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
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.
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.
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
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).