v-upgrates...students develop the skills and competences demanded by a rapidly changing global labor...

V-UPGRATeS DIGITAL COMPETENCE

FRAMEWORK FOR VET

TRAINERS AND SECONDARY

SCHOOL TEACHERS

Project Partners

Cyprus: Cyprus Computer Society and Emphasys Centre Germany: Leibniz University Hannover, Institute of Civic Education and Ingenious Knowledge, Cologne Greece: 1st EPAL Peiraia (vocational school) Romania: CDIMM Maramures Foundation Spain: Instituto de Formacion y estudios sociales, Valencia

June 2016

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Submission Number: 2015-1-DE02-KA202-00241.

1

Table of Contents Introduction ............................................................................................................................... 3

Aims/Objectives ........................................................................................................................ 4

Methodology ............................................................................................................................. 5

Consultation with the stakeholders-experts ............................................................................. 6

Next steps – Intellectual Output 3 - Digital Skills Assessment Tool .......................................... 6

Digital Competence Framework ................................................................................................ 7

1. Internet Security ................................................................................................... 7

Main objectives ............................................................................................................ 7

Methodology ............................................................................................................... 7

Area 1: Internet History and Evolution .............................................................................. 8

Area 2: Internet Security Concepts ................................................................................. 11

Area 3: Network Security ................................................................................................ 13

Area 4: Communications and Social Media Security ....................................................... 16

Area 5: Secure Data Management and Web Use ............................................................ 19

Area 6: Online behavior of the student and the teenager; Dangers and Ways to protect

them ................................................................................................................................ 22

2. Digital Competence 2: Website Editing ............................................................... 25

Main objectives .......................................................................................................... 25

Methodology ............................................................................................................. 25

Area 1: Introduction and Basic Terminology ................................................................... 26

Area 2: Website Design and Important Principles .......................................................... 27

Area 3: Introduction to HTML and CSS ............................................................................ 28

Area 4: Web-Authoring Application - Kompozer ............................................................. 29

Area 5: Website Upload .................................................................................................. 31

3. Hardware Devices: Interactive Whiteboard ......................................................... 32

Main objectives ............................................................................................................... 32

Methodology ................................................................................................................... 32

Area 1: What is an interactive whiteboard? .................................................................... 33

Area 2: How to use an interactive whiteboard?.............................................................. 34

Area 3: When to use an interactive whiteboard? ........................................................... 35

4. Digital Competence 4: Teaching Environments: using Moodle as an example ....... 36

Introduction ..................................................................................................................... 36

Main objectives ............................................................................................................... 36

2

Methodology ................................................................................................................... 36

Area 1: What is Moodle ................................................................................................... 37

Area 2: Moodle Environment .......................................................................................... 38

Area 3: Moodle Courses .................................................................................................. 39

Area 4: Moodle Users ...................................................................................................... 41

5. Digital Competence 5: Media Editing ................................................................... 42

Main objectives .......................................................................................................... 42

Methodology ............................................................................................................. 42

Area 1: Basic concepts ..................................................................................................... 43

Area 2: Using of specialized applications for the development of graphics operations . 45

Area 3: Using of specialized applications for operations with audio and video files ...... 47

Digital Competence 6: Communication platforms: using Skype as an example ............. 49

Main objectives .......................................................................................................... 49

Methodology ............................................................................................................. 49

Area 1: Set up/installation ............................................................................................... 50

Area 2: Communication ................................................................................................... 51

Area 3: Security ............................................................................................................... 52

Syllabi....................................................................................................................................... 53

1. Internet Security ................................................................................................. 53

2. Website Design ................................................................................................... 72

3. Hardware Devices: Interactive Whiteboard ......................................................... 83

4. Teaching environments: using Moodle as an example .......................................... 87

5. Media Editing ..................................................................................................... 92

6. Communication platforms: using Skype as an example ...................................... 102

3

Introduction

As a direct result of the economic crisis, youth unemployment and skills mismatches,

formal education and training has been placed in the spotlight for offering effective

solution to challenges faced by Member States. The necessity to equip teachers and

educators with adequate skills in order to ensure smart, sustainable and inclusive

growth has been reaffirmed by the various strategies, initiatives and

recommendations at the EU level. Research (OECD 2013) has showed that “teachers

are the most important in school factor affecting students’ outcomes”, since well-

educated teachers and trainers have an important influence on ensuring that

students develop the skills and competences demanded by a rapidly changing global

labor market.

Currently, the V-UPGRATeS consortium, responding to the priorities set by the EU

2020 Strategy and the Digital Agenda aims to develop a dynamic and multi-assessed

Open Educational Resource (OER) platform were VET Trainers and Secondary School

Teachers will have the opportunity to assess their current digital skills, follow in-

house, school-based and/or on-line ICT training based on the targeted digital

framework and syllabi developed here in order to upgrade their digital skills.

This document is the result of Intellectual Output 2 of the V-UPGRATeS Project. The

partner countries conducted in Intellectual Output 1 a research that was both

empirical, with a detailed questionnaire; as well as expert interviews in the resp.

countries. The analysis of the questionnaires revealed the fact that the ICT needs of

VET Trainers and Secondary Teachers in all partner countries are similar.

From the 149 VET Trainers and Teachers (VET TTs) involved in the empirical survey

the following six Digital skills appeared to be the most needed:

1. Internet Security

2. Website Editing

3. Hardware Devices: Interactive Whiteboard

4. Teaching environments: using Moodle as an example

5. Media Editing

6. Communication platform: using Skype as an example

4

In which area would you most need training based on your current duties and responsibilities:

1. LEAST NEEDED 3. NEEDED 5. URGENTLY NEEDED

Hardware Devices 70 60 19

Interactive Learning/ Teaching 21 75 53

Teaching environments (e.g. Moodle)

25 78 46

Digital Communication 38 77 34

To explain students how to protect against cyber bullying/'sexting' to know where young people get support in such a case

36 79 34

To manage the digital identity - to protect self and others from online threats to my/their e-reputation

22 80 47

This document covers all six topics; with the framework setting the benchmarks

(aims, objectives or goals set) and indicators (performance levels) of the basic

knowledge a VET Trainer and Secondary Teacher should have. At the same time it

also includes the syllabus for the development of the ICT Guides to each course

providing the educators with all the essential information and everything that will be

covered during the teaching of the Digital Competence.

Aims/Objectives

Through this document the consortium aims:

- To investigate other available Digital Frameworks produced by partner countries

or by the EU such as the DIGCOMP (JRC Scientific and Policy Reports EC, Schoolnet

Survey '12 in order to collect useful information.

- To design a methodology to be used for the development of the framework and

syllabus for each of the 6 digital competences in order to ensure consistency and

conformity based on the current literature and VET Trainers and Teachers' needs,

as identified by the results of the Intellectual Output 1 (survey).

- To set benchmarks and indicators for the targeted Digital Competence Framework

and Syllabi which will be used for the design of the Assessment Skills Assessment

Tools (I.O.3) and the development of the ICT Guides for the in-house, work-based

and on-line (pilot-test) training to be provided as part of the project.

- To present the targeted Digital Framework to the academic and professional

community for review (Advisory Group).

5

Methodology

In order to ensure that the Digital Competence Framework for VET Trainers and Teachers

addresses teachers’ requirements, its development was based mainly:

(a) The analysis of the questionnaires distributed to VET TTs for Intellectual Output 1 and the

identification of their needs and weaknesses. The questionnaire results revealed that in the

five different countries participating in the project, VET TTs appear to need to upgrade their

skills in six different areas, with Internet Security being the most needed in all participant

countries.

(b) The analysis of the current literature related to the field under investigation, as well as

other available frameworks developed, such as the “DIGCOMP: A Framework for Developing

and Understanding Digital Competence in Europe”1 and the “UNESCO Competency

Framework for Teachers”2.

(c) The expertise, experience and knowledge of the consortium in the area.

(d) The requirements of the Intellectual Outputs to be developed next and their needs for

the successful implementation of the project.

Bearing in mind the above, the following methodology was decided for the creation of the

Framework for each individual digital competence, as well as for the accompanying Syllabus.

Each Digital Competence is divided into broad topics, called “Areas”. Each Area covers a

specific set of knowledge/skills/competences/attitudes to be acquired.

All “Areas” are then, divided into four smaller categories, called “Elements”, each of which

will provide distinct information and in depth description of the specific Area.

