from individual’s digital competence to digitally competent learning organisations
TRANSCRIPT
JRC_Corporate_slide_set_30-06-2011A SEMINAR ON DIGITAL LITERACY AND
COMPETENCE
Oslo November 2 2015
JRC-IPTS material for the ET2020 WG on Transversal Skills (February 2015). Contact: [email protected]
ET 2020 WG on Transversal Skills
12-13 February 2015
Who am I?
Riina Vuorikari, from Finland - but I now work in Spain!
Background: Elementary school teacher education in Finland, but studying abroad a lot (exchange and postgraduate studies) e.g. hypermedia, web, research, Doctoral (‘09)
2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager
eTwinning!
The JRC-IPTS team also just had its anniversary!
4
socio-economic, scientific and/or technological issues
from European Commission's Institute for Prospective Technological Studies _____
where I contribute mainly to projects on innovating education and training. ____ >>>
ICT for Learning and Skills
2013 COM on Opening up Education; E&T 2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,…
Juncker priorities: DSM – Jobs, Growth & Investment
What:
21st century skills for digital economy and society
Why:
ICT for learning and skills evolves fast
Existing evidence is fragmented and not addressing EU
Tackle MS differences in ICT use in E&T
Principal clients: DG EAC & DG EMPL
Disclaimer…. PISA 2012: reading, mathematics and science
(with a focus on mathematics)
So where were those PISA 2012 kids in 2005?
Since this is an anniversary, let’s play an imaginative game, where were those kids who took the pisa test in 2012 in 2005? Born in 1997, they were about 8 years olds so in lower primary school.
8
Structure
Introduction
What it is, how it’s governed and future work
Digitally Competent Educational Organisations
Digital Competence is one of the 8 key competences
Digital Competence is a transversal key competence enabling us to acquire other key competences
Digital competence ≠ use of ICT tools
Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).
12
What is
do people need in our digital economy and society ?
Citizens of all ages need digital skills to benefit from the digital society and economy to avoid exclusion
Digital skills are needed for an increasing number of jobs and most require some level of digital skill
Growing need for digital technologie experts- in all sectors of the economy: cloud , cyber-security, IoT etc. +3% growth p.a.
Predicted gap of 825,000 by 2020
16
Why?: Spread of digital technologies to all areas of our lives is increasing demand for digital skills…
Slide from DG Connect, Heidi Cigan
16
…but skills adapt slowly and education and training is on permanent catch up
Highly digitally equipped schools are on average a reality for only 37% of grade 4 students, 24% of grade 8 students, and 50% of grade 11 vocational students.
≈ 20-25% of students are taught by digitally confident and supportive teachers having access to ICT and facing low obstacles to their use at school.
Boosting skills for jobs and growth is one of the priorities of Junker's Commission
In order to face such changes, people need to have a variety of basic skills, but also transversal skills
Source: Survey of Schools: ICT in Education (2013)
17
JRC-IPTS
Study on Digital Competence 2010-2012 on behalf of DG EAC
2014-2015 on behalf of EMPL
Google “DigComp IPTS”
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies
1.2 Evaluating information
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise information and data
Example 1
Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals
Example 2
Digital competence (DIGCOMP) is a wider concept than “digital literacy”
24
?
1 novembre 2015
In 2014 40% of the EU population had an insufficient (low or no) level of digital skills
Individuals with basic or above basic digital skills 2014 European Commission, Digital Agenda Scoreboard
Basic or above basic digital skills
Iceland Luxembourg Norway Finland Sweden Denmark Netherlands United Kingdom Estonia Germany France Austria Belgium Slovakia Lithuania Spain Czech Republic Latvia Slovenia Malta Hungary Ireland Portugal Cyprus Italy Poland Greece Croatia Bulgaria Romania 83.043 82.1453 82.12789999999998 79.3745 77.87209999999995 76.02039999999998 74.6636 72.7713 69.231 68.527 66.8714 9999999998 64.3669 62.8107 59.4705 58.95489999999999 58.2089 56.8286 56.66560000000001 55.72620000000001 55.1362 54.3978 52.7717 50.9509 48.31169999999999 46.5451 45.5107 45.3744 39.29980000000001 33.876 20.3264 Low and no skills Iceland Luxembourg Norway Finland Sweden Denmark Netherlands United Kingdom Estonia Germany France Austria Belgium Slovakia Lithuania Spain Czech Republic Latvia Slovenia Malta Hungary Ireland Portugal Cyprus Italy Poland Greece Croatia Bulgaria Romania 16.95699999999999 17.85469999999999 17.8721 20.6255 22.1279 23.9796 25.33639999999999 27.2287 30.769 31.473 33.1285 35.6331 37.1893 40.5295 41.0451 41.7911 43.17140000000001 43.3344 44.2738 44.8638 45.6022 47.2283 49.0491 51.6 883 53.45489999999999 54.4893 54.62560000000001 60.7002 66.12399999999998 79.67359999999998
32
communication
Communication
From the source mentioned in the slide “ in the DIGCOMP framework: operational skills correspond with content creation, social media skills correspond with communication, safe internet use corresponds with safety and responsible internet use corresponds to some extend with information. “
32
33
TEACHER PROFESSIONAL DEVELOPMENT
ASSESMENT FOR EMPLOYABILITY
BASQUE COUNTRY, SPAIN
Ikanos project Developed by the Basque Government to deploy the Digital Agenda. Free online testing tool based on DIGCOMP.
FLANDERS, BELGIUM
Used by Dept. of Education as an input to curricula review and to development of adult education courses.
