and administration.
www.vlearninspired.com
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
E Learning and Types of E Learning presentation covers almost all the aspects of E-learning, like modes/types of e-learning i.e. Synchronous and Asynchronous, tools of e-learning, choosing the correct mode of e-learning, etc. Presented by Akshara Dandgaval.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Supporting Digital Immigrants. On-line Courses for Teachers on Internet Safet...eLearning Papers
Author: Barbara Buchegger.
Media education is an intercurricular subject in Austrian schools, however, it is not a part of teacher’s formal education. Teachers with good digital competencies are much more willing to discuss online safety issues with their students in classes. Therefore, enhancing these skills among teachers will ultimately help to bring these topics into mainstream education. A handful of powerful e-learning tools have been introduced to help teachers familiarise with online safety basics and integrate this topic into their classes.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
E=Classroom for Interactive and Connected LearningJohn Macasio
OpenDesk Toolkit Training Guide provides the framework, technology and content to enable all teachers to develop the mindsets and habits of performing inside the e-classroom of interactivity and connectivity.
Learning Management System - VLearn Inspiredvlearninspired
A Learning Management System is a software package, usually on a large scale, that enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate anytime, anywhere access to learning content and administration.
www.vlearninspired.com
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
E Learning and Types of E Learning presentation covers almost all the aspects of E-learning, like modes/types of e-learning i.e. Synchronous and Asynchronous, tools of e-learning, choosing the correct mode of e-learning, etc. Presented by Akshara Dandgaval.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Summer school keynote: A few insights aboutthe EU agenda for teaching and le...Riina Vuorikari
Through examples of the Joint Research Centre’s work to support the Member States in their implementation of digital competence in their agendas (e.g. DigComp framework, SELFIE), the presentation will illustrate how the so called “Open method of coordination” works in the field of education and training. On the other hand, the presentation will also evoke interesting research questions that will help European Union to reach its goals for the future (e.g. AI in Education, digital networks to support on-the-job-training). https://ea-tel.eu/jtelss/jtelss2019/futuretel-open-seminar/
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.
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
Dezvoltarea Eco-sistemului Educatie Digitala UPTDiana Andone
Dezvoltarea Eco-sistemului Educatie Digitala UPT, experienta UPT in constructia educatiei digitale
prezentata de Diana Andone, UPT
la Workshopul "Experiența privind educația online la nivel universitar în România. Provocări și perspective viitoare: organizata de Asociatai Tine de Noi, 9 iulie 2020, online
DigComp helping shape the education ecosystem in Europe.pdfRiina Vuorikari
The keynote focuses on the DigComp 2.2 update and it will additionally reference a number of other recent research by the European Commission’s Joint Research Centre on digital education.
Presentation includes illustrative scenarios where citizens interact wtih AI systems and then goes on to talk about what knowledge, skills and attitudes are needed to use digital technologies in a safe, responsible and critical way.
Keynote taking about the importance of emotional and social learning, and digital competence as key comptences in the future where AI among other emerging technologies might shape our skills' set.
DigComp 2.2: European Media Literacy week 2021Riina Vuorikari
Draft of DigComp 2.2 examples (work in progress) was presented and discussed through the lens of Information and Media Literacy needs in today's society
Addressing citizens' AI challenge through EU’s Digital Education Action PlanRiina Vuorikari
Presenting at a UNESCO event (AI and the Futures of Learning) the work on the DigComp 2.2 update that focuses on citizens interacting with AI systems; also work on ethical considerations for using AI and data in education
Makerspaces for Education & Training: Future implications Riina Vuorikari
Exploring three unique aspects of makerspaces (Interdisciplinarity; Authentic real-world problems; Flexible learning arrangements) and how they could be best taken advantage in education and training in the future. Input to the Creative Campus online workshop of the Creative FLIP Learning Labs program. Report: https://europa.eu/!xG98yQ
A presentation at the Committee of Regions event for the Finnish EU-presidency. Panel discussion "Next Challenge: The Impact of Artificial Intelligence on education and knowledge creation"
Teacher Professional Development with a wow-factor: Innovative and emerging p...Riina Vuorikari
Presentation on emerging and innovative models of teacher professional development and other forms of professional learning. The study is conducted by the JRC, the European Commission.
