Presentation about the Open Education Guidelines for Academics and DigCompEdu for Higher Education

1. The European Commission’s
science and knowledge service
Joint Research Centre
Open and digitally competent
academics: European frameworks
and tools for professional
development and self-assessment
Dra. Andreia Inamorato
@aisantos
andreia-inamorato-dos.santos@ec.europa.eu
OE Global Conference, Milan
27 November 2019

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European Commission Joint Research Centre
(JRC)
• Internal service of the European
Commission for Science and Research
• Mission: to give support to the European
Union to gather evidence from scientific
research
• Provides services to more than 20
political departments of the European
Commission

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A new political agenda for education in Europe
“43% of the EU population has low levels of digital education, and 17% are
lacking any digital skills, which puts them at serious risk of exclusion.
Expanding digital education opportunities is a priority. […]
The main goal of all our efforts, however, needs to be to equip the young
generations with strong digital skills. We can help achieve this for example
through focusing on digital literacy, computer science and informatics for all, so
that children and young people understand and deal critically with digital
technology – both in terms of its promises but also its dangers. The world is
already digital, so are our children, but our education is not yet there.”
Mariya Gabriel, Commissioner for Innovation and Youth
European Commission, October 2019.

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 Digital competence framework for educators
(DigCompEdu) and an online tool for self-
reflection (Check-in Tool) (2017/2019)
 Open Education framework (OpenEdu) and a
checklist of practices for self-reflection (OpenEdu
Guidelines for Academics) (2016/2019)
(Digital) competence frameworks for university
lecturers

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DigCompEdu Framework
• It describes what it means for an
academic to be ’digitally competent’
• For all education sectors
• It covers 6 competence areas and 6
proficiency levels
• https://ec.europa.eu/jrc/en/digcomp
edu

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https://ec.europa.eu/jrc/en/digcompedu/self
-assessment

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DigCompEdu Check-In Tool
• Online tool with questions based
on the DigCompEdu framework
• 22 questions for reflexion in 6
competence areas
• It generates a report for users
about their digital competence
(levels A1-C2) and shows posible
ways for them to improve them.
https://ec.europa.eu/jrc/en/di
gcompedu/self-assessment

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EN

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DigCompEdu (Marco de competencia digital para educadores)

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Competence levels
(A1 to C2)

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Source: JRC DigCompEdu Check-in tool
Approximately 10,000 educators from all education
sectors have used the tool in 8 different languages
to date.

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DigCompEdu Check-In Tool
• Approximately 10,000 educators from all education sectors
have used the tool in 8 different languages to date
• What’s on: The data is being analysed; the questionnaire is
being revised and the levels of progression are being updated.
A new tool, more robust tool, is being developed.
• A pilot will be ran with Spanish universities in the beginning of
2020, in collaboration with CRUE- Conference of Rectors of
Spanish Universities.
• https://ec.europa.eu/jrc/en/digcompedu/self-assessment

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Open Education:
Further developing the digital
competence of teachers and learners
Video : Open education in the world

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A new political agenda for education in
Europe
• “We need to make education institutions
fit for the digital age in a lifelong learning
perspective. I am in particular going to
focus on the opportunities such as
massive open online courses, to reach as
many people as possible. We need to use
digital technology intelligently to make
education both more effective and
more inclusive.”
•
• Mariya Gabriel, Commissioner for Innovation and Youth
• European Commission, October 2019.

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Open Education framework: OpenEdu
• It describes what open education is
• It focuses on higher education
• It presents 10 dimensions for action
Web:
• bit.ly/marco_openedu
• https://ec.europa.eu/jrc/en/open-
education

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What is open education?
• Open education is about creating
opportunities to all learners, formally
registered at the institution or not
• Open education are also those
practices that seek to bridge ’non-
formal’ with ‘formal learning’
• Open education goes beyond MOOCs
and open educational resources
• It requires a mindset change towards
open practices and open leadearship
• It also requires a bottom-up/top-down
approach to practices and policies.

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Open Education framework (OpenEdu)
bit.ly/marco_openedu
bit.ly/marco_openedu_español

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Practical guidelines on OE for
academics

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Core dimension:
pedagogy

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Core dimension: access

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Reports on Professional Development
of academics

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11 cases on innovative PD practices in the EU
Cases:
• - Dublin City University: The
Sipping Point (Ireland)
• - Finland: University
pedagogical support – UNIPS
• - U4Network (Ghent,
Groningen, Gottingen,
Upsala)
• - University Teaching
Qualification (14 NL univ)
• EADTU: Empower Online
Learning Leadership
• D-Transform (EU co-funded)
senior leadership
• - Pompeu Fabra: support for
MOOC production (Spain)
• - LSE Teaching and Learning
Centre (online resources)
• - King's College London
Technology Enhanced
Learning in Health Education
(iTEL) (UK)
• - ENUCE (Estonian Network
for University Continuing
Education)
• iMotion (EU co-funded)
staffmobility.eu

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Main obstacles to PD in higher education
Academics' reluctance to move away from
traditional teaching practices;
Lack of formal requirements or incentives for
PD in HEIs;
Lack of time: imbalance between research
and teaching;
Lack of capacity & follow-up: Expertise and
capacity needed to run effective PD
programmes.

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Key messages from innovating PD
• New, bottom-up and informal models of "professional learning" can remove the
known barriers of traditional PD forms. They seem to work but there is a need
for more evidence on impact.
• However, they are not very known by traditional PD providers and within HEIs
• Many examples are outside of "official" PD provision with no accreditation or
support mechanisms
• HEIs should consider multiple and more diversified offers for PD activities, with
central coordination
• Education authorities should incentivise various forms of professional (peer)
learning and work towards offering them to all teachers as part of accredited
offering.
• MOOCs are considered an successful mode of PD in HE

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Blockchain in Education- JRC report
(recognition dimension, digital certificates)
To download:
http://bit.ly/blockchain4edu

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http://bit.ly/2mGuegI
To download:
New release: it contains
a section on digital
certificates

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Innovation in the continuous education of
educators: case studies and policy
recommendations

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Bernard Shaw:
“The reasonable man adapts himself to the world;
the unreasoable man persists in trying to adapt the
world to himself. Therefore all progress depends
on the unreasonable man”.
Thank you for your attention!

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Thank you!
DigCompEdu for HE and OpenEdu contact:
andreia-inamorato-dos.santos@ec.europa.eu
Web: andreiainamorato.net