SPAIN
The Ministry of Education Dept institute INTEF has created teacher digital competence framework.
LITHUANIA
Translation of the DIGCOMP framework by the Education Development Centre.
UNITED KINGDOM
GO ON UK definition of Basic Digital Skills now aligns with DIGCOMP. Works closely with Cabinet Office and the Governments Digital Service.
ESTONIA
Translation of the DIGCOMP by the Ministry of Education and Research. Used for teacher PD and students digital competence.
SLOVENIA
Translated by National Education Institute. DIGCOMP is used for the assessment of students' digital competence.
NAVARRA, SPAIN
Navarra Department of Education uses DIGCOMP as a key reference for strategic planning.
MALTA
Use of DIGCOMP framework by the Ministry for Education and Employment in "Green Paper: Digital Literacy".
CROATIA
e-Schools project by Croatian Academic and Research Network will use DIGCOMP to support teachers .
EXRTREMADURA, SPAIN
ITALY
Italian Digital Agenda Is evaluating the official adoption of DIGCOMP as end user competence.
Member state implementations
Lithuania: EDC is under the direct authority of the Ministry of Education and Science (http://www.upc.smm.lt/veikla/about.php)
Malta: the eLearning Department (eLD) is within the Directorate for Quality and Standards in Education (DQSE) in the Ministry for Education and Employment (MEDE).
GO ON UK: http://www.go-on.co.uk/about/
Importance of multi-stakeholder involvement at all levels
EU level: cross-DG Governance board (CNECT, EAC GROW, JUST, …) assuring interacting and complementarity between actions (eSkills, DSM, ESCO, etc.)
Linking with existing initiatives and frameworks at European and MS level (E-CF, ECDL, Telecentre Europe, etc.)
Versioning of DIGCOMP (v1.0, v2.0, v2.1, …)
From DIGCOMP 1.0 to DIGCOMP 2.0
Task 1: Update of the conceptual reference framework i.e. the titles and descriptions of each competence (21)
Feedback has been gathered since the beginning of 2015 through expert workshops and reviews, ET 2020 WG Transversal skills and from various end user groups
Task 2: Update the proficiency levels
From 3 levels to 8 levels of learning outcomes
One learning outcome per level combining knowledge, skills and attitude
-> Final draft ready in the end of 2015
Task 3: Validation of 2.0
Task 4: Self-assessment questionnaire
“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
a recurring cycle of events, the result of each one being to increase the beneficial effect of the next.
45
Digitally Competent Teachers
Digitally Competent Learners
Digitally Competent Organisations
Everyone has a good intention, but when you actually have to put effort into making the change, it becomes a different story…
46
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
Diverse aims and approaches
A European reference framework would add value by allowing a systemic approach and comparability
Let's see what we have done so far___
First of all, we took into account the feedback we received from you on September 2014____ and your request for a framework that should be "simple, flexible and adaptable to local needs".____
For developing such a framework, we conducted a meta-analysis of almost 20 existing frameworks, questionnaires, and online tools from different sectors. _____
The aim of this meta-analysis was to see how much there are overlaps or gaps____
to get insights about their focus, methodology and implementation strategies______
and to synthesize best practices and lessons learnt_____
Here I would like to note that our own Creative Classrooms Framework____was just one of the frameworks we analysed so far! >>>>>
… and we found that they have diverse aims, focus, and approaches______
a variety of implementation strategies____
and different levels of maturity and scope. _____
Elemer | K-12 | Hungary | ICT integration – whole school perspective
Opeka | K-12 | Finland | evaluation of teachers' and schools' digital competences and culture
Microsoft | K-12 | Worldwide | Change management tool for ICT integration
LIKA | K-12 | Sweden | support schools to evaluate, plan and prioritise ICT integration
Ae- MoYS |K-12 | EU | strengths and weaknesses in the use of ICT for teaching and learning
e-Learning Roadmap | K12 | Ireland |where they are in e-Learning and where they would like to go
School mentor | K-12 | Norway |reflect on facilitation and execution of pedagogical use of ICT
NAACE SRF | K-12| UK | structured route for reviewing and improving schools' use of technology – annual cost
FCMM | K-12 | EU | enables K-12 teachers and schools to assess the level of innovation with technology
Speak Up NRP | K-12 | USA | students, parents, educators on 21st century education and technology
VvPeVOnderwijs | K-12 | The Netherlands | accountability and transparency – mainstream
SCALE CCR | mainly K-12 | Worldwide |upscaling ICT-enabled learning innovation – no SAT
eP&OBMM | mainly HE | EU | integration of ePortfolios and Open Badges
JISC S ICT Toolkit | HE | UK | institutional and individual capabilities in ‘strategic technology business enablers’
HEInnovate | HE | Worldwide | HEI's entrepreneurial and innovation potential
The analysed FWs/SATs
in a snapshot
Only one has a small annual cost
Almost all of them have/are SAT – different formats, length, focus
Most of them refer to ICT use
OPEKA – to analyse and develop school's ICT usage
OPEKA provides teachers, school and city representatives relevant information on how school's ICT usage compares to other teachers, schools and national levels.
Elemer | T, S | comparison to the national average | country snapshot / policy
Opeka | Τ | comparison with school, town, same subject, all | info to modify Finnish ICT policy
LIKA | L | comparisons offline | schools decide who has access (only me, my school, or anyone but anonymously only offline, schools to evaluate, plan and prioritise ICT integration
Ae- MoYS | ODS school coordinator | no comparisons but results are used for school's action plan
e-Learning Roadmap | L | no comparison, printed version, whole school planning and self-evaluation
School mentor | L | no comparisons as only school has access to the results and can decide to give or not access to school owner. Complemented by Teacher Mentor.