Element 1: Digital Competence Name

Element 2: Main Objective and Benchmark of the specific Digital Competence

Element 3: Levels and Indicators of the specific Digital Competence

Element 3, is divided into two proficiency levels – “Core” and “Advanced”.

The Core Level describes the basic knowledge, skills, competences and attitudes to be

acquired by VET Teachers and Trainers in a specific Area.

The Advanced Level describes more advanced knowledge, skills, competences and

attitudes that is optional to be acquired by VET Trainers and Teachers in a specific Area.

Element 4: Knowledge, skills, attitudes and examples of the Digital Competence.

1 https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

2 http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-

framework-for-teachers/

https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/

http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/

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Consultation with the stakeholders-experts

The Stakeholders will make comments and give feedback on the finished document. This is

happening in order to make sure that they have the general idea and purpose of this

document.

Next steps – Intellectual Output 3 - Digital Skills Assessment Tool

Based on the project’s structure the Framework and Syllabi, the current report (I.O.2) will be

used as a baseline for the development of Intellectual Output 3, the “Digital Skills

Assessment Tool”, where the VET Teachers and Trainers at a first stage will be asked to

evaluate their skills (screening). During this stage, VTTs will be asked to take some tests, or

answer a few questions in order to evaluate their current knowledge and competence,

which will be then analysed by the tool to identify their digital needs and weaknesses.

Later on, after the completion of the professional in-house, work-based and on-line (pilot-

test) ICT training, VET Trainers and Teachers the Framework will again be used for the

development of the final “Digital Skills Assessment Tool”. The participants will have to take

this test in order to assess their progress regarding their ICT training.

7

Digital Competence Framework


In this technological advanced era we are living, everything is done online; computers and smartphones are the extensions of us. Additionally, with the Internet came a selection of fraudulent activities which put at risk our personal online security.

Based on the results of the survey produced during the implementation of IO1, it was well accepted that most VET Trainers and Teachers are aware of their need to be informed and well trained about Internet Security.

According to the Digital Agenda presented by the European Commission one the seven most important pillars that Europe 2020 aims to grow is to reinforce the feeling of online safety by being well educated about the Internet and its dangers.

Main objectives

The Digital Competence: Internet Security, aims to educate VET Trainers and Teachers about the basic Internet terminology the importance of information and its protection and also important principles on retention and data privacy and threats on personal security are introduced. Additionally, essential skills like using passwords, firewalls and wireless networks will be developed. It is important for them to know what malware is and how to protect computers, networks and personal information from it. In addition, some other terms like hotspots will be defined and some technical experience will be gained. This competence aims to develop another skill; safe browsing of the Internet through secure browsers and identifying ordinary and wireless security types. Moreover, the topic covers some communication security issues while using email and social networks. Finally, it aims to create aware trainers in relation to the important threats of thoughtless use of the Internet, social media websites by students.

Methodology

The creation of the framework about Internet Security is based on the methodology proposed in the Overall Report. According to that, this Digital Competence is divided into six main Areas to be covered. Following the baseline set in the report all Areas are divided into four smaller categories, called “Elements”, each of which will provide distinct information and in depth description of the specific Area.

Area 1: Internet History and Evolution Area 2: Internet Security Concepts Area 3: Network Security Area 4: Communications and Social Media Security Area 5: Secure Data Management and Web Use Area 6: Online Behavior of the Student/ Teenager; Dangers and Ways to Protect Them

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Area 1: Internet History and Evolution

General Description

The first Area is mainly an introductory chapter in which the Vet Trainer and Teacher

will be familiarized with the basic terms regarding the Internet. Additionally, it is

important to know how the internet was developed and evolved throughout the

years, so a brief history with the most important milestones is presented.

Furthermore, the most important terms and definitions about the Internet and

Internet Security are introduced here.

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Area 1 Element 1 Internet History and Evolution

Element 2

Main Objective and

Benchmark

To have the basic knowledge regarding the history of the

Internet. Be aware of the basic terms associated with it.

Element 3

Levels and Indicators

Core Advanced

I understand what the Internet is.

I know about the Internet and its

history

I am aware of the basic elements

and components of the Internet.

I understand what the World

Wide Web is (WWW)

I know what a web browser is

I know what hacking and

cybercrime are

I can recognize threats to data

I know how to protect workplace

and personal information

I know what malware is, and

ways to protect from it

I understand the make-up

of a web address

Element 4 -

Knowledge Examples

Appreciate the history behind the Internet.

Understand what the internet is and the common terms

associated with it

Know the difference between The Internet and the World

Wide Web

Know about cybercrime and hacking

Know different types of malware

Understand how the Internet works

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Skills Examples Know how to setup and use different web browsers

Basic elements and concepts.

Be able to protect from malware

Be able to protect important information

Attitude Examples Analyze the structure of a web address

Is aware of hackers and that critical information can be stolen

from them

Is aware of cybercrime

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Area 2: Internet Security Concepts

General Description

This Area covers some theoretical aspects of Internet Security. It aims to help Vet

Trainers and Teachers to understand how important is to keep information/data

secure. Identify typical data/privacy, retention and control techniques. Additionally

this Area aims to teach trainers how to identify threats to their personal security

theft, and help them identity hidden dangers from the use of cloud computing.

Finally, it promotes the use of passwords and teaches them techniques on how to

choose strong passwords.

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Area 2 Element 1 Internet Security Concepts

Element 2 Main Objective and Benchmark

To familiarize with the basic security terms, understand the potential dangers of personal security and file security. Monitor the access on data, files and important documents. Be able to use passwords.

Element 3 Levels and Indicators

Core

Advanced

I am aware of methods of social engineering and I know what identity theft is. I know how to set passwords on files and documents. I can prevent unauthorized accessed to data I can use passwords I know to prevent access to data I know how to choose strong passwords I know about network accounts I am aware of biometric security techniques and strong password policies.

I am aware of the basic encryption terms I know how to encrypt and decrypt files.

Element 4 Knowledge Examples

Be familiar with social engineering methods Know what is encryption and its applications Understand the importance of using strong passwords

Skills Examples Set passwords on files and important documents Create strong passwords according to the suggested password policies Be familiar with encryption software Encrypt and decrypt files

Attitude Examples Recognize social engineering methods and be suspicious when sharing information

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Area 3: Network Security

General Description

Area 3 focuses on creating a baseline on what VET Trainers and Teachers should

know regarding network security. It introduces them with the different types of

networks and the dangers that exist when a connection is not secure; or when a

network is untrustworthy. Additionally, it introduces them to the term firewall, its

use and some of its limitations. Finally, the trainers will be familiarized with hotspots.

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Area 3 Element 1 Network Security

Element 2

Main Objective and

Benchmark

Determine the common network and wireless security

types. Be able to use personal firewalls and be aware of

what a hotspot is.

Element 3


Core

Advanced

I know what is a network

and some different types of

networks

I know the dangers of

connecting to networks

I know what a firewall is.

I know different types of

firewalls and their limitations

I know about wireless

security and different ways

for wireless security

I know the dangers of using

unprotected networks

I know what a hotspot is

I know what a network

administrator is

I know how to

activate/deactivate

firewalls

I can enable/disable a

hotspot

Element 4

Knowledge Examples

Distinguish the different networks LAN, WLAN and VPN.

What is a network administrator, and what does he do.

Understand what firewall is and its different types.

Know about network security

Know what a hotspot is

Skills Examples Know how to use the different network types (LAN, WLAN

and VPN)

Know how to enable it and disable a firewall

15

Know different ways to protect while connecting wirelessly

Know how to use a hotspot

Attitude Examples Be critical when connecting to unprotected wireless

networks

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Area 4: Communications and Social Media Security

General Description

The forth Area targets the most popular topic of our time; communications and

social media. Network security is a critical topic since all information, transactions

and communications are done through the Internet, so the VET Trainers and

Teachers should be able to recognize the different types of networks available and

the dangers that exist if a network connection is not secure; or if a connection is not

trustworthy. Finally, the trainers will learn about firewalls and their limitations, and

hotspots. It explains the basic terms for communicating and it introduces the privacy

settings on social network sites. Additionally, it highlights the dangers of using social

network accounts and makes suggestions on how to tackle with inappropriate online

behavior. Another aspect covered is applications and application permission

management.