Emerging, innovative practices of Teacher Professional development - How are ...Riina Vuorikari
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
Exploratory study:Is eTwinning a PD programmethat proves successful for sc...Riina Vuorikari
This presentation proposes ideas for exploratory digital trace data on eTwinning, focusing on better eTwinning Analytics; understanding the power of interventions (e.g. nudging; training workshops) and focusing on the causal link between eTwining and learning outcomes. The purpose of the slides is if for discussion.
Online chat: Tools for digitilising education institutions Riina Vuorikari
These slides are support material for an online chat taking place at the Open Education Portal on September 26 2017: https://www.openeducationeuropa.eu/en/live-discussion/26-september-join-our-discussion-tools-digitising-education-institutions
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
From individual’s digital competence to digitally competent learning organisations
1. From individual’s Digital Competence
towards
Digitally Competent
Educational Organisations
Dr. Riina Vuorikari
JRC-IPTS, Information Society Unit
European Commission
A SEMINAR ON DIGITAL LITERACY
AND COMPETENCE
Oslo November 2 2015
2. Who am I?
Riina Vuorikari, from Finland - but I now work in Spain!
Background: Elementary school teacher education in Finland,
but studying abroad a lot (exchange
and postgraduate studies)
e.g. hypermedia, web,
research, Doctoral (‘09)
2000-2011 in European Schoolnet
as Senior Research Analyst and
Project Manager
eTwinning!
Research fellow in JRC since 2013
5. European Commission,
Joint Research Centre
Institute for Prospective
Technological Studies (IPTS):
Research institute supporting
EU policy-making on
socio-economic, scientific
and/or technological issues
6. ICT for Learning and Skills
(2005 - …)
http://essie.eun.org/
Policy
• 2013 COM on Opening up Education; E&T
2020; Digital Agenda; New skills and Jobs; EU
Recommendation on Key Competences for
LLL,…
• Juncker priorities: DSM – Jobs, Growth &
Investment
What:
• ICT for modernising and innovating E&T
in Europe
• 21st century skills for digital economy and
society
Why:
• Europe is not a top performer in Education
• ICT for learning and skills evolves fast
• Existing evidence is fragmented and not
addressing EU
• Tackle MS differences in ICT use
in E&T
9. Structure
I. Introduction
II. What is Digital Competence
III. Digital Competence Framework for Citizens
What it is, how it’s governed and future work
IV. Digitally Competent Educational Organisations
V. Final remarks
11. Digital Competence is one of the 8 key
competences
Digital Competence is a transversal key
competence enabling us to acquire
other key competences
Image source:
http://files.eun.org/etwinning/EN_Developing%
20pupil%20competences%20through%20eTwi
nning.pdf
12. What does it mean to be digitally competent?
KNOWLEDGE
SKILLSATTITUDES
COMPETENCE
Digital competence ≠ use of ICT tools
Digital competence involves the
confident and critical use of ICT
for employment, learning, self-
development and participation in
society (EC, 2006).
15. What kind of digital competence
do people need in our digital
economy and society ?
16. • Citizens of all ages need digital skills to benefit
from the digital society and economy to avoid
exclusion
• Digital skills are needed for an increasing number
of jobs and most require some level of digital skill
• Growing need for digital technologie experts- in all
sectors of the economy: cloud , cyber-security, IoT
etc. +3% growth p.a.
Predicted gap of 825,000 by 2020
16
Why?: Spread of digital technologies to all areas of
our lives is increasing demand for digital skills…
17. …but skills adapt slowly and education and
training is on permanent catch up
Highly digitally equipped schools are on average a
reality for only 37% of grade 4 students, 24% of
grade 8 students, and 50% of grade 11 vocational
students.
≈ 20-25% of students are taught by digitally
confident and supportive teachers having access to
ICT and facing low obstacles to their use at school.