NAACE SRF | Multiple options | prerequisite to apply for the national quality accreditation ICT Mark
FCMM | Multiple options | comparability with national and international average, part of the Future Classroom toolkit
Speak Up NRP | Multiple - different questionnaires | findings shared each year with federal, state or local policy makers to inform decisions about education programs, policies and funding, 2,6 million stakeholders participated so far
VvPeVOnderwijs | Multiple – different data | 88% of primary & >95% of secondary, voluntary but there is peer pressure and public pressure, school decides which information is presented and in which way, national database, partnerships with research institutes, some results in public website, restricted website with benchmarks for schools themselves
JISC S ICT Toolkit | L (Business and ICT)| no comparisons but excel file easy adaptable
HEInnovate | Multiple options | comparisons ??????
analysed FWs and SATs
Elemer : evidence are also required | country snapshot | 2/3 of teachers and 50% of students to be surveyed
Opeka : also qualitative research to validate tool results | questions about the quality of the tool
Microsoft : focus on creating a vision | support to manage change process
LIKA : complemented by a blog with Q&A, videos etc. | user decides who has access to the results
Ae- MoYS : results are used to create school's action plan | indicative percentage of integration in many items
e-Learning Roadmap : printed planning tool | part of a Handbook for planning and implementing eLearning
School mentor : supplemented by Teacher Mentor | intended for head teachers but in collaboration with other staff
NAACE SRF : school reached a certain level (and evidence sections) apply for national quality accreditation ICT Mark
FCMM : OER under CC | part of the Future Classrooms toolkit | diagnostic report to plan for next level of maturity
Speak Up NRP : 40% of questions renewed each year | findings are shared with federal, state & local policy-makers
VvPeVOnderwijs : schools decide which results are presented and how | they can add their own explanation of the results
SCALE CCR : ecological model of change | a number of applications and impact (e.g. 120+ citations including policy docs)
eP&OBMM : blue-print from which customised matrices could be designed | not prescriptive
JISC S ICT Toolkit : in MS Excel to allow for easy adaptation | different sets of questions for each group
HEInnovate : international professional community evolving around | access to case studies, guidance notes etc.
Takeaways from
15 sub-elements
74 descriptors
DigCompOrg
framework
A large part of the framework (and later on the Q) does not make any direct reference to DTs! It aims at engaging organisations to reflect on their practices (pedagogical, technological, organisational). Therefore it should be understood as a blueprint from which customised framework/questionnaire could be designed to suit the particular context of an organisation (or a group of organisations at local/regional/national level). ePOBMM
VISION: Digital-age learning is integral part of the organisation’s vision and strategy
Vision articulates the full potential of digital learning technologies
Mechanisms for communicating the vision
Strategic plan includes digital-age learning
IMPLEMENTATION PLAN: in the context of an overarching policy/strategic plan
Building on enablers while also addressing possible barriers
Diverse pedagogical repertoires and a degree of autonomy
Identifying opportunities, incentives and rewards for staff
Aligned with wider strategic priorities, including equal opportunities
Modernising existing educational provision but also offering totally new opportunities
MANAGEMENT AND GOVERNANCE MODEL
Management responsibility has been clearly assigned
Resources aligned with budgets and human resources
Review the outcomes, quality and impact of the implementation plan
Evaluation of the implementation
Benchmarking the implementation status
Thematic element: Leadership and Governance
The most important measures and practices that learning organisations from all educational sectors may consider in order to progressively achieve the integration and effective use of digital learning technologies are presented below, structured in 3 sub-elements and 14 descriptors.
VISION: Digital-age learning is integral part of the organisation’s vision and strategy
Factors that foster effective learning including the integration and organisation-wide use of digital learning technologies are clearly embedded in statements of the mission, vision and strategy of the organisation
1.1 The organisation’s vision clearly articulates the potential of digital learning technologies to modernise educational practices, geared towards better and more comprehensive learning outcomes.
1.2 The organisation has mechanisms in place for communicating internally and externally the vision for, and the benefits to be gained from the integration of digital learning technologies.
1.3 The organisation’s strategic plan includes specific goals and objectives in relation to embedding digital-age learning on a sustainable organisation-wide basis.
IMPLEMENTATION PLAN: Digital-age learning vision and strategy should be followed by a clear implementation plan
The organisation has a well-defined and realistic digital capacity implementation plan, with clear priorities and measurable targets for the effective organisation-wide deployment of digital learning technologies, in the context of an overarching policy/strategic plan for teaching, learning and assessment.
2.1 The digital capacity implementation plan builds on enablers/facilitators of digital learning technology integration, while also addressing possible barriers.
2.2 The digital capacity implementation plan acknowledges diverse pedagogical repertoires and affords internal stakeholders a degree of autonomy in the implementation of digital learning technologies, in the context of the overarching strategic plan for teaching and learning.
2.4 The digital capacity implementation plan identifies opportunities, incentives and rewards for staff who actively engage in the process of building digital capacity and modernisation of learning environments.
2.5 The digital capacity implementation plan is aligned with wider strategic priorities, including equal opportunities and widening participation in order to mitigate social disadvantage and reduce schools failures (gifted students, migrants, drop-outs, etc.).
2.5 The digital capacity implementation plan includes not only provision for the use of digital learning technologies to modernise existing educational provision but also to offer totally new opportunities for formal, non-formal and informal digital-age learning.
