European Reference Framework for Digitally-competent Educational

Organisation (DigCompOrg)

Panagiotis Kampylis |Riina Vuorikari| Yves PunieJRC - Institute for Prospective Technological Studies

ICT EG 5th MeetingBrussels | 05 Nov 2015

* In collaboration with Jim Devine

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

Digitally Competent Teachers

Digitally Compete

nt Learner

s

Digitally Competent

Organisations

DigCompOrg

DigComp (2013)

DigCompTeach (starting)

“Virtuous circle” - a recurring cycle of events where the result of each one increases the beneficial effect of the next

DigCompOrg

the integration and effective use of digital

technologies by educational

organisations

JRC-IPTS project on behalf of DG EAC | 2015-2017

Aim: To develop a conceptual framework so that educational organisations from all sectors could review their organisational strategies for integrating and using effectively digital technologies for better learning outcomes.

Policy: COM 2012 Rethinking Education, COM 2013 Opening Up Education, ET2020 WG DOL Output 1

Why: Several initiatives/frameworks/online tools in the Member States but lack of common understanding and conceptual approach at European level

When: By July 2015 the Conceptual framework - by March 2016 the self-assessment questionnaire

What for: Self-assessment at organisation level, strategic planning, monitoring…

Furthering Innovative Education

The DigCompOrg methodology at a glance

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

Tools Elements Since sector / coverage Who provides the infoeLEMER 4/40/100 2010 P-S, Hungary Teachers, Students

Opeka 3/17/145 2012 P-S, Finland Teachers

Microsoft SRT 4/16/16x6 2009 P-S, Worldwide Leader(s)

LIKA 4/-/78 2013 P-S, Sweden Leader(s)

Ae-MoYS 5/-/30 2011 P-S, EU ODS school coordinator

e-Learning Roadmap

5/-/27x4 2009 P-S, Ireland Leader(s)

School mentor 6/-/30x5 2007 P-S, Norway Leader(s)

NAACE SRF 6/11/55x4 2005 P-S, UK Multiple options

FCMM 5/-/5x5 2010 P-S, EU Multiple options

Speak Up NRP Different SAQs 2003 P-S, USA A variety of stakeholders

Vensters 20 indicators 2008 P-S, The Netherlands A variety of stakeholders SCALE CCR 8/28/- 2012 P-S, Worldwide There is no SAQ

ePOBMM 7/-/60x5 2013 mainly HE, EU -

JISC 6/-/69 2010 HE, UK Leaders (Business and ICT)HEInnovate 7/-/44 2013 HE, Worldwide A variety of stakeholders

Tools analysed

7 core elements, relevant to all sectors

15 sub-elements 74 descriptors

DigCompOrgframework

DigCompOrgframework

Digital Competence is promoted, benchmarked and assessed

17. Staff and students are Digitally Competent

18. Safety, risks and responsible behaviour in online environments are foregrounded

19. The Digital Competence (DC) of staff and students is benchmarked

20. DC is included in staff appraisal

Rethinking roles and pedagogical approaches takes place

21. Staff are partners in change22. New roles are envisaged for staff23. New roles are envisaged for students24. Pedagogical approaches are expanded25. Personalised learning is developed26. Creativity is promoted27. Collaboration and group work is expected28. Social and emotional skills are developed

Teaching and learning practices

Assessment Formats are engaging and motivating

34. The scope of formative assessment is extended35. Summative assessment is diversified36. Self- and peer-assessment are promoted37. Rich, personalised and meaningful feedback is encouraged and expected

Informal and Non-Formal Learning are recognised

38. Prior, experiential and open learning are recognised and accredited

Learning Design is Informed by Analytics

39. Learning analytics is given strategic consideration40. A code of practice for learning analytics is in place41. Learning is supported through learning analytics42. Quality management and curriculum/programme design are supported through learning analytics

Assessment practices

Digital Content and OER are widely promoted and used

43. Staff and students are the creators of contents44. Content repositories are widely and effectively used45. Intellectual property and copyright are respected46. Digital tools and contents are licensed as required

47. Open Educational Resources are promoted and used

Curricula are redesigned or re-interpreted to reflect the pedagogical possibilities afforded by digital technologies

48. Subject-based learning is reimagined to create more integrated approaches49. The time and place of learning is rescheduled50. Online provision is a reality51. Learning in authentic contexts is promoted52. Digital learning provision is evident across curriculum areas53. Students’ digital competence is developed across the curriculum

Content and Curricula*

* Curricula, in the context of DigCompOrg, also refer to ‘courses’ or ‘programmes’ offered by tertiary education institutions or training organisations.