Boosting skills for jobs and growth is one of the
priorities of Junker's Commission
In order to face such changes, people need to have a
variety of basic skills, but also transversal skills
Source: Survey of Schools: ICT in Education (2013)
17
22. 1. Information processing
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate
information needs, to find relevant information, to select
resources effectively, to navigate between online sources,
to create personal information strategies
1.2 Evaluating information
To gather, process, understand and critically evaluate
information
1.3 Storing and retrieving information
To manipulate and store information and content for easier
retrieval, to organise information and data
Example 1
31. 311 November 2015
83 82 82 79 78 76 75 73
69 69 67 64 63 59 59 58 57 57 56 55 54 53 51 48 47 46 45
39
34
20
0 %
10 %
20 %
30 %
40 %
50 %
60 %
70 %
80 %
90 %
100 %
Iceland
Luxembourg
Norway
Finland
Sweden
Denmark
Netherlands
UnitedKingdom
Estonia
Germany
France
Austria
Belgium
Slovakia
Lithuania
Spain
CzechRepublic
Latvia
Slovenia
Malta
Hungary
Ireland
Portugal
Cyprus
Italy
Poland
Greece
Croatia
Bulgaria
Romania
Individuals with basic or above basic digital skills 2014
European Commission, Digital Agenda Scoreboard
Basic or above basic digital skills Low and no skills
In 2014 40% of the EU population had an
insufficient (low or no) level of digital skills
32. 32
communication
content creatio
1 November 2015
safety
information proc
Source:
http://ec.europa.eu/information_society/newsroom/cf/dae/document.cfm?action=display&doc_id
=5406
content creation
Communication
35. TEACHER
PROFESSIONAL
DEVELOPMENT
E & T CONTENT
/STUDENT
ASSESSMENT
ASSESMENT FOR
EMPLOYABILITY
POLICY SUPPORT,
FRAMEWORK
IMPLEMENTATION
BASQUE COUNTRY, SPAIN
Ikanos project
Developed by the Basque
Government to deploy the
Digital Agenda.
Free online testing tool based on
DIGCOMP.
FLANDERS, BELGIUM
Used by Dept. of Education as an
input to curricula review and to
development of adult education
courses.
SPAIN
The Ministry of
Education Dept
institute INTEF has
created teacher digital
competence
framework.
LITHUANIA
Translation of the
DIGCOMP framework by
the Education
Development Centre.
UNITED KINGDOM
GO ON UK definition of Basic
Digital Skills now aligns with
DIGCOMP.
Works closely with Cabinet Office
and the Governments Digital
Service.
ESTONIA
Translation of the DIGCOMP by
the Ministry of Education and
Research. Used for teacher
PD and students digital
competence.
SLOVENIA
Translated by National
Education Institute.
DIGCOMP is used for the
assessment of students' digital
competence.
NAVARRA, SPAIN
Navarra Department of
Education uses DIGCOMP
as a key reference for
strategic planning.
MALTA
Use of DIGCOMP framework
by the Ministry for Education
and Employment in "Green
Paper: Digital Literacy".
CROATIA
e-Schools project
by Croatian Academic
and Research Network
will use DIGCOMP to
support teachers .
EXRTREMADURA,
SPAIN
Extremadura
implements Teachers
Digital Competence
Portfolio based on
ITALY
Italian Digital Agenda
Is evaluating the official
adoption of DIGCOMP as
end user competence.
Member state
implementations
42. DIGCOMP Governance model
Led by the European Commission (DG EMPL & JRC IPTS)
Importance of multi-stakeholder involvement at all levels
EU level: cross-DG Governance board (CNECT, EAC GROW,
JUST, …) assuring interacting and complementarity between
actions (eSkills, DSM, ESCO, etc.)
Linking with existing initiatives and frameworks at European and
MS level (E-CF, ECDL, Telecentre Europe, etc.)