MANAGEMENT AND GOVERNANCE MODEL: Effective leadership ensures the co-ordination and management of the digital capacity implementation plan
A management and governance model is in place to co-ordinate and oversee the implementation plan for digital learning and digital capacity, including effective use of human and other resources and orchestrating the integration and effective use of digital learning technologies.
3.1 The leadership team has a shared understanding of why and how the organisation seeks to integrate digital learning technologies, and commitment to the implementation plan is evident.
3.2 Management responsibility has been clearly assigned for oversight and delivery of the digital capacity implementation plan.
3.3 Resources required to underpin the digital capacity implementation plan are clearly identified, and aligned with budgets and human resources.
3.4 A process is in place to periodically review the outcomes, quality and impact of the digital capacity implementation plan and to update it accordingly in order to ensure optimal alignment with technological and pedagogical developments.
3.5 Appropriate mechanisms are in place for the evaluation of specific initiatives that might be undertaken by the organisation as part of its digital capacity implementation plan.
3.6 A mechanism is in place to externally benchmark the organisation’s digital learning practices and organisation-wide implementation status.
Some refer to plans like this as 'Digital Learning Strategy', eLearning Strategy' etc. But the main message here is that (i) there should be such a plan; and (ii) that is should be clear where it fits into the wider institutional context.
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 barriers
6. Internal stakeholders have a degree of autonomy
7. Opportunities, incentives and rewards for staff are identified
8. Digital-age learning is aligned with broader priorities
9. 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 plan
11. Management responsibility is clearly assigned
12. Resources are aligned with budgets and staffing
13. The outcomes, quality and impact of the implementation plan are reviewed
14. Specific initiatives or pilots are evaluated
15. Implementation status is benchmarked
16. Oversight of policy and direction is evident
This element of DigCompOrg refers to the role of leadership in the organisation-wide integration and effective use of digital technologies in respect of its teaching/learning mission and activities. The organisation’s strategic planning process should encompass digital learning technologies, and these in turn should be a cornerstone of a well-defined and well-communicated long-term educational vision. This vision should be visibly supported through leadership and governance and articulated in short- and medium-term strategic plans.
The thematic element Leadership and Governance Practices consists of three sub-elements and sixteen descriptors presented below.
The development of a Self-assessment Questionnaire for Digitally-competent Educational Organisations based on the descriptors of DigCompOrg
What's next?
Related indicators(?)
’Maturity' levels
Final remarks
The challenge: how to build this “virtuous circle” for digital education?
How to link individual’s digital competence with that of the organisation’s?
How to achieve a recurring cycle of events where
the result of each one increases the beneficial effect of the next?
Bring it back home for the pisa kids who are now 18 years old and are deciding about their future education and training options
58
1. Information
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies
1.2 Evaluating information
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise information and data
2. Communication (1/3)
2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to understand how digital information is distributed, displayed and managed, to understand appropriate ways of communicating through digital means, to refer to different communication formats, to adapt communication modes and strategies to the specific audience
2.2 Sharing information and content
To communicate with others the location and content of information found, to be willing and able to share knowledge, content and resources, to act as an intermediary, to be proactive in the spreading of news, content and resources, to know about citation practices and to integrate new information into an existing body of knowledge
2. Communication (2/3)
To participate in society through online engagement, seek opportunities for self-development and empowerment in using technologies and digital environments, be aware of the potential of technologies for citizen participation
2.4 Collaborating through digital channels
To use technologies and media for team work, collaborative processes and co-construction and co-creation of resources, knowledge and content
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online or virtual interactions, to be aware of cultural diversity aspects, to be able to protect self and others from possible online dangers (e.g. cyberbullying), to develop active strategies to discover inappropriate behaviour
2. Communication (3/3)
2.6 Managing digital identity
To create, adapt and manage one or multiple digital identities, to be able protect one's e-reputation, to deal with the data that one produces through several accounts and applications
3. Content creation (1/2)
3.1 Content development
To create content in different formats including multimedia, to edit and improve content that s/he has created or that others have created, to express creatively through digital media and technologies
3.2 Integrating and re-elaborating
To modify, refine and mash-up existing resources to create new, original and relevant content and knowledge
3.3 Copyright and Licences
To understand how copyright and licences apply to information and content
3. Content creation (2/2)
To apply settings, program modification, program applications, software, devices, to understand the principles of programming, to understand what is behind a program
4. Safety
4.1 Protecting devices
To protect own devices and to understand online risks and threats, to know about safety and security measures
4.2 Protecting personal data
To understand common terms of service, active protection of own data, understanding other people privacy, to protect self from online fraud and threats and cyberbulling
4.3 Protecting health
To avoid health-risks related with the use of technology in terms of threats to physical and psychological well-being
4.4 Protecting the environment
To be aware of the impact of ICT on the environment
5. Problem solving (1/2)
5.1 Solving technical problems
To identify possible problems and solve them (from trouble-shooting to solving more complex problems) with the help of digital means
5.2 Expressing needs & identifying technological responses
To assess own digital needs in terms of resources, tools and competence development, to match needs with possible solutions, adapting tools to personal needs, to critically evaluate digital tools and practices
5. Problem solving (2/2)
5.3 Innovating, creating and solving using digital tools
To identify and solve conceptual problems or issues through technological means, to improve and innovate with ICT, to actively participate in collaborative digital and multimedia production, to express him/herself creatively through digital media and technologies, to create knowledge with the support of technologies digital tools
5.4 Identification of digital competence gaps
To understand where own competence needs to be improved or updated, to support others in the development of their digital competence, to keep up-to-date with new developments.