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Area 4 Element 1 Communications and Social Media Security

Element 2

Main Objective and

Benchmark

Understand communication security issues that can

emerge by the use of email, social networks, voice over IP

instant messaging and mobile devices.

Element 3


Core Advanced

I know what a digital signature

is

I know why I need to

encrypt/decrypt emails

I know the dangers of disclosing

confidential information on

social media

I know why it is necessary to

apply privacy settings on social

media accounts

I know the dangers of using

social media accounts

I know how and to whom to

report inappropriate social

network behavior

I know the terms IM, VoIP and

their dangers

I know about application

permissions

I am aware of applications that

can extract personal data

What personal information it is

accepted to be shared online

I know about online

transactions

I know what to do when

a device is lost

I know how to enable/

disable permissions of

applications

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Element 4

Knowledge Examples

Understand what a digital signature is and its use.

Determine the reasons to encrypt emails.

Examples of communication methods like Instant message

and Voice over IP.

Know what personal information to share on social

network sites.

Skills Examples Know how to encrypt an email

Know how to change privacy settings on social media

websites.

Attitude Examples

Know to whom to response inappropriate social network

behavior.

Know about Network and mobile applications, and how to

enable or disable permissions.

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Area 5: Secure Data Management and Web Use

General Description

The fifth Area of this competence covers another important issue. Using Internet

browsers securely; setting up a web browser in order to provide the safest possible

browsing and being aware of the dangers and potential threats to privacy when

using cloud applications when backing up data. Additionally, it raises the issue of

securely deleting files and permanently deleting files; the need of backing up data

and restoring from them.

20

Area 5 Element 1 Secure Data Management and Web Use

Element 2

Main Objective and

Benchmark

Use appropriate web browser settings and understand how

to authenticate websites and browse online safely. Backup

and restore data to various storage locations. Delete and

dispose data securely.

Element 3


Core Advanced

I know to protect a computer.

I know the importance of

backups.

I know the difference of delete

and permanently delete files.

I now that in some services

deletion is not permanent.

I know how to setup a browser.

I know how to delete data from

browser.

I am aware that some online

activities should be done on

secure sites.

I know how to use secure

websites.

I know how to use content

control functions.

I know the different

features of backup –

cloud, external drives.

I know how to restore

media from backup

media.

I know methods of

permanently delete

data.

I know how to confirm

the authenticity of a

website.

Element 4

Knowledge Examples

Know why it is important to have backup procedures.

Know the different types of backup features, and locations;

cloud services and external devices.

Delete files and documents vs. Permanently delete files

and documents. In which cases deletion may not be

permanent.

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Skills Examples Ways to physically protect a computer and its contents.

Setting up a web browser and making online transactions

on secure websites.

Set and use content control functions.

Make backup of files and restore data from backup

Attitude Examples Be careful when using websites for online transactions

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Area 6: Online behavior of the student and the teenager; Dangers and Ways

to protect them

General Description

The sixth and final Area it is probably the most important Area of this framework. It

is focused to the behavior a Teenage Student might have online, as well as the

potential dangers and threats he/she might have to deal with. It also focuses on the

potential threats a student could have to deal with. Additionally, the importance of

information is highlighted and a sub-section aims to inform what information is

accepted to be shared online while the dangers of sharing too much information

online are also mentioned. Finally, it introduces Cyber bullying and the different

roles someone could have are defined as well as strategies to deal with it.

23

3 For this Area, it is essential that a VET Trainer and Teacher should be aware of all the suggested

topics, based on the fast growing pace the technology grows today. Students constantly find the newest websites, applications and gadgets and it is important for their trainer to be able to teach them the basic rules regarding their online safety.

Area 6 Element 1 Online behavior of the student; Dangers and Ways to

protect them

Element 2

Main Objective and

Benchmark

Guide Teachers in protecting students online, no matter

how they access the Internet.

Element 3


Core Advanced3

I know how students access the

Internet and what they do online

I know that there is inappropriate

content that a student might come

across

I know what to do when a student

comes across inappropriate content

I know what to post and not to post

online

I know the consequences and how

to prevent inappropriate posts

I know the dangers of personal

information sharing and the

consequences of that

I know about sexting

I know about sexual solicitation and

grooming

I know how to address them

I know what cyber bullying is and

the players of it

I know how to distinguish the roles

of cyber bullying

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I know what to do when it comes to

cyber bullying cases

Element 4

Knowledge

Know what students do and how they behave online.

Know that there is inappropriate content online

Be familiar with the dangers of sharing too much personal

information online.

Know what cyber bullying is

Know who to deal to deal with it.

Skills Examples

Being able to deal with inappropriate content when a

student comes across with it.

Be able to deal with incidents of cyber bullying

Attitude Examples Be careful when sharing information online

Be able to teach students appropriate online behavior and

principles to be safe online

25

2. Digital Competence 2: Website Editing

Almost 80% of the world’s population is online and about 10% of all websites accesses are being done through mobile devices. In a world that is always connected it is essential to have a website. By having a website a person, a business or an organization establishes an online presence. People’s habits are changing, and they rely on the Internet for research, home and job hunting. Any professional business is expected to have a well-designed website.

According to the results produced from the production of IO1, VET Trainers and Teachers need to be trained in Website Design; this way they will be able to efficiently design, implement and maintain a website for their school.

Main objectives

This Digital Competence: Website Editing, aims to educate VET Trainers and Teachers about the basic web concepts, terms and definitions along with the important principles of a good website.

Furthermore the main theorem of HTML, the basic HTML markups and CSS are being introduced and this way, trainers will be able to edit the design of a webpage. In order to do so, some popular web-authoring applications will be made known. Following that, VET Trainers and Teachers will be trained on how to use a web authoring application in order to design/ format webpages, edit text, work with hyperlinks and tables.

Finally, at the end of this Digital Competence, Trainers will be able to efficiently recognize the challenges of designing a webpage; plan the design of a webpage and then publish it online on a webserver.

Methodology

The Framework of the Digital Competence: Webpage Design is based on the

methodology proposed in the Overall Report. Following those guidelines, the Digital

Competence is divided into five main topic Areas. Each Area will be divided into four

smaller categories, “Elements”, each of them will provide explicit information and

detailed description of the Area.

Area 1: Introduction and Basic Terminology

Area 2: Website Design and Important Principles

Area 3: Introduction to HTML and CSS

Area 4: Web-Authoring Application - Kompozer

Area 5: Website Upload

26

Area 1: Introduction and Basic Terminology

General Description

The first Area of this Digital Competence is mainly an introductory section where VET

Trainers and Teachers will be introduced to the basic terms regarding the Internet

provided services. Also, it is important for them to understand the terms Client/

Server. Some additional terminology can be found on the second part of the

competence where the protocols behind the functionality of the Internet will be

explained.

Area 1 Element 1 Introduction and Basic Terminology


To have the basic knowledge regarding the Internet provided services, and important terminology behind the Internet functionality.


Core Advanced

I know the services provided by the internet (WWW, File Transfer, Email, Instant Messaging) I understand the terms Client/ Server I understand the connection between browser and web server I know the terms URL, Hyperlink, Search engine.

I understand the basic internet protocols (TCP/IP, HTTP, FTP)


Know that WWW, email, File Transfer, IM are all services provided by the Internet.

Skills Examples

I know how web servers and browsers are connected and communicate

Attitude Examples

Identify the concepts behind the basic Internet protocols

27

Area 2: Website Design and Important Principles

General Description

This Area covers some additional theoretical aspects, like the Advantages of having a

webpage and how to get a webpage domain, and choose a web hosting service.

Additionally, it explains how the content of the page can affect download time and it

explains content copyrights and website evaluation

Area 2 Element 1 Website Design and Important Principles


To understand the benefits of having a webpage, and how to get a website online. Factors that can affect the website


Core Advanced

I know the advantages of having a website I know how to get a website online I am aware of the factors that affect web page download time I know the file formats to optimize download time I am familiar with copyright implications I know how to evaluate a website and the target audience I am aware of web standards I know how to organize a website I know about page layout templates and their creation I know about navigation scheme decisions

I know about search engine optimization techniques I know about hosting laws that apply on a website I know how to develop a website evaluation tool I know about color theory in webpage design I know about color schemes I know about people with disabilities and website access


I know what can affect the download time of a webpage I know about copyrights I know about webpage standards and how to organize a website

Skills Examples I know how to get a website online I am able to evaluate a webpage

Attitude Examples Understand the importance of having a website Understand search engine optimizations and challenges when designing a webpage

28

Area 3: Introduction to HTML and CSS

General Description

The third Area of this Digital Competence It introduces the HTML language and the

CSS when creating simple web pages. It also familiarizes the VET Trainers with the

W3C consortium and their role. Finally, it explains how to both when creating a

webpage.

