Digital Skills Gap Peer Learning Activity - Educators' Digital Competence for Learning in the Digital Age
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Presentation of Christine Redecker, Andreia Inamorato & Yves Punie, European Commission, Joint Research Centre at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
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Digital Skills Gap Peer Learning Activity - Educators' Digital Competence for Learning in the Digital Age
- 1. The European Commission’s science and knowledge service Joint Research Centre Educators Digital Competence for Learning in the Digital Age Christine Redecker Andreia Inamorato Yves Punie DG JRC – Directorate Innovation and Growth Unit B4 Human Capital and Employment Background information 10 November 2017
- 2. The European Commission’s science and knowledge service Joint Research Centre
- 3. The European Commission’s science and knowledge service Joint Research Centre
- 4. DigCompEdu in a nutshell
- 7. Core Competences for Open Teaching In a traditional classroom, 3.1 is the most important competence for educators To plan for and implement digital devices and resources into the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction.
- 8. Core Competences for Open Teaching The transformative potential of digital technologies Learning in the digital age
- 9. To use digital technologies to foster and enhance learner collaboration. To enable learners to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration and collaborative knowledge creation. To use digital technologies to support learners' self-regulated learning. To enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions. Student collaboration and self-directed learning The two main pillars of learning in the digital age
- 10. Consequences If student collaboration and self-regulated learning become the norm, new forms of providing guidance and support are needed. To use digital technologies and services to enhance the interaction with learners, individually and collectively, within and outside the learning session. To use digital technologies to offer timely and targeted guidance and assistance.
- 11. Opportunities & Challenges Digital age learning puts the learner at the centre
- 12. Challenges To ensure accessibility to learning resources and activities, for all learners, including those with special needs. To consider and respond to learners' (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies.
- 13. Opportunities To use digital technologies to address learners' diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.
- 14. Opportunities To use digital technologies to foster learners' active and creative engagement with a subject matter. To use digital technologies within pedagogic strategies that foster learners' transversal skills, deep thinking and creative expression. To open up learning to new, real-world contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners' active involvement in complex subject matters.
- 15. Widening the scope: A holistic view on educators' digital competence
- 17. Digital Resources Finding, creating and sharing resources that are tailored to the learning context and individual learners' needs
- 18. Assessment Innovatively using the power of the digital for enhancing assessment and feedback
- 19. Widening the scope further: Life in the digital age
- 20. Professional engagement Enabling communication and collaboration strategies, within and beyond the organisation Enhancing and developing pedagogical competences
- 21. Facilitating Learners' Digital Competence Making learners fit for life in the digital age
- 22. How can teachers develop their educator-specific digital competence?
- 23. Competence Progression Educators' professional digital competence development is a continuous endeavour – no matter which stage they are at Different levels mean different focus areas and strategies for professional development
Notes de l'éditeur
- Storyline: At the core of the framework are the specific pedagogic competences educators need to be develop if they want to teach in a digitally rich environment, like an open classroom environment. This can only work, if also the students possess the necessary competences to benefit from such an open environment. Which means that educators across all subjects in parallel to the subject have to equip students with the digital competences that are crucial for life and work in the digital era. Additionally, teachers need to be able to use digital technologies to enhance their professional interactions within and beyond the school community. It is also part of educators' professional profile to possess the necessary subject specific competences and general digital competences. However, these competences are external to their profession-specific digital competences. Similarly, in an open classroom scenario not only students' digital competences, but also their subject-specific and transversal competences will be fostered. Again, while important, these are external to the framework.
- 22 competences in 6 areas. Many of them interrelated.
- It is important that the resources used reflect the innovative and learner-centred approach. Which is why it becomes more and more important that teachers are able to make use of and modify suitable and versative resources, apps and environments to support learner-centred teaching strategies.
- Assessment strategies: Learning and teaching cannot change if assessment remains the same. Teachers must be able to implement (summative) assessment strategies that more holistically capture learners' progress. They must be able to implement formative assessment strategies that help them and their learners to timely identify areas for improvementas and adapt learning plans and teaching methods accordingly. Digital technologies are a great aid for both of these crucial aspects of teaching and learning in the digital age. Analysing evidence: The more learning moves to digital environments, the more data is produced on learner activity. This is a huge resource (for scientists) to better understand how learning happens. Digitally competent teachers will be more and more required to be able to evaluate and interpret this data, in view of improving teaching and learning. In general, teachers must be better prepared to combine and draw on all evidence available, digital or not, on learners' behaviour, progress and problems to be able to develop personalised learning plans (supporting learner empowerment, competence 5.2) Feedback and Planning: In a digital age, the responsibility for deciding on learning pathways and options will move more and more to the learners themselves. Teachers must be able to support their decisionmaking and self-regulated learning by providing them timely, targeted and personalised feedback on progress. That is, they do not only have to be able to analyse available evidence for each individual learner (=4.2), but also to communicate it effectively and implement it in the collaborative planning with learners (or parents).