KNOWLEDGE
Oslo November 2 2015
JRC-IPTS material for the ET2020 WG on Transversal Skills (February 2015). Contact: [email protected]
ET 2020 WG on Transversal Skills
12-13 February 2015
Who am I?
Riina Vuorikari, from Finland - but I now work in Spain!
Background: Elementary school teacher education in Finland, but studying abroad a lot (exchange and postgraduate studies) e.g. hypermedia, web, research, Doctoral (‘09)
2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager
eTwinning!
The JRC-IPTS team also just had its anniversary!
4
socio-economic, scientific and/or technological issues
from European Commission's Institute for Prospective Technological Studies _____
where I contribute mainly to projects on innovating education and training. ____ >>>
ICT for Learning and Skills
2013 COM on Opening up Education; E&T 2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,…
Juncker priorities: DSM – Jobs, Growth & Investment
What:
21st century skills for digital economy and society
Why:
ICT for learning and skills evolves fast
Existing evidence is fragmented and not addressing EU
Tackle MS differences in ICT use in E&T
Principal clients: DG EAC & DG EMPL
Disclaimer…. PISA 2012: reading, mathematics and science
(with a focus on mathematics)
So where were those PISA 2012 kids in 2005?
Since this is an anniversary, let’s play an imaginative game, where were those kids who took the pisa test in 2012 in 2005? Born in 1997, they were about 8 years olds so in lower primary school.
8
Structure
Introduction
What it is, how it’s governed and future work
Digitally Competent Educational Organisations
Digital Competence is one of the 8 key competences
Digital Competence is a transversal key competence enabling us to acquire other key competences
Digital competence ≠ use of ICT tools
Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).
12
What is
do people need in our digital economy and society ?
Citizens of all ages need digital skills to benefit from the digital society and economy to avoid exclusion
Digital skills are needed for an increasing number of jobs and most require some level of digital skill
Growing need for digital technologie experts- in all sectors of the economy: cloud , cyber-security, IoT etc. +3% growth p.a.
Predicted gap of 825,000 by 2020
16
Why?: Spread of digital technologies to all areas of our lives is increasing demand for digital skills…
Slide from DG Connect, Heidi Cigan
16
…but skills adapt slowly and education and training is on permanent catch up
Highly digitally equipped schools are on average a reality for only 37% of grade 4 students, 24% of grade 8 students, and 50% of grade 11 vocational students.
≈ 20-25% of students are taught by digitally confident and supportive teachers having access to ICT and facing low obstacles to their use at school.
Boosting skills for jobs and growth is one of the priorities of Junker's Commission
In order to face such changes, people need to have a variety of basic skills, but also transversal skills
Source: Survey of Schools: ICT in Education (2013)
17
JRC-IPTS
Study on Digital Competence 2010-2012 on behalf of DG EAC
2014-2015 on behalf of EMPL
Google “DigComp IPTS”
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies
1.2 Evaluating information
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise information and data
Example 1
Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals
Example 2
Digital competence (DIGCOMP) is a wider concept than “digital literacy”
24
?
1 novembre 2015
In 2014 40% of the EU population had an insufficient (low or no) level of digital skills
Individuals with basic or above basic digital skills 2014 European Commission, Digital Agenda Scoreboard
Basic or above basic digital skills
Iceland Luxembourg Norway Finland Sweden Denmark Netherlands United Kingdom Estonia Germany France Austria Belgium Slovakia Lithuania Spain Czech Republic Latvia Slovenia Malta Hungary Ireland Portugal Cyprus Italy Poland Greece Croatia Bulgaria Romania 83.043 82.1453 82.12789999999998 79.3745 77.87209999999995 76.02039999999998 74.6636 72.7713 69.231 68.527 66.8714 9999999998 64.3669 62.8107 59.4705 58.95489999999999 58.2089 56.8286 56.66560000000001 55.72620000000001 55.1362 54.3978 52.7717 50.9509 48.31169999999999 46.5451 45.5107 45.3744 39.29980000000001 33.876 20.3264 Low and no skills Iceland Luxembourg Norway Finland Sweden Denmark Netherlands United Kingdom Estonia Germany France Austria Belgium Slovakia Lithuania Spain Czech Republic Latvia Slovenia Malta Hungary Ireland Portugal Cyprus Italy Poland Greece Croatia Bulgaria Romania 16.95699999999999 17.85469999999999 17.8721 20.6255 22.1279 23.9796 25.33639999999999 27.2287 30.769 31.473 33.1285 35.6331 37.1893 40.5295 41.0451 41.7911 43.17140000000001 43.3344 44.2738 44.8638 45.6022 47.2283 49.0491 51.6 883 53.45489999999999 54.4893 54.62560000000001 60.7002 66.12399999999998 79.67359999999998
32
communication
Communication
From the source mentioned in the slide “ in the DIGCOMP framework: operational skills correspond with content creation, social media skills correspond with communication, safe internet use corresponds with safety and responsible internet use corresponds to some extend with information. “
32
33
TEACHER PROFESSIONAL DEVELOPMENT
ASSESMENT FOR EMPLOYABILITY
BASQUE COUNTRY, SPAIN
Ikanos project Developed by the Basque Government to deploy the Digital Agenda. Free online testing tool based on DIGCOMP.
FLANDERS, BELGIUM
Used by Dept. of Education as an input to curricula review and to development of adult education courses.
SPAIN
The Ministry of Education Dept institute INTEF has created teacher digital competence framework.
