european framework for the digital competence of educators ...competence frameworks c entrecomp...
TRANSCRIPT
The European Commission’sscience and knowledge service
Joint Research Centre
European Framework for the
Digital Competence of Educators
(DigCompEdu)
This talk
• Context of the work
• What does DigCompEdu look like?
• Update of current work: Creation of self-assessment tools
CCompetence Frameworks
EntreComp
Council Recommendation
on Key Competences for Lifelong
Learning (2018)
1) Literacy competence
2) Multilingual competence
3) Mathematical competence and
competence in science, technology
and engineering
4) Digital competence
5) Personal, social and learning to learn competence
6) Citizenship competence
7) Entrepreneurship competence
8) Cultural awareness and expression
competence
Frameworks for Digital Competence
Digital Competence
Of citizens for
Life in a Digical Age
Professional
Digital Competence of Educators
To modernise education
in a digital age
Digital Capacity of
Schools
DigCompEdu
DigComp
This talk
• Context of the work
• What does DigCompEdu look like?
• Update of current work: Creation of self-assessment tools
DigCompEdu
✓ Describes what it means for educators to be digitally
competent
✓ 6 competence areas, 22 competences, 6 proficiency
levels
✓ Covers all education levels
✓ Available: https://ec.europa.eu/jrc/digcompedu
✓ in CZ, IT, LT, PT, SI, DE, Basque (HR under way,
CARNET)
https://ec.europa.eu/jrc/digcompedu/supporting-
materials
European Framework for the Digital Competence of Educators
The European Framework for the Digital Competence of Educators (DigCompEdu) responds to the
growing awareness among many European Member States that educators need a set of digital
competences specific to their profession in order to be able to seize the potential of digital
technologies for enhancing and innovating education.
European Framework for the Digital Competence of Educators: DigCompEdu. JRC (2017)
Areas & competences
Proficiency levels
C
2
LEADERSHI
P
INNOVATION
A1
AWARENES
S
EXPLORATIO
NINTEGRATIO
N
EXPERTIS
E
A2 B1 B2 C
1
Curiosity
willingness
Meaningful use,
variation
Strategy,
diversification
Reflection,
sharing
Critique,
renewal
This talk
• Context of the work
• What does DigCompEdu look like?
• Update of current work: Creation of self-assessment tools
From a framework to a tool
(e.g. questionnaires)
DigCompEdu
Reflection questionnaire
(CheckIn)
Self-assessment questionnaire
(SAT)
Reflection questionnaire (CheckIn)
✓ Assists educators to learn more about their personal strengths and the areas they could further enhance (reflection; 2018-2020)
✓ Focuses on the pedagogic use of technologies in the teaching-learning process
✓ Provides a self-report/feedback and also prompts respondents on how to improve their digital competence
✓ 22 questions (19,000 respondents)
✓ Launched 2018; available in
• ECEC (PT) HE (EN, DE, ES, PT, RU, SI)
• P-S-iVET (EN, DE, IT, LT, PT, RU, SI) AE (EN, DE, PT, SI)
https://ec.europa.eu/jrc/digcompedu/self-assessment
Questionnaire
Feedback report:score explanation
Feedback report:Aggregated results
Feedback report:‘to level up’
Next steps (CheckIn)
Higher Education (2020-21)
✓ Pre-pilot (500 respondents, 10 Spanish
Universities-CRUE, April)
✓ Psychometric analysis
✓ Revised questionnaire
✓ Pilot (all Spanish Universities,
~120,000)
✓ Psychometric analysis
✓ Usability tests
✓ Revised questionnaire
✓ Translations to EU languages
Next steps (CheckIn)
Primary & Secondary Education (2020)
✓ Revision of existing questionnaires
✓ Experts’ workshop (April)
✓ Pre-pilot study (1 country; 500 P-S
teachers)
✓ Pilot study (3 countries; 300-500 P-S
teachers per country per education
sector)
✓ Psychometric analysis
✓ Usability tests
✓ New questionnaires
✓ Translations to EU languages
✓ New platform
Self-assessment questionnaire (SAT)
✓ Assists educators' self-assessment (2018-2020)
✓ Focuses on the pedagogic use of digital technologies
✓ Knowledge-based questions
Completed (SAT)
✓ Pilot study (5 countries; EE, ES, FI, IT, PT)
✓ Data collection (532 respondents)
✓ Psychometric analysis
Next steps
✓ Selection of questions per education sector
Questionnaire
Feedback report:Aggregated results
Feedback report:Respondent’s contribution
Thank you!
Contact
Primary & Secondary EducationGeorgios [email protected]
Higher EducationAndreia Inamorato dos [email protected]
https://ec.europa.eu/ploteus/sites/eac-eqf/files/brochexp_en.pdf
learning becomes more complex and makes greater demands on the learner or worker. Increases in level 1 to 8 relate to different factors such as:
• the complexity and depth of knowledge and understanding;
• the degree of necessary support or instruction;
• the degree of integration, independence and creativity required;
• the range and complexity of application/practice;
• the degree of transparency and dynamics of situations.
This list certainly is not comprehensive, as learning has many relevant dimensions, some which we might not even know. It should only indicate what is meant by ‘increasingly greater demands on learners/workers.’