Area 3 Element 1 Introduction to HTML and CSS


Learn how to use HTML and CSS styles when creating a simple webpage


Core Advanced

I know what HTML is I know how to view the source code of a webpage I know the basic markup tags I am able to create a webpage layout with markup tags I know what CSS is I know the different approaches of applying CSS styles I understand the structure of CSS styles I know how to create, use and modify CSS rules

I know the W3C consortium and its recommendations I know how to attach CSS files on web pages


Understand HTML and CSS Recognize the basic markup tags Be aware of the different approaches when applying CSS styles

Skills Examples Know how to view the source code of a webpage Be able to develop a simple webpage with markup tags Know how to create and use a CSS style

Attitude Examples

Understand the importance of the W3C consortium

29

Area 4: Web-Authoring Application - Kompozer

General Description

This is the most practical Area of this Competence. It starts off with introducing

some web authoring applications and then it continues with the how-to use one of

the mentioned applications.

Area 4 Element 1 Web-Authoring Application - Kompozer

Element 2

Main Objective and

Benchmark

Introduces the Trainer to one authoring application in

order to create a simple webpage

Element 3


Core Advanced

I know web authoring

application examples

I know how to use the

application

I know how to create, save a

new webpage

I know how to create, save a

new webpage based on a

template

I know how to change between

views in the application

I know how to change

preferences I know how to use

help functions

I know how to insert and format

text and paragraphs

I know how to format a page

I know how to use hyperlinks

I know how to use and format

images

I know how to

manipulate a hyperlink

I know how to use

anchors

I know how to modify

forms

I know how to use and

format tables

30

Element 4

Knowledge Examples

Know how to use a web authoring application and all its

components in order to create a web page

Skills Examples Apply different formatting on text, paragraphs and pages

Attitude Examples

Be able to create a functional and appealing webpage

31

Area 5: Website Upload

General Description

This Area is also practical, but it focuses on the procedures to be followed after the

design and the implementation of the webpage. In this section it aims to set the

clear steps need to be taken when a webpage is ready to be uploaded.

Area 5 Element 1 Website Upload

Element 2

Main Objective and

Benchmark

Identify the steps in order to successfully upload a

webpage

Element 3


Core Advanced

I know how to identify and fix

broken links

I know what important

information to include on a

webpage

I know that I have to perform

spell checks

I know the process of

uploading a website on

a web server

I know the process of

downloading a website

on a web server

I know how to upload a

website on a server

I know how to

download a website

from a server

Element 4

Knowledge Examples

Be aware of the process to upload/ download a webpage

on a server

Skills Examples Identify and fix broken links

Be able to upload/ download a webpage on a webserver

Attitude Examples Perform the necessary checks on a website before

uploading it on a web server

Identify the information a webpage needs to have

32

3. Hardware Devices: Interactive Whiteboard

The V-UPGRATeS consortium carried out the “Survey on the provision of Continuous

Professional Development (CPD) for VET trainers and teachers and identification of

their CPD needs in the field of ICT” (IO1). One of the results of this survey was that

VET teachers want to include more technology in their teaching methods. One of the

recent technological innovations is the classroom is the use of interactive

whiteboards replacing traditional black/whiteboards.

An interactive whiteboard is an instructional tool that allows computer images to be

displayed onto a board using a digital projector. The instructor can then manipulate

the elements on the board by using his finger as a mouse, directly on the screen.

Items can be dragged, clicked and copied and the lecturer can handwrite notes,

which can be transformed into text and saved.

They are a powerful tool in the classroom adding interactivity and collaboration,

allowing the integration of media content into the lecture and supporting

collaborative learning. Used innovatively they create a wide range of learning

opportunities. However, in many environments they are not being used to their full

potential, and in many cases acting as glorified blackboards.

Main objectives

An interactive whiteboard is a technology system generally composed of a

computer, a video projector and a control device pointer, which allows projecting on

an interactive surface digital content in a suitable format for group viewing. You can

interact directly onto the projection surface.

The overall objective is that VET Teachers will learn how to use Interactive

Whiteboards, and know the advantages and possibilities of this technology in the

classroom.

Methodology

The description of the framework about interactive whiteboard is based on the

methodology proposed in the Overall Report. According to that, this Digital

Competence is divided into 3 main areas:

Area 1: What is an interactive whiteboard? Area 2: How to use an interactive whiteboards? Area 3: Advantages and disadvantages for teachers and students.

33

Area 1: What is an interactive whiteboard?

This second area focuses on the use of Interactive whiteboards. It provides knowledge and practical training about how to use interactive whiteboards in educational contexts. It starts with the installation and settings and reviews basic and advanced features of this technology, including complementary systems that can extend its functionality.

Area 1 Element 1 What is an interactive whiteboard?


To have the basic knowledge about interactive whiteboards and its basic components.


Core Advanced

To understand what an interactive whiteboard is. To know the basic components of interactive whiteboards. To understand the advantages of interactive whiteboard. To know when to use interactive whiteboards.

To know advanced components and software for interactive whiteboards To know and compare different types of interactive whiteboards

Element 4 Knowledge Examples To know what an interactive whiteboard is.

Skills Examples

To be able to identify its basic components.

Attitude Examples To understand the advantages of using this technology compared to traditional black/whiteboard and digital whiteboard.

34

Area 2: How to use an interactive whiteboard?

The second area includes the installation and setting of the system, as well as the use of main basic and advanced features (main tools, users profiles, adding annotations highlighting text, adding notes and drawings, save to be printed out and shared, show pictures, videos and websites, label parts or highlight elements of an image, etc.).

Area 2 Element 1 How to use an interactive whiteboard?


To have the basic knowledge about how to set and use basic and advanced features of interactive whiteboards.


Core Advanced

To be able to install the basic elements and settings of the system. To know the basic features of interactive whiteboards.

To be able to install complementary elements (such as wireless components) and advanced settings of the system. To know the advanced features of interactive whiteboards. To know how to use advanced elements and software for interactive whiteboards, as well as complementary systems that can extent its functionality.


To know how to use an interactive whiteboard is.

Skills Examples To be able to install its components and settings To be able to use its main basic/advanced features.

Attitude Examples To understand the possibilities this technology brings both for teachers and students.

35

Area 3: When to use an interactive whiteboard?

The third area is a reflection about the many advantages and disadvantages of the use of interactive whiteboards, both for teachers and students, in order to decide when and how to use it according to the learning objectives and the profile of the students.

Area 3 Element 1 When to use an interactive whiteboard?


To know the advantages and disadvantages of interactive whiteboards both for teachers and students


Core Advanced

To know the general recommendations in the use of interactive whiteboards. To know the possibilities of interactive whiteboards in education and its flexibility in educational contexts. To identify learning situations where the use of interactive whiteboards is recommended.

To take advantage of advanced features or components for specific learning cases.

Element 4 Knowledge Examples Know which are the advantages and disadvantages of

interactive whiteboards.

Skills Examples To be able to decide when and how to use this technological resource, according to the learning objectives and the students profiles.

Attitude Examples

To understand the possibilities this technology brings both for teachers and students

36

4. Digital Competence 4: Teaching Environments: using Moodle as

an example

Introduction

According to our consortiums’ “Survey on the provision of Continuous Professional

Development (CPD) for VET trainers and teachers and identification of their CPD

needs in the field of ICT” (IO1), VET teachers in all countries want to add modern

technology in their teaching methods. One of the most common tools used for

teaching assistance is Moodle. Moodle is an asynchronous on-line environment,

which is actually a digital class outside the school.

Moodle is a Virtual Learning Environment (VLE), a Web-based platform for education

where learning happens on the web. Moodle allows participants to be organized into

groups and roles; presents resources, activities and interactions within a course

structure; provides different stages of assessment; reports on participation; and has

some level of integration with other institutional systems.