LITHUANIA
Translation of the DIGCOMP framework by the Education Development Centre.
UNITED KINGDOM
GO ON UK definition of Basic Digital Skills now aligns with DIGCOMP. Works closely with Cabinet Office and the Governments Digital Service.
ESTONIA
Translation of the DIGCOMP by the Ministry of Education and Research. Used for teacher PD and students digital competence.
SLOVENIA
Translated by National Education Institute. DIGCOMP is used for the assessment of students' digital competence.
NAVARRA, SPAIN
Navarra Department of Education uses DIGCOMP as a key reference for strategic planning.
MALTA
Use of DIGCOMP framework by the Ministry for Education and Employment in "Green Paper: Digital Literacy".
CROATIA
e-Schools project by Croatian Academic and Research Network will use DIGCOMP to support teachers .
EXRTREMADURA, SPAIN
ITALY
Italian Digital Agenda Is evaluating the official adoption of DIGCOMP as end user competence.
Member state implementations
Lithuania: EDC is under the direct authority of the Ministry of Education and Science (http://www.upc.smm.lt/veikla/about.php)
Malta: the eLearning Department (eLD) is within the Directorate for Quality and Standards in Education (DQSE) in the Ministry for Education and Employment (MEDE).
GO ON UK: http://www.go-on.co.uk/about/
Importance of multi-stakeholder involvement at all levels
EU level: cross-DG Governance board (CNECT, EAC GROW, JUST, …) assuring interacting and complementarity between actions (eSkills, DSM, ESCO, etc.)
Linking with existing initiatives and frameworks at European and MS level (E-CF, ECDL, Telecentre Europe, etc.)
Versioning of DIGCOMP (v1.0, v2.0, v2.1, …)
From DIGCOMP 1.0 to DIGCOMP 2.0
Task 1: Update of the conceptual reference framework i.e. the titles and descriptions of each competence (21)
Feedback has been gathered since the beginning of 2015 through expert workshops and reviews, ET 2020 WG Transversal skills and from various end user groups
Task 2: Update the proficiency levels
From 3 levels to 8 levels of learning outcomes
One learning outcome per level combining knowledge, skills and attitude
-> Final draft ready in the end of 2015
Task 3: Validation of 2.0
Task 4: Self-assessment questionnaire
“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
a recurring cycle of events, the result of each one being to increase the beneficial effect of the next.
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Digitally Competent Teachers
Digitally Competent Learners
Digitally Competent Organisations
Everyone has a good intention, but when you actually have to put effort into making the change, it becomes a different story…
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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
Diverse aims and approaches
A European reference framework would add value by allowing a systemic approach and comparability
Let's see what we have done so far___
First of all, we took into account the feedback we received from you on September 2014____ and your request for a framework that should be "simple, flexible and adaptable to local needs".____
For developing such a framework, we conducted a meta-analysis of almost 20 existing frameworks, questionnaires, and online tools from different sectors. _____
The aim of this meta-analysis was to see how much there are overlaps or gaps____
to get insights about their focus, methodology and implementation strategies______
and to synthesize best practices and lessons learnt_____
Here I would like to note that our own Creative Classrooms Framework____was just one of the frameworks we analysed so far! >>>>>
… and we found that they have diverse aims, focus, and approaches______
a variety of implementation strategies____
and different levels of maturity and scope. _____
Elemer | K-12 | Hungary | ICT integration – whole school perspective
Opeka | K-12 | Finland | evaluation of teachers' and schools' digital competences and culture
Microsoft | K-12 | Worldwide | Change management tool for ICT integration
LIKA | K-12 | Sweden | support schools to evaluate, plan and prioritise ICT integration
Ae- MoYS |K-12 | EU | strengths and weaknesses in the use of ICT for teaching and learning
e-Learning Roadmap | K12 | Ireland |where they are in e-Learning and where they would like to go
School mentor | K-12 | Norway |reflect on facilitation and execution of pedagogical use of ICT
NAACE SRF | K-12| UK | structured route for reviewing and improving schools' use of technology – annual cost
FCMM | K-12 | EU | enables K-12 teachers and schools to assess the level of innovation with technology
Speak Up NRP | K-12 | USA | students, parents, educators on 21st century education and technology
VvPeVOnderwijs | K-12 | The Netherlands | accountability and transparency – mainstream
SCALE CCR | mainly K-12 | Worldwide |upscaling ICT-enabled learning innovation – no SAT
eP&OBMM | mainly HE | EU | integration of ePortfolios and Open Badges
JISC S ICT Toolkit | HE | UK | institutional and individual capabilities in ‘strategic technology business enablers’
HEInnovate | HE | Worldwide | HEI's entrepreneurial and innovation potential
The analysed FWs/SATs
in a snapshot
Only one has a small annual cost
Almost all of them have/are SAT – different formats, length, focus
Most of them refer to ICT use
OPEKA – to analyse and develop school's ICT usage
OPEKA provides teachers, school and city representatives relevant information on how school's ICT usage compares to other teachers, schools and national levels.
Elemer | T, S | comparison to the national average | country snapshot / policy
Opeka | Τ | comparison with school, town, same subject, all | info to modify Finnish ICT policy
LIKA | L | comparisons offline | schools decide who has access (only me, my school, or anyone but anonymously only offline, schools to evaluate, plan and prioritise ICT integration
Ae- MoYS | ODS school coordinator | no comparisons but results are used for school's action plan
e-Learning Roadmap | L | no comparison, printed version, whole school planning and self-evaluation
School mentor | L | no comparisons as only school has access to the results and can decide to give or not access to school owner. Complemented by Teacher Mentor.