Versioning of DIGCOMP (v1.0, v2.0, v2.1, …)
43. From DIGCOMP 1.0 to DIGCOMP 2.0
• Task 1: Update of the conceptual reference framework
i.e. the titles and descriptions of each competence (21)
• Feedback has been gathered since the beginning of 2015 through expert
workshops and reviews, ET 2020 WG Transversal skills and from various end
user groups
• Task 2: Update the proficiency levels
• From 3 levels to 8 levels of learning outcomes
• One learning outcome per level combining knowledge, skills and attitude
-> Final draft ready in the end of 2015
• Task 3: Validation of 2.0
• Task 4: Self-assessment questionnaire
43
47. Meta-analysis of 15 frameworks and/or self-
assessment tools use to evaluate
educational organisations from different
sectors (schools, university)
Why? To see how much there is overlaps or
gaps… get insights about their focus,
methodology and implementation strategies…
synthesise best practices and lessons learnt…
Meta-analysis for developing
a meta-framework
Diverse aims and approaches
A European reference framework
would add value by allowing a
systemic approach and
comparability
48. 1. Elemer | K-12 | Hungary | ICT integration – whole school perspective
2. Opeka | K-12 | Finland | evaluation of teachers' and schools' digital competences and culture
3. Microsoft | K-12 | Worldwide | Change management tool for ICT integration
4. LIKA | K-12 | Sweden | support schools to evaluate, plan and prioritise ICT integration
5. Ae-MoYS |K-12 | EU | strengths and weaknesses in the use of ICT for teaching and learning
6. e-Learning Roadmap | K12 | Ireland |where they are in e-Learning and where they would like to go
7. School mentor | K-12 | Norway |reflect on facilitation and execution of pedagogical use of ICT
8. NAACE SRF | K-12| UK | structured route for reviewing and improving schools' use of technology –
annual cost
9. FCMM | K-12 | EU | enables K-12 teachers and schools to assess the level of innovation with
technology
10. Speak Up NRP | K-12 | USA | students, parents, educators on 21st century education and technology
11. VvPeVOnderwijs | K-12 | The Netherlands | accountability and transparency – mainstream
12. SCALE CCR | mainly K-12 | Worldwide |upscaling ICT-enabled learning innovation – no SAT
13. eP&OBMM | mainly HE | EU | integration of ePortfolios and Open Badges
14. JISC S ICT Toolkit | HE | UK | institutional and individual capabilities in ‘strategic technology business
enablers’
The analysed FWs/SATs
in a snapshot
49. OPEKA – to analyse and develop
school's ICT usage
OPEKA provides teachers, school and city representatives
relevant information on how school's ICT usage compares
to other teachers, schools and national levels.
50. 1. Elemer | T, S | comparison to the national average | country snapshot / policy
2. Opeka | Τ | comparison with school, town, same subject, all | info to modify Finnish ICT policy
3. Microsoft | L | comparison, .....
4. LIKA | L | comparisons offline | schools decide who has access (only me, my school, or anyone but anonymously
only offline, schools to evaluate, plan and prioritise ICT integration
5. Ae-MoYS | ODS school coordinator | no comparisons but results are used for school's action plan
6. e-Learning Roadmap | L | no comparison, printed version, whole school planning and self-evaluation
7. School mentor | L | no comparisons as only school has access to the results and can decide to give or not access
to school owner. Complemented by Teacher Mentor.
8. NAACE SRF | Multiple options | prerequisite to apply for the national quality accreditation ICT Mark
9. FCMM | Multiple options | comparability with national and international average, part of the Future Classroom toolkit
10. Speak Up NRP | Multiple - different questionnaires | findings shared each year with federal, state or local policy
makers to inform decisions about education programs, policies and funding, 2,6 million stakeholders participated
so far
11. VvPeVOnderwijs | Multiple – different data | 88% of primary & >95% of secondary, voluntary but there is peer
pressure and public pressure, school decides which information is presented and in which way, national database,
partnerships with research institutes, some results in public website, restricted website with benchmarks for schools
themselves
12. JISC S ICT Toolkit | L (Business and ICT)| no comparisons but excel file easy adaptable
13. HEInnovate | Multiple options | comparisons ??????
Users and uses of the
analysed FWs and SATs
51. 1. Elemer: evidence are also required | country snapshot | 2/3 of teachers and 50% of students to be surveyed
2. Opeka: also qualitative research to validate tool results | questions about the quality of the tool
3. Microsoft: focus on creating a vision | support to manage change process
4. LIKA: complemented by a blog with Q&A, videos etc. | user decides who has access to the results
5. Ae-MoYS: results are used to create school's action plan | indicative percentage of integration in many items
6. e-Learning Roadmap: printed planning tool | part of a Handbook for planning and implementing eLearning
7. School mentor: supplemented by Teacher Mentor | intended for head teachers but in collaboration with other staff
8. NAACE SRF: school reached a certain level (and evidence sections) apply for national quality accreditation ICT Mar
9. FCMM: OER under CC | part of the Future Classrooms toolkit | diagnostic report to plan for next level of maturity
10. Speak Up NRP: 40% of questions renewed each year | findings are shared with federal, state & local policy-make
11. VvPeVOnderwijs: schools decide which results are presented and how | they can add their own explanation of the
results
12. SCALE CCR: ecological model of change | a number of applications and impact (e.g. 120+ citations including policy
docs)
13. eP&OBMM: blue-print from which customised matrices could be designed | not prescriptive
