eTwinning Conference 2016 workshop sessions on discussing and refining the draft DigCompEdu framework

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

4. 4
Some Examples
ISTE Standards-T
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
http://www.iste.org/standards/standards/iste-standards
Part of a set of standards
(for students, educators, administrators,
coaches and computer science educators)
Established by the US-based International
Society for Technology in Education. In
the US, formally adopted by 12 State
Departments.
In Europe, used as basis for the Estonian
Digital Competence Framework for
teachers, developed by HITSA:
1
2
3
4
5
5Areas
4competenceseach
=20competences
no levels
http://tulevikuopetaja.hitsa.ee/koolitusprogrammist/

5. 5
Some Examples
eTQF
European project
(2008-10)
Framework
Self-Assessment tool
Training manuals
Implementation: ???
1
2
3
4
4Areas
4 levels

6. 6
Some Examples
Sweden: LIKA
http://lika.skl.se/
Online tool for schools
Including an Assessment of Teachers' Digital Competence

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)

9. 9
DIGCOMP
Implementation

10. 10
Framework Development:
Methodology
1
2
3
4
5
1
2
3
4
5
6
Frameworks
A B
2
4
5
1
2
3
4
6
1
b
1
a
3
b
3
a
5
b
5
a
A B
Mapping
A B
Backcasting
2
4
5
1
2
3
4
6
1
b
1
a
3
b
3
a
5
b
5
a
2.2
4.1
1.1
2.1
3.1
4.2
1.3
2.1
4.1
3.1
1.2
2.2
-
4.2
Analysis
A B
2
4
5
1
2
3
4
6
1
b
1
a
3
b
3
a
5
b
5
a
2
5
3
4
3
b
5
b
A B
Clustering
1
2
3
4
4 6
1
a
5
a
1
2
1
b
3
a
DigCompEdu
Framework
1
2
3
1.1
1.2
1.3
2.1
2.2
3.1
4
4.1
4.2
5
b

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

15. Thank you
christine.redecker@ec.europa.eu
riina.vuorikari@ec.europa.eu