NAACE SRF | Multiple options | prerequisite to apply for the national quality accreditation ICT Mark
FCMM | Multiple options | comparability with national and international average, part of the Future Classroom toolkit
Speak Up NRP | Multiple - different questionnaires | findings shared each year with federal, state or local policy makers to inform decisions about education programs, policies and funding, 2,6 million stakeholders participated so far
VvPeVOnderwijs | Multiple – different data | 88% of primary & >95% of secondary, voluntary but there is peer pressure and public pressure, school decides which information is presented and in which way, national database, partnerships with research institutes, some results in public website, restricted website with benchmarks for schools themselves
JISC S ICT Toolkit | L (Business and ICT)| no comparisons but excel file easy adaptable
HEInnovate | Multiple options | comparisons ??????
analysed FWs and SATs
Elemer : evidence are also required | country snapshot | 2/3 of teachers and 50% of students to be surveyed
Opeka : also qualitative research to validate tool results | questions about the quality of the tool
Microsoft : focus on creating a vision | support to manage change process
LIKA : complemented by a blog with Q&A, videos etc. | user decides who has access to the results
Ae- MoYS : results are used to create school's action plan | indicative percentage of integration in many items
e-Learning Roadmap : printed planning tool | part of a Handbook for planning and implementing eLearning
School mentor : supplemented by Teacher Mentor | intended for head teachers but in collaboration with other staff
NAACE SRF : school reached a certain level (and evidence sections) apply for national quality accreditation ICT Mark
FCMM : OER under CC | part of the Future Classrooms toolkit | diagnostic report to plan for next level of maturity
Speak Up NRP : 40% of questions renewed each year | findings are shared with federal, state & local policy-makers
VvPeVOnderwijs : schools decide which results are presented and how | they can add their own explanation of the results
SCALE CCR : ecological model of change | a number of applications and impact (e.g. 120+ citations including policy docs)
eP&OBMM : blue-print from which customised matrices could be designed | not prescriptive
JISC S ICT Toolkit : in MS Excel to allow for easy adaptation | different sets of questions for each group
HEInnovate : international professional community evolving around | access to case studies, guidance notes etc.
Takeaways from
15 sub-elements
74 descriptors
DigCompOrg
framework
A large part of the framework (and later on the Q) does not make any direct reference to DTs! It aims at engaging organisations to reflect on their practices (pedagogical, technological, organisational). Therefore it should be understood as a blueprint from which customised framework/questionnaire could be designed to suit the particular context of an organisation (or a group of organisations at local/regional/national level). ePOBMM
VISION: Digital-age learning is integral part of the organisation’s vision and strategy
Vision articulates the full potential of digital learning technologies
Mechanisms for communicating the vision
Strategic plan includes digital-age learning
IMPLEMENTATION PLAN: in the context of an overarching policy/strategic plan
Building on enablers while also addressing possible barriers
Diverse pedagogical repertoires and a degree of autonomy
Identifying opportunities, incentives and rewards for staff
Aligned with wider strategic priorities, including equal opportunities
Modernising existing educational provision but also offering totally new opportunities
MANAGEMENT AND GOVERNANCE MODEL
Management responsibility has been clearly assigned
Resources aligned with budgets and human resources
Review the outcomes, quality and impact of the implementation plan
Evaluation of the implementation
Benchmarking the implementation status
Thematic element: Leadership and Governance
The most important measures and practices that learning organisations from all educational sectors may consider in order to progressively achieve the integration and effective use of digital learning technologies are presented below, structured in 3 sub-elements and 14 descriptors.
VISION: Digital-age learning is integral part of the organisation’s vision and strategy
Factors that foster effective learning including the integration and organisation-wide use of digital learning technologies are clearly embedded in statements of the mission, vision and strategy of the organisation
1.1 The organisation’s vision clearly articulates the potential of digital learning technologies to modernise educational practices, geared towards better and more comprehensive learning outcomes.
1.2 The organisation has mechanisms in place for communicating internally and externally the vision for, and the benefits to be gained from the integration of digital learning technologies.
1.3 The organisation’s strategic plan includes specific goals and objectives in relation to embedding digital-age learning on a sustainable organisation-wide basis.
IMPLEMENTATION PLAN: Digital-age learning vision and strategy should be followed by a clear implementation plan
The organisation has a well-defined and realistic digital capacity implementation plan, with clear priorities and measurable targets for the effective organisation-wide deployment of digital learning technologies, in the context of an overarching policy/strategic plan for teaching, learning and assessment.
2.1 The digital capacity implementation plan builds on enablers/facilitators of digital learning technology integration, while also addressing possible barriers.
2.2 The digital capacity implementation plan acknowledges diverse pedagogical repertoires and affords internal stakeholders a degree of autonomy in the implementation of digital learning technologies, in the context of the overarching strategic plan for teaching and learning.
2.4 The digital capacity implementation plan identifies opportunities, incentives and rewards for staff who actively engage in the process of building digital capacity and modernisation of learning environments.
2.5 The digital capacity implementation plan is aligned with wider strategic priorities, including equal opportunities and widening participation in order to mitigate social disadvantage and reduce schools failures (gifted students, migrants, drop-outs, etc.).
2.5 The digital capacity implementation plan includes not only provision for the use of digital learning technologies to modernise existing educational provision but also to offer totally new opportunities for formal, non-formal and informal digital-age learning.