14. JISC S ICT Toolkit: in MS Excel to allow for easy adaptation | different sets of questions for each group
15. HEInnovate: international professional community evolving around | access to case studies, guidance notes etc.
Takeaways from
the analysed FWs/SATs
53. 7 core elements, relevant to all secto
15 sub-elements
74 descriptors
DigCompOrg
framework
54. VISION: Digital-age learning is integral part of the organisation’s vision and strategy
Vision articulates the full potential of digital learning technologies
Mechanisms for communicating the vision
Strategic plan includes digital-age learning
IMPLEMENTATION PLAN: in the context of an overarching policy/strategic plan
Building on enablers while also addressing possible barriers
Diverse pedagogical repertoires and a degree of autonomy
Identifying opportunities, incentives and rewards for staff
Aligned with wider strategic priorities, including equal opportunities
Modernising existing educational provision but also offering totally new opportunities
MANAGEMENT AND GOVERNANCE MODEL
Shared understanding and commitment to the implementation plan
Management responsibility has been clearly assigned
Resources aligned with budgets and human resources
Review the outcomes, quality and impact of the implementation plan
Evaluation of the implementation
Benchmarking the implementation status
Leadership and Governance
practices
55. Leadership and Governance
practices
Integration of Digital-
age Learning is part of
the overall mission,
vision and strategy
1. The potential of digital learning technologies is clearly flagged
2. The benefits of digital learning technologies are communicated
3. The strategic plan encompasses digital-age learning
4. Open education is an aspect of public engagement
Strategy for digital-age
learning is supported by
an implementation plan
5. Planning builds on enablers while addressing barriers
6. Internal stakeholders have a degree of autonomy
7. Opportunities, incentives and rewards for staff are identified
8. Digital-age learning is aligned with broader priorities
9. There are twin goals of modernising existing educational provision and
offering new opportunities
A Management and
Governance Model is in
place
10. There is a shared understanding of and commitment to the
implementation plan
11. Management responsibility is clearly assigned
12. Resources are aligned with budgets and staffing
13. The outcomes, quality and impact of the implementation plan are
reviewed
14. Specific initiatives or pilots are evaluated
15. Implementation status is benchmarked
16. Oversight of policy and direction is evident
56. The development of a Self-assessment Questionnaire for
Digitally-competent Educational Organisations based on the
descriptors of DigCompOrg
What's next?
A set of questions for each
descriptor
Related indicators(?)
’Maturity' levels
61. 1. Information
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate
information needs, to find relevant information, to select
resources effectively, to navigate between online sources,
to create personal information strategies
1.2 Evaluating information
To gather, process, understand and critically evaluate
information
1.3 Storing and retrieving information
To manipulate and store information and content for easier
retrieval, to organise information and data
62. 2. Communication (1/3)
2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to
understand how digital information is distributed, displayed and
managed, to understand appropriate ways of communicating through
digital means, to refer to different communication formats, to adapt
communication modes and strategies to the specific audience
2.2 Sharing information and content
To communicate with others the location and content of information
found, to be willing and able to share knowledge, content and
resources, to act as an intermediary, to be proactive in the spreading
of news, content and resources, to know about citation practices and
to integrate new information into an existing body of knowledge
63. 2. Communication (2/3)
2.3 Engaging in online citizenship
To participate in society through online engagement, seek opportunities
for self-development and empowerment in using technologies and digital
environments, be aware of the potential of technologies for citizen
participation
2.4 Collaborating through digital channels
To use technologies and media for team work, collaborative processes and
co-construction and co-creation of resources, knowledge and content
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online or
virtual interactions, to be aware of cultural diversity aspects, to be able to
protect self and others from possible online dangers (e.g. cyberbullying),
to develop active strategies to discover inappropriate behaviour
64. 2. Communication (3/3)
2.6 Managing digital identity
To create, adapt and manage one or multiple digital
identities, to be able protect one's e-reputation, to deal
with the data that one produces through several accounts
and applications
65. 3. Content creation (1/2)
3.1 Content development
To create content in different formats including
multimedia, to edit and improve content that s/he has
created or that others have created, to express creatively
through digital media and technologies
3.2 Integrating and re-elaborating
To modify, refine and mash-up existing resources to
create new, original and relevant content and knowledge
