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Digitally competent teachers in the area of open education
The document outlines the European Commission's DigCompEdu framework for digitally competent teachers. The framework was developed to provide a common language and shared understanding of key digital competences for educators across different education levels. It identifies six areas of competence: 1) Professional Engagement, 2) Digital Resources, 3) Teaching and Learning, 4) Assessment, 5) Empowering Learners, and 6) Facilitating Learners' Digital Competence. Within these areas it describes 22 specific competences educators can develop to incorporate digital technologies and open teaching practices. Examples include using technology to support student collaboration, self-regulated learning, addressing diverse needs, and developing students' digital skills.
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Digitally competent teachers in the area of open education
- 1. The European Commission’s scienceand knowledge service Joint Research Centre Digitally competent teachers in the area of Open Education (DigCompEdu framework) Yves Punie & Christine Redecker DG JRC – Directorate Innovation and Growth Unit B4 Human Capital and Employment @yves998 International conference "Open Professional Collaboration for Open Classroom" Kaunas, Lithuania, 9-10 November 2017
- 2. 1. European policycontext 2. European Digital Competence framework for Educators (DigCompEdu) 3. How can teachers develop these? 4. Final remarks Content
- 3. 1. European policycontext
- 4. May 2017 Educationpackage: • Develop a digital competence framework to support teachers' self- assessment and development: DigCompEdu • Provide online courses and MOOCs for teacher training and guidance on open education initiatives Nov 2015: Renewed key priorities for EU collaboration in E&T: • Open and innovative education and training, including by fully embracing the digital era • Strong support for educators 2013 Communication on Opening up Education: • Innovative teaching and learning for all through new Technologies and Open Educational Resources
- 5. 2. European DigitalCompetence framework for Educators (DigCompEdu)
- 6. 6 What can aEuropean framework contribute? Provide a common language and shared understanding of its key elements (all educ levels) facilitating peer learning and exchange A reference for existing and new initiatives, allowing for local adaptations Literature, analysis of existing initiatives (DigComp, TPACK, ICT CFT, ISTE, MENTEP), expert consultations, consensus building Explain how educators' digital competence can contribute to innovation in education Allow to understand current levels of digital competence and development needs Support developing training materials and CPD to boost educators' competences Common language A reference model Scientific basis Assessment Training Innovation
- 7.
- 8.
- 9. Core Competences for OpenTeaching Open classrooms
- 10. Use of ICTfor 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.
- 11. Core Competences for OpenTeaching However, 21st century teaching and learning requires more… Open classrooms
- 12. To use digitaltechnologies 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
- 13. Consequences If student collaborationand 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.
- 14. Opportunities & Challenges Open classroomsshould also empower learners
- 15. Opportunities To use digitaltechnologies to address learners' diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.
- 16. Opportunities To use digitaltechnologies 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.
- 17. Challenges To ensure accessibilityto 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.
- 18. Widening the scope: Aholistic view on educators' digital competence Open classrooms
- 19. Widening the scope: Aholistic view on educators' digital competence
- 20. Professional engagement Opening up communicationand collaboration strategies, within and beyond the organisation Enhancing and developing pedagogical competences
- 21. Digital Resources Finding, creating andsharing resources that are tailored to the learning context and individual learners' needs
- 22. Assessment Innovatively using thepotential of digital tools for enhancing assessment and feedback
- 23. Facilitating Learners' Digital Competence Makinglearners fit for life in the digital age
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- 25. 3. How canteachers develop their competence in open education?
- 26. Competence Progression Teachers' professionaldigital competence can and must be developed – no matter which stage they are currently at Different levels mean different focus areas and strategies for professional development
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- 28. 28 Not everyone canbe / should be expert or pioneer Not even for one competence – certainly not for all Depends on the role of the teacher, the subject, the education level, the education sector, etc… It is a reference framework – flexible local adaptations Self-evaluation allows for understanding one's strength and weaknesses, to look for training and to improve proficiency in some competences It may allow for monitoring and measurement at aggregate levels Need for Digitally Competent learners (DigComp) and organisations (DigCompOrg & School SELFIE) -> opening up education (OpenEdu framework for HEIs)
- 29.
Editor's Notes
- #8 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.
- #9 22 competences in 6 areas. Many of them interrelated.
- #25 22 competences in 6 areas. Many of them interrelated.