Main objectives

Moodle is a free Virtual Learning Environment (VLE) that allows the creation of

dynamic, flexible and pleasant online courses. It is an asynchronous teaching

platform. Teachers can add material and students can conquer the knowledge as

they interact in their own way and rhythm with the environment. Our aim is to get

teachers recognize the capabilities of the specific platform and learn how to use it,

exploit it and how to get their student involved with the platform.

Methodology

As defined in the Overall report, the Digital Competence called “Moodle” will be

divided into 4 main Areas, respectively:

Area 1: What is Moodle Area 2: Moodle environment Area 3: Moodle courses Area 4: Moodle users

37

Area 1: What is Moodle

General Description

The first area is an introduction to Moodle. It provides knowledge about what is

Moodle, what is the philosophy of Moodle, a small historic review of Moodle and

why should someone choose Moodle.

Area 1 Element 1 What is Moodle

Element 2

Main Objective and

Benchmark

To have the basic knowledge about Moodle.

Element 3


Core Advanced

I understand what Moodle is.

I understand the philosophy

of Moodle

I know the history of Moodle

I know why I should use

Moodle

I understand what is the

use of asynchronous

platforms

I can compare

asynchronous platforms

Element 4

Knowledge Examples Know what Moodle is

Skills Examples Spot the benefits of using Moodle

Attitude Examples Understand the philosophy of Moodle

38

Area 2: Moodle Environment

General Description

The area is about the Moodle environment. It explains the main parts of a Moodle platform and their use. It leads to a useful navigation in a Moodle platform.

Area 2 Element 1 Moodle environment

Element 2

Main Objective and

Benchmark

To have the ability to navigate through a Moodle platform.

Element 3


Core Advanced

I know the structure of a

Moodle platform.

I can login in a Moodle

platform

I can navigate in a Moodle

menu

I know how to edit my profile

I can use the Calendar

I can show my students

how to handle Moodle

I can administrate the

Moodle Environment

Element 4

Knowledge Examples Recognize the basic structure of a Moodle Platform

Skills Examples Have the ability to navigate in a Moodle platform

Have the ability to use a Moodle platform in a new

teaching method

Attitude Examples

Be willing to use online platforms for teaching purposes.

39

Area 3: Moodle Courses

General Description

Here we can learn what Moodle courses are, understand how “topics” are related to

courses, discover how we can exploit them for our subjects teaching and what we

can upload to the platform. Finally we can learn to create our own tests and exams.


Element 2

Main Objective and

Benchmark

To exploit Moodle courses for our subjects.

Element 3


Core Advanced

I know what a Moodle course

is.

I can use topics to organize a

course in a Moodle platform.

I can navigate in Moodle

topics

I know what kind of material

I can upload to a Moodle

platform.

I can use Labels.

I can create my own tests.

I can upload, update and

delete files inside topics.

I can create folders.

I can create links for external

on-line information.

I can add other resources

(chat, wiki e.t.c.)

I can show my students

how to navigate, download

and take a test in a Moodle

course.

I can create material for a

Moodle course using

external tools, like Hot

Potatoes (tool for creating

tests).

I can administrate a

Moodle Course.

40

Element 4

Knowledge Examples

Know how to handle a Moodle course.

Find out how to transform existing ‘conventional’ learning

material into a digital layout, in order to upload in a

Moodle platform course

Skills Examples Create a new curriculum that can be transferred into a

Moodle platform

Attitude Examples Trust my students that they will exploit what a Moodle

platform can offer them

41

Area 4: Moodle Users

General Description

The last area is about the Moodle users. We can learn how to involve users into a Moodle course and give them access rights to navigate safely.


Element 2

Main Objective and

Benchmark

To give proper access rights to Moodle users.

Element 3


Core Advanced

I know what a Moodle user is.

I can define roles and

permissions for users in a

Moodle course

I can add participants in a

Moodle course

I can find the courses I’m

registered for

I can create users

I can create groups to enroll

easily in a Moodle course

Element 4

Knowledge Examples Recognize the roles of Moodle users

Skills Examples Be able to transfer the population of a real class in a virtual

Moodle class

Attitude Examples Willing to transfer my classroom outside the school walls

42

5. Digital Competence 5: Media Editing

Media Editing (sound editing and animation)

General Description

Use of the modern ICT tools is very common in all areas and sectors of the society. Smartphones, tablets, smart watches, e-mail, internet, databases, etc. are increasingly used both in urban and rural areas, in secondary schools or university, in the public sector or private sector. To develop a modern education system who will lead to better results both for teachers provisions and students involvement, it is necessary to have a continuous professional development. One area that is still little known and used by teachers or VET trainers refers to media editing, respectively the production of presentation materials that include fixed or animated graphics, text, sound or video.

Main objectives

To develop digital skills of the teachers and VET trainers using applications or tools for graphics, audio, video, animation in developing educational programs for students to improve the quality of teaching and student results.

Methodology

This Digital Competence, Media editing, is divided into 3 main areas, respectively:

Area 1: Basic concepts Area 2: Using of specialized applications for the development of graphics operations Area 3: Using of specialized applications for operations with audio and video files

43

Area 1: Basic concepts

General Description

Before analyzing a specific domain it is necessary to know the basic elements and concepts in order to have a unified approach to it. Regarding media editing, in this area we want to know the basics of graphic processing and audio and video formats.

Area 1 Element 1 Basic concepts


To know basic elements regarding graphic processing and audio and video formats

Element 3 Levels and indicators

Core Advanced

I know the usual types of graphic formats I know the basic techniques of graphic processing I know the usual types of audio formats I know the basic techniques of audio processing I know the usual types of video formats I know the basic techniques of video processing I know specific types of audio and video players

I know basic elements regarding vector format I know different types of special effects

Element 4 Knowledge, Skills, Attitude (Examples)

Knowledge

Knows different types of formats for images: BMP, TIF, GIF, JPEG, etc. Description and main features.

Knows vector format. Characteristics.

Knows different types of audio and video formats: WAV, WMA, MP3, MPEG, AVI, etc. Description and main features.

Knows different types of special effects. Characteristics.

Skills

Is able to use basic techniques of graphic processing: image resize, crop, resolution change, color control

Is able to use basic techniques for audio and video processing: recording and playback, mono and stereo techniques, save in various formats, volume control, applying special effects

44

Attitude

Is aware of the importance of using of different types of graphics, audio and video elements

45

Area 2: Using of specialized applications for the development of graphics

operations

General Description

This section goes into detail regarding using of specialized applications on graphics processing preinstalled in the computer's operating system, but it refers also to other specialized applications (advanced) for graphics processing which are necessary to be specially installed on the computer.

46

Area 2 Element 1 Using of specialized applications for the development of graphics operations


To have information about specialized applications for graphic processing

Element 3 Levels and indicators

Core Advanced

I know different types of specialized graphics processing applications. Main characteristics and differences between them. I know and use graphics processing functions of simple graphical applications (ex. Paint / MS Windows) I know and use specialized graphics processing applications at standard level (ex. Photoshop)

I know and use specialized graphics processing applications at advanced level (ex. Photoshop)


Knowledge

Has basic knowledge about graphic files and how to use it

Is able to use graphical applications of the operating system

Skills

Is able to use specific functions for drawing: drawing tools for lines and geometric figures, color attributes, line thickness

Can use operations for selection and processing (rotation, displacement, deformation)

Is able to transform images from a graphic format into another

Is able to save images in various formats

Is able to make corrections and image improvement

Can use operations for image processing (animations, mixing, special effects)

Attitude

Is aware of the importance of using graphics in education

Willingness to communicate using specific means of an information system

Initiatives in approaching and solving various tasks using IT tools

47

Area 3: Using of specialized applications for operations with audio and

video files

General Description

This section goes into detail regarding using of specialized applications on audio / video processing preinstalled in the computer's operating system, but it refers also to other specialized applications (advanced) for audio / video processing which are necessary to be specially installed on the computer.

Area 3 Element 1 Using of specialized applications for operations with

audio and video files

Element 2

Main

Objective

and

Benchmark

To have information about specialized applications to

conduct operations with audio and video files.

Element 3

Levels and

indicators

Core Advanced

I know different types of

specialized applications for

audio and video processing.

Main characteristics and

differences between them.