MANAGEMENT AND GOVERNANCE MODEL: Effective leadership ensures the co-ordination and management of the digital capacity implementation plan
A management and governance model is in place to co-ordinate and oversee the implementation plan for digital learning and digital capacity, including effective use of human and other resources and orchestrating the integration and effective use of digital learning technologies.
3.1 The leadership team has a shared understanding of why and how the organisation seeks to integrate digital learning technologies, and commitment to the implementation plan is evident.
3.2 Management responsibility has been clearly assigned for oversight and delivery of the digital capacity implementation plan.
3.3 Resources required to underpin the digital capacity implementation plan are clearly identified, and aligned with budgets and human resources.
3.4 A process is in place to periodically review the outcomes, quality and impact of the digital capacity implementation plan and to update it accordingly in order to ensure optimal alignment with technological and pedagogical developments.
3.5 Appropriate mechanisms are in place for the evaluation of specific initiatives that might be undertaken by the organisation as part of its digital capacity implementation plan.
3.6 A mechanism is in place to externally benchmark the organisation’s digital learning practices and organisation-wide implementation status.
Some refer to plans like this as 'Digital Learning Strategy', eLearning Strategy' etc. But the main message here is that (i) there should be such a plan; and (ii) that is should be clear where it fits into the wider institutional context.
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 barriers
6. Internal stakeholders have a degree of autonomy
7. Opportunities, incentives and rewards for staff are identified
8. Digital-age learning is aligned with broader priorities
9. 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 plan
11. Management responsibility is clearly assigned
12. Resources are aligned with budgets and staffing
13. The outcomes, quality and impact of the implementation plan are reviewed
14. Specific initiatives or pilots are evaluated
15. Implementation status is benchmarked
16. Oversight of policy and direction is evident
This element of DigCompOrg refers to the role of leadership in the organisation-wide integration and effective use of digital technologies in respect of its teaching/learning mission and activities. The organisation’s strategic planning process should encompass digital learning technologies, and these in turn should be a cornerstone of a well-defined and well-communicated long-term educational vision. This vision should be visibly supported through leadership and governance and articulated in short- and medium-term strategic plans.
The thematic element Leadership and Governance Practices consists of three sub-elements and sixteen descriptors presented below.
The development of a Self-assessment Questionnaire for Digitally-competent Educational Organisations based on the descriptors of DigCompOrg
What's next?
Related indicators(?)
’Maturity' levels
Final remarks
The challenge: how to build this “virtuous circle” for digital education?
How to link individual’s digital competence with that of the organisation’s?
How to achieve a recurring cycle of events where
the result of each one increases the beneficial effect of the next?
Bring it back home for the pisa kids who are now 18 years old and are deciding about their future education and training options
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1. Information
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies
1.2 Evaluating information
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise information and data
2. Communication (1/3)
2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to understand how digital information is distributed, displayed and managed, to understand appropriate ways of communicating through digital means, to refer to different communication formats, to adapt communication modes and strategies to the specific audience
2.2 Sharing information and content
To communicate with others the location and content of information found, to be willing and able to share knowledge, content and resources, to act as an intermediary, to be proactive in the spreading of news, content and resources, to know about citation practices and to integrate new information into an existing body of knowledge
2. Communication (2/3)
To participate in society through online engagement, seek opportunities for self-development and empowerment in using technologies and digital environments, be aware of the potential of technologies for citizen participation
2.4 Collaborating through digital channels
To use technologies and media for team work, collaborative processes and co-construction and co-creation of resources, knowledge and content
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online or virtual interactions, to be aware of cultural diversity aspects, to be able to protect self and others from possible online dangers (e.g. cyberbullying), to develop active strategies to discover inappropriate behaviour
2. Communication (3/3)
2.6 Managing digital identity
To create, adapt and manage one or multiple digital identities, to be able protect one's e-reputation, to deal with the data that one produces through several accounts and applications
3. Content creation (1/2)
3.1 Content development
To create content in different formats including multimedia, to edit and improve content that s/he has created or that others have created, to express creatively through digital media and technologies
3.2 Integrating and re-elaborating
To modify, refine and mash-up existing resources to create new, original and relevant content and knowledge
3.3 Copyright and Licences
To understand how copyright and licences apply to information and content
3. Content creation (2/2)
To apply settings, program modification, program applications, software, devices, to understand the principles of programming, to understand what is behind a program
4. Safety
4.1 Protecting devices
To protect own devices and to understand online risks and threats, to know about safety and security measures
4.2 Protecting personal data
To understand common terms of service, active protection of own data, understanding other people privacy, to protect self from online fraud and threats and cyberbulling
4.3 Protecting health
To avoid health-risks related with the use of technology in terms of threats to physical and psychological well-being
4.4 Protecting the environment
To be aware of the impact of ICT on the environment
5. Problem solving (1/2)
5.1 Solving technical problems
To identify possible problems and solve them (from trouble-shooting to solving more complex problems) with the help of digital means
5.2 Expressing needs & identifying technological responses
To assess own digital needs in terms of resources, tools and competence development, to match needs with possible solutions, adapting tools to personal needs, to critically evaluate digital tools and practices
5. Problem solving (2/2)
5.3 Innovating, creating and solving using digital tools
To identify and solve conceptual problems or issues through technological means, to improve and innovate with ICT, to actively participate in collaborative digital and multimedia production, to express him/herself creatively through digital media and technologies, to create knowledge with the support of technologies digital tools
5.4 Identification of digital competence gaps
To understand where own competence needs to be improved or updated, to support others in the development of their digital competence, to keep up-to-date with new developments.
KNOWLEDGE