3.3 Copyright and Licences
To understand how copyright and licences apply to
information and content
66. 3. Content creation (2/2)
3.4 Programming
To apply settings, program modification, program
applications, software, devices, to understand the principles
of programming, to understand what is behind a program
67. 4. Safety
4.1 Protecting devices
To protect own devices and to understand online risks and
threats, to know about safety and security measures
4.2 Protecting personal data
To understand common terms of service, active protection of
own data, understanding other people privacy, to protect self
from online fraud and threats and cyberbulling
4.3 Protecting health
To avoid health-risks related with the use of technology in terms
of threats to physical and psychological well-being
4.4 Protecting the environment
To be aware of the impact of ICT on the environment
68. 5. Problem solving (1/2)
5.1 Solving technical problems
To identify possible problems and solve them (from
trouble-shooting to solving more complex problems) with
the help of digital means
5.2 Expressing needs & identifying technological responses
To assess own digital needs in terms of resources, tools
and competence development, to match needs with
possible solutions, adapting tools to personal needs, to
critically evaluate digital tools and practices
69. 5. Problem solving (2/2)
5.3 Innovating, creating and solving using digital tools
To identify and solve conceptual problems or issues
through technological means, to improve and innovate
with ICT, to actively participate in collaborative digital and
multimedia production, to express him/herself creatively
through digital media and technologies, to create
knowledge with the support of technologies digital tools
5.4 Identification of digital competence gaps
To understand where own competence needs to be
improved or updated, to support others in the
development of their digital competence, to keep up-to-
date with new developments.
Editor's Notes
JRC-IPTS material for the ET2020 WG on Transversal Skills (February 2015). Contact: Riina.VUORIKARI@ec.europa.eu
ET 2020 WG on Transversal Skills
12-13 February 2015
from European Commission's Institute for Prospective Technological Studies _____
where I contribute mainly to projects on innovating education and training. ____ >>>
Since this is an anniversary, let’s play an imaginative game, where were those kids who took the pisa test in 2012 in 2005? Born in 1997, they were about 8 years olds so in lower primary school.
Slide from DG Connect, Heidi Cigan
From the source mentioned in the slide “ in the DIGCOMP framework: operational skills correspond with content creation, social media skills correspond with communication, safe internet use corresponds with safety and responsible internet use corresponds to some extend with information. “
Lithuania: EDC is under the direct authority of the Ministry of Education and Science (http://www.upc.smm.lt/veikla/about.php)
Malta: the eLearning Department (eLD) is within the Directorate for Quality and Standards in Education (DQSE) in the Ministry for Education and Employment (MEDE).
GO ON UK: http://www.go-on.co.uk/about/
a recurring cycle of events, the result of each one being to increase the beneficial effect of the next.
Everyone has a good intention, but when you actually have to put effort into making the change, it becomes a different story…
Let's see what we have done so far___
First of all, we took into account the feedback we received from you on September 2014____ and your request for a framework that should be "simple, flexible and adaptable to local needs".____
For developing such a framework, we conducted a meta-analysis of almost 20 existing frameworks, questionnaires, and online tools from different sectors. _____
The aim of this meta-analysis was to see how much there are overlaps or gaps____
to get insights about their focus, methodology and implementation strategies______
and to synthesize best practices and lessons learnt_____
Here I would like to note that our own Creative Classrooms Framework____was just one of the frameworks we analysed so far! >>>>>
… and we found that they have diverse aims, focus, and approaches______
a variety of implementation strategies____
and different levels of maturity and scope. _____
Most refer to school education (12 out of 15)
Only one has a small annual cost
Almost all of them have/are SAT – different formats, length, focus
Most of them refer to ICT use
A large part of the framework (and later on the Q) does not make any direct reference to DTs! It aims at engaging organisations to reflect on their practices (pedagogical, technological, organisational). Therefore it should be understood as a blue‐print from which customised framework/questionnaire could be designed to suit the particular context of an organisation (or a group of organisations at local/regional/national level). ePOBMM
Thematic element: Leadership and Governance
This element of the framework refers to the role of leadership in the organisation-wide integration and effective use of digital technologies. The integration of digital technologies should be integral to the organisation’s strategic planning and the cornerstone of a well-defined and well-communicated long-term vision. This should be visibly supported through leadership and governance and articulated in short- and medium-term strategic plans.