I know standard audio

applications of operating

system

I know about audio system

configuration

I know the educational

resources on the Internet

I can use advanced

techniques for audio and

video processing

I can initiate and develop

audio and video projects on

different topics

Element 4

Knowledge,

Skills,

Attitude

(Examples)

Knowledge

Has basic knowledge about audio and video files

Is able to use audio and video tools of the operating

system

Is able to do searches on the Internet and to select

efficient the obtained information

48

Knows about the importance of using existing

resources on the Internet in education

Is able to create products who develop ingenuity

and creativity

Skills

Is able to use specific functions for sound recording

and playback

I know the operations about selection of segments,

copying, moving, mixing information from different

files.

Management audio files and save in various

formats

Is able to apply special effects (delay, volume, echo)

Is able to use tools for capture

Is able to use specialized applications for audio and

video processing (Movie Maker, Adobe Premiere)

Processing of video files (video montage, video and

audio effects)

Insert sound, comments, subtitles ...

Is able to use cameras, scanners, digital camcorders

Uses existing educational tools on the Internet:

Khan Academy, Edpuzzle, TED, YouTube.

Attitude

Is aware of the importance of using video in

education

Has a creative way of thinking

Recognizes that not all information can be found on

the Internet

Is aware that not all information obtained from the

Internet are credible

Willingness to communicate using specific means of

an information system

Initiatives in approaching and solving various tasks

using IT tools

49

Digital Competence 6: Communication platforms: using Skype as an

example

In the survey conducted by the V-UPGRATeS consortium one result was, that a big share of teachers is not familiar with messenger systems like “Skype”. They do not know about a convenient tool (and free of charge) for the collaboration at long distance with colleagues. This can be useful for exchanging and discussing teaching approaches and materials. This section of the framework addresses different features of Skype. Together with the syllabus, this will serve as a tool for self-assessment and further training with regard to one concrete messenger system, Skype.

Main objectives

The overall objective is that VET Teachers and Trainers, who are interested in messenger systems, will lose their possible concerns and reservations, also the steps in order to install and get in touch with the program Skype are addressed. For those who are already familiar with Skype, opportunities for getting to know helpful features will be provided. Moreover the issue of security will be addressed, e.g. the right of publicity.

Methodology

The creation of the framework about Skype is based on the methodology proposed in the Overall Report. According to that, this Digital Competence is divided into 3 main areas, which are again divided into four smaller categories, called “Elements”. Area 1: Set up/installation Area 2: Communication Area 3: Security

50

Area 1: Set up/installation

General Description:

This area covers aspects of accessing Skype: the initial set up of Skype (how to download the software), the system requirements (hardware and drivers) of the resp. device and moreover sources where the potential user finds support.

Area 1 Installation

Element 2 Main Objective

Basic knowledge to set up skype: Hardware (camera and microphone) and software (skype .exe file)


Core

Advanced

I read the Skype system requirements and know whether my system supports Skype. I can download and install Skype – in the predetermined version of Microsoft. I can adjust the “general settings” in Skype. I can install camera and speakers/headphones. I can adjust the volume (“audio setting”).

In case I need it: I am able to download the most recent hardware drivers from the manufacturer and install them before downloading Skype. I can install only those features of Skype which I need (user-based installation) I can adjust the camera and headphones in a way that suit my needs, e.g. brightness, tone (bass/treble). I can select different sounds for different events. I can backup my contacts.


KNOWLEDGE on INSTALLATION 1. Download and save the Skype set up application 2. Install Skype 3. Creation of Skype account

a. Log-In to Skype b. Set up Skype Name and Password

SKILLS: Chooses between different options:

a) click: “More options” in order to set up an individual Skype version or

b) change the pre-determined installation to some extend (e.g. disable “Run Skype when the computer starts”, “Click to Call”; “Bing” as my new search engine)

ATTITUDE

- Is aware of the advantages and disadvantages with regard to communication via Skype (see Area 3 security)

51

Area 2: Communication


The second section deals with different functionalities of Skype, such as sending documents, chat, video calls and video messages. Furthermore it entails aspects on how to sort contacts, the choice to fill in a Skype user profile and details about the online status.

Area 2 Element 1 Communication

Element 2 Main Objective

Find contacts. Handle video calls. Send documents.


Core

Advanced

I can answer to an incoming video call; I can search for a person that I want to call and successfully call him/her. I can send and receive a video message. I know how to use the chat function. I can check my Skype connection (microphone/headphone/camera) I know that that I can send files, like presentations, pdfs, photos, videos etc.

I can set up and handle a group video call. I know that I have freedom to announce my “online status”: online, away, do not disturb, invisible, offline (icons green, yellow etc.) I know how to create a Skype profile and I know also that I can use Skype features without having a profile. I have already sent files via Skype.


KNOWLEDGE

- Knows about different functionalities of Skype. - Is able to sort the contacts. - Knows that users can find out whether a Skype users

is online although he/she put “away” as online status

SKILLS

- Is able to find and contact concrete communication partners

- Is able to work at a distance with others. - Is able to balance between: proceeding with the

current work task (apart from Skype) vs. answering right away to messages etc. Follows strategies against distraction.

ATTITUDE

- Regards Skype messenger system as a handy and convenient tool

- Is aware of the risks which are involved by using Skype (e.g. revealing IP addresses of users)

52

Area 3: Security


This area is about protection of the digital identity and the right of publicity – it entails aspects which should encourage the potential users to getting familiar with Skype privacy settings, and to encourage them to inform themselves about the terms of use of enterprises like Microsoft and their purposes. As such this area is important for teachers and students, in order to strengthen their socio-political awareness and to convey knowledge about the functional logic of the economic system.

Area 3 Element 1 SECURITY of messenger systems, e.g. Skype


The user knows the risks implied by signing in and using Skype.


Core I am familiar with Skype’s terms of use.

I know where and how to adjust the Skype privacy settings. I can communicate via Skype, which is, security-wise, not the same than having a phone call.

Advanced

I know and have read Skype’s “Protecting your online safety, security and privacy” document I am aware of the latest “Microsoft privacy statement” I know that everything I say and upload automatically becomes the property of Microsoft. I am aware that Microsoft gave intelligence agencies access to the Skype communication of its users.


KNOWLEDGE

- Knows that there is a risk of getting malware on the computer while using Skype.

- Knows about the risks related to privacy, which go beyond commercial purposes.

SKILLS

- Can weigh up the things he/she says and/or reveals (e.g. profile).

- Can inform him/herself in independent sources about purposes of enterprises like Microsoft or Google.

ATTITUDE

- Communicates through messenger systems and has a critical eye on all aspects involved.

53

Syllabi


Main Objectives and Benchmarks

Related to the Framework – Element 2

Have knowledge of what the Internet is and the typical terms associated with it.

Have knowledge of the importance of keeping information and data secure.

Be able to identify typical data/privacy protection, retention and control principles.

Determine threats to personal security from identity theft and potential threats to data from the use of cloud computing.

Have the skills to use passwords and encryption to secure files and data.

Acknowledge the threat of malware; be able to protect computers, devices, networks from malware.

Be familiar with ordinary network and wireless security types.

Have the knowledge to use personal firewalls and personal hotspots.

Protect computers/ devices from illegal access and be able to securely manage and update passwords.

Use proper web browser settings and comprehend how to authenticate websites.

Be able to safely browse the web.

Be aware of communication security issues from the use of e-mail, social networks, and voice over Internet protocols, instant messaging, smartphones and mobile devices.

Backup and restore data to local or cloud storage locations, delete data from devices securely.

54

Area 1 Element 2 Ref. Element 4

1. Introduction 1.1 Basic Internet and

Internet Security

Terminology

1.1.1

Introduction to the

basic terminology

2. Internet

History

2.1 General Knowledge 2.1.1 The beginning of the

Internet, ARPANET

(1969)

2.1.2 The first email was

send (1971)

2.1.3 Launch of TELENET

(1974)

2.1.4

Internet Protocols,

design of TCP/IP

protocols

2.1.5advanced

Introduction of

Domain Name

Server (DNS) (1983)

2.1.6 Introduction of the

WWW (1989)

2.1.7 Appearance of the

dial-up service

(1992)

2.1.8 advanced Secure Socket layer-

SSL (1995)

2.1.9

Appearance of peer-

to-peer file sharing

(1999)

55

2.1.10 Youtube, Facebook,

Google, Firefox are

launched (2000-

2010)

3. The Internet

Today

3.1 Concepts/Terms 3.1.1

Understand what is

the Internet

3.1.2 Understand that the

World Wide Web is.