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 barriers6. Internal stakeholders have a degree of autonomy7. Opportunities, incentives and rewards for staff are identified

8. Digital-age learning is aligned with broader priorities9. 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 plan11. Management responsibility is clearly assigned12. Resources are aligned with budgets and staffing13. The outcomes, quality and impact of the implementation plan are reviewed14. Specific initiatives or pilots are evaluated15. Implementation status is benchmarked16. Oversight of policy and direction is evident

-

29. A commitment to Continuous Professional Development (CPD) is evident

30. CPD is provided for staff at all levels

31. CPD is aligned with individual and organisational needs

32. A wide range of CPD approaches is evident

33. Accredited/certified CPD opportunities are promoted

Professional development

Networking, sharing & collaboration is promoted

54. Networked collaboration for staff to pool expertise and share contents is the norm55. Knowledge exchange efforts are recognised56. Students engage in effective networking57. Participation in knowledge-exchange activities and events is promoted

58. Internal collaboration and knowledge exchange is expected

A strategic approach is taken to communication

59. An explicit communication strategy is in place60. A dynamic online presence is evident

Partnerships are developed

61. A commitment to knowledge exchange through partnerships is evident62. Staff and students are incentivised to be actively involved in partnerships

Collaboration and networking

Physical and Virtual Learning Spaces are designed for digital-age learning

63. Physical learning spaces optimise the affordances of digital-age learning

64. Virtual Learning Spaces are optimised

The digital infrastructure is planned and managed

65. An Acceptable Usage Policy is in place66. Pedagogical and technical expertise direct investments in digital technologies67. A range of digital learning technologies supports anytime/anyplace learning68. Bring Your Own Device (BYOD) approaches are supported69. Risks relating to inequality and digital inclusion are addressed70. Technical and user support is evident71. Assistive technologies address special needs72. Measures to protect privacy, confidentiality and safety are well established 73. Effective procurement planning is evident74. An operational plan for core ICT backbone and services is in place

Infrastructure

Mapping ESSIE school head survey to DigCompOrg

Characteristics of the tools

• Most of them use matrices. Most of them are online tools. One printed planning tool. One in Excel for easy adaptation. One as OER under CC.

• Users are asked to provide possible evidence (e.g. lesson plans, school regulations, e-portfolios etc.). Different sets of questions for each group. 40% of questions renewed each year. Indicative percentage of integration in many items.

• Qualitative research is conducted to validate tool results. Access to case studies, guidance notes etc. International professional community evolving around.

• Complemented by Teacher Mentor. Complemented by a blog with Q&A, videos etc. Part of the Future Classrooms toolkit. Part of a Handbook for planning and implementing eLearning.

• Blue-print from which customised matrices could be designed.

is comprehensive and generic, reflecting all key aspects of the process of systematically and systemically integrating digital learning in educational organisations

does not have a hierarchical order; it is systemic and holistic in its approach - all elements, sub-elements and descriptors are inter-related and inter-dependent

is adaptable to the particular contexts within which educational organisations, intermediaries or project developers operate

complements rather than supersedes other frameworks and tools already in use for specific purposes

is descriptive rather than prescriptive - its primary purpose is to encourage self-reflection and self-evaluation

will require periodic review and revision to take account of new and emerging technological developments

is not intended to address the full range of administrative and management information systems that are in use within an educational organisation

includes elements that can be linked to 'organisational responsibilities' (e.g., Infrastructure) or to 'individual responsibilities' (e.g., Teaching and Learning practices)

Conceptual & Methodological Premises of the Framework

The Framework:

Policy level• Findings are shared with federal, state & local policy-makers to inform

decisions about education programs, policies and funding.• Country snapshot about the use of ICT in schools.• The aggregated data are used for policy making.• Information from the tool is used to modify Finnish ICT policy in education.

Organisation level• Comparison with school, town, same subject, all. Comparison with national

average. Comparison with national and international average...• No comparisons but excel file easy adaptable. No comparison but whole

school planning and self-evaluation. No comparisons but results are used for school's action plan. No comparisons as only the school has access to the results and can decide to give or not access to school owner. School reached a certain level (and evidence sections) apply for national quality accreditation ICT Mark.

Main uses

The development of a Self-assessment Questionnaire for Digitally-competent Educational Organisations based on the descriptors of DigCompOrg

What's next?

By March 2016! A set of questions for each descriptor Related indicators(?) 4(?) 'maturity' levels

We live in an, increasingly, digital world…

Over half of the planet’s adult population now spend more of their waking hours ‘plugged in’ than not, whether to the internet, mobile telephony, or other digital media.*

* https://www.bookdepository.com/How-Thrive-Digital-Age-Tom-Chatfield/9781447202318

…so digital that sometimes we forget the analogical one!

Thank you for your contribution!

Panagiotis Kampylis

Panagiotis.Kampylis@ec.europa.eu

https://ec.europa.eu/jrc/en/institutes/ipts http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html