The most important measures and practices that learning organisations from all educational sectors may consider in order to progressively achieve the integration and effective use of digital learning technologies are presented below, structured in 3 sub-elements and 14 descriptors.
VISION: Digital-age learning is integral part of the organisation’s vision and strategy
Factors that foster effective learning including the integration and organisation-wide use of digital learning technologies are clearly embedded in statements of the mission, vision and strategy of the organisation
1.1 The organisation’s vision clearly articulates the potential of digital learning technologies to modernise educational practices, geared towards better and more comprehensive learning outcomes.
1.2 The organisation has mechanisms in place for communicating internally and externally the vision for, and the benefits to be gained from the integration of digital learning technologies.
1.3 The organisation’s strategic plan includes specific goals and objectives in relation to embedding digital-age learning on a sustainable organisation-wide basis.
IMPLEMENTATION PLAN: Digital-age learning vision and strategy should be followed by a clear implementation plan
The organisation has a well-defined and realistic digital capacity implementation plan, with clear priorities and measurable targets for the effective organisation-wide deployment of digital learning technologies, in the context of an overarching policy/strategic plan for teaching, learning and assessment.
2.1 The digital capacity implementation plan builds on enablers/facilitators of digital learning technology integration, while also addressing possible barriers.
2.2 The digital capacity implementation plan acknowledges diverse pedagogical repertoires and affords internal stakeholders a degree of autonomy in the implementation of digital learning technologies, in the context of the overarching strategic plan for teaching and learning.
2.4 The digital capacity implementation plan identifies opportunities, incentives and rewards for staff who actively engage in the process of building digital capacity and modernisation of learning environments.
2.5 The digital capacity implementation plan is aligned with wider strategic priorities, including equal opportunities and widening participation in order to mitigate social disadvantage and reduce schools failures (gifted students, migrants, drop-outs, etc.).
2.5 The digital capacity implementation plan includes not only provision for the use of digital learning technologies to modernise existing educational provision but also to offer totally new opportunities for formal, non-formal and informal digital-age learning.
MANAGEMENT AND GOVERNANCE MODEL: Effective leadership ensures the co-ordination and management of the digital capacity implementation plan
A management and governance model is in place to co-ordinate and oversee the implementation plan for digital learning and digital capacity, including effective use of human and other resources and orchestrating the integration and effective use of digital learning technologies.
3.1 The leadership team has a shared understanding of why and how the organisation seeks to integrate digital learning technologies, and commitment to the implementation plan is evident.
3.2 Management responsibility has been clearly assigned for oversight and delivery of the digital capacity implementation plan.
3.3 Resources required to underpin the digital capacity implementation plan are clearly identified, and aligned with budgets and human resources.
3.4 A process is in place to periodically review the outcomes, quality and impact of the digital capacity implementation plan and to update it accordingly in order to ensure optimal alignment with technological and pedagogical developments.
3.5 Appropriate mechanisms are in place for the evaluation of specific initiatives that might be undertaken by the organisation as part of its digital capacity implementation plan.
3.6 A mechanism is in place to externally benchmark the organisation’s digital learning practices and organisation-wide implementation status.
Some refer to plans like this as 'Digital Learning Strategy', eLearning Strategy' etc. But the main message here is that (i) there should be such a plan; and (ii) that is should be clear where it fits into the wider institutional context.
This element of DigCompOrg refers to the role of leadership in the organisation-wide integration and effective use of digital technologies in respect of its teaching/learning mission and activities. The organisation’s strategic planning process should encompass digital learning technologies, and these in turn should be a cornerstone of a well-defined and well-communicated long-term educational vision. This vision should be visibly supported through leadership and governance and articulated in short- and medium-term strategic plans.
The thematic element Leadership and Governance Practices consists of three sub-elements and sixteen descriptors presented below.
Bring it back home for the pisa kids who are now 18 years old and are deciding about their future education and training options