3.1.3

Understand the

terms Internet

Service Provider

(ISP), Uniform

Resource Locator

(URL)

3.1.4

Understand what a

web browser is.

Name different

browsers

3.1.5advanced Understand the

make and structure

of a web address

4. Internet

Security - Basic

Concepts

4.1 Basic Terminology 4.1.1 What is data and

information, the

difference between

them?

4.1.2

Definition of

cybercrime, hacking

4.2 Data Risks 4.2.1 Recognize threat to

data;

56

Accidental,

Malicious,

From Service

Providers,

Individuals,

External

Organizations.

Recognize threats

from extreme

circumstances (fire,

flood, etc.).

Recognize threats

from the use of

cloud services; data

control, loss of

privacy.

4.2.3 Characteristic of

information security:

integrity, availability

4.3 Protect information 4.3.1 Protect Personal

information (fraud,

avoid identity theft,

maintain privacy)

Protect Workplace

information (prevent

theft, fraudulent

use, sabotage, etc.)

5. Malware 5.1 Types and methods

5.1.1 What is malware?

Different ways a

malware can be

concealed: Trojans,

rootkits, and

57

backdoors.

5.1.2

Types of infectious

malware: viruses,

worms. How they

work.

5.1.3advanced Types of data theft,

profit

generation/extortion

malware: adware,

ransom ware)

Spyware, botnets,

keystroke logging.

5.2 Phishing 5.2.1 What is phishing?

Phishing

characteristics (use

of legitimate

organizations,

people, web links,

etc.)

5.2.2 Report phishing

attempts to the

authorities

5.2.3 What is pharming?

5.3 Protection

5.3.1

Know about

antivirus software

and limitations

5.3.2 • Why antivirus

software should be

installed on

computers and

devices

Why update

software? ( anti-

virus, operating

system, web

58

browsers,

applications, plug-

ins)

Know the risks of

using unsupported

software

(incompatibility,

malware threats)

5.4 Resolve and

Remove

5.4.1 Know that a

malware attack can

be diagnosed &

resolved with the

use of online

resources ( anti-

virus, websites of

operating systems,

etc.)

Scan drives,

folders, files by the

use of antivirus

software.

Understand what

quarantine is, delete

infected/suspicious

files.

59


6. Security

Methods

6.1. Personal Security 6.1.1

Know the term

social engineering

and its implications

(unauthorized

information

gathering, fraud)

Methods of social

engineering (phone

calls, phishing)

6.1.2

Understand the

term identity theft

and its implications

Methods of

identity theft

6.2 File Security 6.2.3

Set passwords for

files (documents,

spreadsheets,

compressed files)

6.2.1 advanced

Be aware of the

basic terms of

encryption

6.2.2advanced

Encrypt files, drives,

folders

6.3 Access Control 6.3.1 Prevent

unauthorized access

to data( username,

passwords,

encryption,

multifactor

authentication)

6.3.2 What is one time-

password/ Typical

use

60

6.3.3 What is a network

account?

Why use usernames

and passwords with

network accounts.

Why logout from

network account

when not using

them

6.3.4 We aware of

biometric security

techniques

6.4 Password

Management

Techniques

6.4.1 How to choose a

strong password.

Be familiar with

good password

policies.

61


7. Internet

Security

Concepts

7.1 Networks and

Connections

7.1.1 What is a Network?

What are the

different types of

networks? (LAN,

WLAN, VPN)

7.1.2

Network

connections-

implications to

security (malware,

maintain privacy,

unauthorized data

access)

7.1.3 advanced

What is the role of a

network

administrator

7.1.4

Limitations of

different types of

firewalls (personal,

work)

7.1.5advanced

Activate/deactivate

firewalls.

Block/unblock

applications

7.2 Wireless Security 7.2.1 What are the

different ways for

wireless security?

(WEP, MAC, SSID,

etc.)

7.2.2 What are the

dangers of using

unprotected

wireless networks?

62

(Attacks:

eavesdroppers, man

in the middle)

7.2.3 What is a personal

hotspot?

7.2.4 advanced Enable/ Disable

personal hotspot.

63


8. Communications

and Social Media

Security

8.1. Email 8.1.1

What is a digital

signature

8.1.2

Why encrypt/decrypt

an email

8.1.3

Identify fraudulent

emails/ unsolicited

8.1.4 Infection of a

computer by clicking

on an email

attachment that

contains executable

files.

8.2 VoIP 8.2.1 What are the

Security

vulnerabilities of IM

VoIP (malware,

backdoor access,

eavesdropping)

8.2.2 Methods to ensure

confidentiality while

using IM/ VoIP

(encryption,

restricting file

sharing etc.)

8.3 Mobile 8.3.1 Be aware of the

possible implications

of the use of

unofficial

applications (mobile

malware, access to

personal data, poor

64

quality, hidden costs)

8.3.2 What are application

permissions?

8.3.3 Be aware that mobile

applications can

extract private

information from

phone (contact

details, location,

images)

8.3.4advanced What actions can be

taken when the

device is lost.

(remote swipe,

locate, remote

disable)

9. Social Networks 9.1 Basic Information 9.1.1 Why is not wise to

disclose

personal/confidential

information on social

media sites

9.1.2 Why is necessary to

apply privacy setting

to a social network

account?

Apply appropriate

social account

network settings

(privacy, location)

9.1.3 What are the

dangers of using

social networking

sites? (Cyber

bullying, false

identities, fraudulent

65

links, malicious

disclosure of

personal content.)

9.1.4 Report inappropriate

social network

use/behavior to the

service provider/

authorities.

9.2 Facebook 9.2.1 What is it?

9.2.2 Most common use.

9.2.3 Safe use/ Privacy

Settings

9.3 Instragram 9.3.1 What is it?



Settings

9.4 Youtube 9.4.1 What is it?



Settings

9.5 Snapchat 9.5.1 What is it?

9.5.2 Most common use


Settings

9.6 Twitter 9.6.1 What is it?

9.6.2 Most common use


Settings

66


10. Secure Data

Management and

Web Use

10.1. Secure and

Backup Data

10.1.1

Physically protect a

computer (cable

locks, access control,

etc.)

10.1.2

Why it is important

to have backup

procedures?

Different features of

backup (regularly,

frequently, storage,

location, etc.)

10.1.3

Backup data to

cloud, external,

media.

10.1.4advanced

Restore data from

media

10.2 Delete and

Destruct data

securely

10.2.1

What is the

difference between

delete and

permanently delete

files

10.2.2 Why permanently

delete data from

devices

Content deletion

may not be

permanent in some

cases (Social

Network, cloud

service, etc. )

10.2.3 Methods of

permanently

deleting data

67

(shredding, drive

destruction, etc.)

11. Secure Web

Browsing

11.1 Setup the

Browser

11.1.1 Set appropriate

settings for enabling,

disabling

autocomplete, auto

save in form

completion

11.1.2 Delete data from

browser:

Browsing History

Download History

Cached Files

Passwords

Cookies

Autocomplete Data

11.2 Safe Browsing 11.2.1 Certain online

activity should be

undertaken on

secure web pages

Use of secure

network connections

11.2.2 How to confirm

authenticity of a

website

11.2.3 Ways to perform

secure online

transactions

11.2.4 Know the function of

content control

software.

68

Internet filtering

software, parental

control software

12. Dark web 12.1 12.1.1 Definition of the

dark web

12.1.2 How to access the

dark web?

69


13.Going Online 13.1. Students/Teens

Online

13.1.1

Devices used to

access the Internet

13.1.2 What do they do

online?

13.2. Risks of Being

Online

13.2.1 Important Terms

13.2.2 Online Inappropriate

Content a student

might come across

13.2.3 What to do when a

child/student has

come across with

inappropriate

content.

14. Online

Information

14.1. Online Posts 14.1.1 What NOT to post

online

14.1.2 Consequences of

inappropriate posts.

14.1.3 How to prevent

inappropriate posts.

14.1.4 What is ok to post

online?

14.2. Sharing

Information

14.2.1 What personal

information shouldn’t

be shared

14.2.2 Dangers of sharing

personal information

14.2.3 Protect students from

revealing too much

70

information

14.3. Sharing Images 14.3.1 Sexting – statistics

14.3.2 Why do teens sext?

14.3.3 Consequences of

sexting?

14.3.4 Addressing sexting

15. Sexual

Solicitation

15.1. Sexual

Solicitation

15.1.1 What is it?

15.1.2 How does it occur?

15.2. Grooming 15.2.1 What is grooming?

15.2.2 Signs of grooming.

15.2.3 Predatory offenders.

15.2.4 Protect students from

predatory offenders.

16. Cyber Bullying 16.1. Cyber Bullying 16.1.1 Definition of Cyber

Bullying.

16.1.2 Examples.

16.1.3 Bullying vs Cyber

bullying.

16.1.4 The players in Cyber

Bullying.

Cyber bully

Victim

Bystanders

16.2. Victim 16.2.1 Victim Characteristics.

71

16.2.2 How to help a cyber-

bullying victim.

16.3. Cyber-Bully 16.3.1 A cyber-bully’s

behavior.

16.3.2 Prevent a student

from becoming a

cyber-bully.

16.4. Bystander 16.4.1 What to do with

bystanders.

17. Strategies to

deal with

inappropriate

content

17.1. Monitor

Technology

17.1.1 Ways to monitor

technology.

17.2. Communication 17.2.1 Discuss with the

student.

72

2. Website Design



Be aware of the basic web concepts, terms and definitions

Be familiar with the important principles of a good website

Understand the main theorem of HTML

Be able to use the basic HTML mark-ups and edit the design of a webpage

Know what web-authoring applications are

Be able to use a web authoring application to design/ format webpages, edit text, work with hyperlinks and tables

We able to efficiently plan the design of a webpage

Understand the challenges when designing a webpage (e.g. color blindness, age of user)

Recognize common image formats and use them on a webpage

Be able to create forms in a webpage

Understand Cascade Style Sheets and be able to use them to format a webpage

Produce webpages for publishing online- on a web server

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Area 1 Element 2

Ref. Element 4

1.Introduction 1.1.Basic Terminology 1.1.1 Understand the services provided from the Internet:

World Wide Web

File Transfer

Email

Instant Messaging

1.1.2 Understand the terms:

Client

Server

1.1.3 Understand the connection between browser and web server

2. Additional Information

2.1 Advanced Terminology

2.1.1 Understand the terms

Uniform Resource Locator

Hyperlink

Web Hosting

Search Engine

2.2 Protocols 2.2.1 advanced Understand the basic Internet Protocols

Transmission Control Protocol/ Internet Protocol (TCP/IP)

Hypertext Transfer Protocol (HTTP)

File Transfer Protocol (FTP)

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Area 2 Element 2

Ref. Element 4

3. Website Design

3.1 Useful Information 3.1.1 Advantages of having a website:

Access to a global audience

Ease of updating

Audience interactivity

Cost benefits

3.1.2 How to get a website online

Domain registration

Choose a web hosting service

3.1.3advanced Search Engine optimization techniques:

Relevant meta-data inclusion

Site map inclusion

Website links

Search engine registration

3.2 Download Time 3.2.1 Factors that affect web page download time:

Audio

Video

Graphical objects

Animation content

3.2.2 File formats optimize download time.

3.3 Legal Matters 3.3.1 Copyrights and implications on any type of content on websites

75

3.3.2 advanced Hosting country laws apply on the website

4.Important Principles of Website Design

4.1 Website Evaluation and Rubric Creation

4.1.1 Target Audience evaluation

4.1.2 advanced Developing a Website Evaluation Tool

4.2 Color Theory 4.2.1advanced Color Theory in Web Design

4.2.2advanced Selecting a Color Scheme

4.3 Web Standards and Accessible Design

4.3.1 Web Standards

4.3.2 advanced How People with Disabilities Access the Web

4.4 Planning a Website 4.4.1 Organizing a Website

4.4.2 Creation of page layout template

4.4.3 Navigation scheme decisions

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Area 3 Element 2

Ref. Element 4

5. HTML 5.1 HTML Basics 5.1.1 The HTML term – Hypertext Markup Language

5.1.2 advanced The W3C consortium

5.1.3 advanced Benefits of using the W3C recommendations

5.2 HTML Use 5.2.1 View the source code of a website

5.2.2 Structure a website with the basic markup tags: <html> <head> <title> <body>

5.2.3 Develop the layout of a website with markup tags: <h1> <h2> <p> <br /> <a href> <img />

6. CSS 6.1 CSS Basics 6.1.1 The CSS term – Cascading Style Sheets and its benefits

6.1.2 Different Approaches on applying CSS styles:

- Internal - External - Inline

6.1.3 Structure of a CSS rule: Selector & Declaration

77

6.2 CSS Use 6.2.1 Create and Use a CSS file

6.2.2 CSS Rules: Create and Modify:

- Color - Background, - Font

6.2.3 advanced Attaching external CSS files to web pages

78

Area 4 Element 2

Ref. Element 4

7. Web Authoring 7.1 Web Authoring Applications

7.1.1 Examples of Web authoring applications:

- Artisteer - Weebly - Wordpress - Kompozer

7.2 Application Use – Kompozer

7.2.1 Open/ close application

7.2.2 Create, save a new webpage on a drive

7.2.3 Create, save a webpage based on an available template

7.2.4 Descriptive Webpage titles: Add/ Edit

7.2.5 Change between Design View & Source Code View

7.3 Productivity Increase

7.3.1 Set basic preferences: - Default

preview browser

- Default document type

- Encoding - Fonts

7.3.2 Use of the Help Functions

8. Input and Formatting

8.1 Text Input and Formatting

8.1.1 Insert, Edit, Delete Text

8.1.2 Relative Font Size:

79

Understand and Use

8.1.3 Text Formatting:

Bold,

Italic,

Font Type,

Font Color

8.2 Paragraph Formatting

8.2.1 Paragraph Properties:

Alignment,

Indentation

8.2.2 Paragraph Breaks, Line Breaks: Insert / Remove

8.2.3 Create and Modify Lists: Numbered, Bulleted

8.3 Page Formatting

8.3.1 Page Margins: Top, Bottom, Left, Right

8.3.2 Page Background: Add/ Remove Color/ Image

8.3.3 advanced Hyperlinks: Change colors of Visited, Active, Unvisited

9. Hyperlinks 9.1 Hyperlinks Explained

9.1.1 Absolute & Relative Hyperlinks

9.2 Hyperlink Handling

9.2.1 Insert, Edit, Remove Hyperlink / Email Hyperlink on Text and Image

9.2.2 advanced Hyperlink Target Definition: Same Window, New Window

9.2.3 advanced Set Anchors

80

Insert Link to Anchors

10. Tables 10.1 Using Tables 10.1.1 advanced Insert/ Delete Table & Table Caption

10.1.2 advanced Table Alignment: Left, Right, Centre

10.1.3 advanced Rows/ Columns: Insert & Delete

10.1.4 advanced Modify Columns – width Modify Rows – Height

10.1.5 advanced Merge/ Split Cells

10.1.6 advanced Modify Table Border – width Modify Cell Padding Modify Cell Spacing

10.1.7 advanced Change:

Background Color

Background Graphic,

Image of Cells,

Entire Table

10.1.8 advanced Add/ Remove Table Background Graphic/Image

11. Objects 11.1 Graphical Objects

11.1.1 Add/ Remove Image and Video on a Web Page

11.1.2 Set/ modify attributes of an image: size, border, alignment, alternative text.

11.2 Forms 11.2.1 Set/ modify attributes

81

of an image: size, border, alignment, alternative text.

11.2.2 Add/ remove single-line, multi-line text fields.

11.2.3 advanced Add/ remove form fields: drop-down, check box, radio button.

11.2.4 advanced Set/ modify form field properties: text field, drop-down, check box, radio button.

11.2.5 Add/ remove submit, reset buttons.

11.2.6 advanced Set/ modify properties for submit, reset buttons.

11.2.7 Set/ modify form action to send form output by email.

82

Area 5 Element 2

Ref. Element 4

12. Website Upload 12.1 Check 12.1.1 Identify and Fix Broken Links

12.2 Good Practices on Webpage Content

12.2.1 Include:

A last updated date

Details of software required to open

View files

Ensure content compatibility with web browsers

12.2.3 Perform spell checks on a web page and make changes

12.3 Going Online 12.3.1

advanced The process of

uploading a website to a server

12.3.2

advanced The process of

downloading a website from a server

12.3.3

advanced Upload a website to

a server

12.3.4

advanced Download a website

from a server

83

3. Hardware Devices: Interactive Whiteboard This course sets benchmarks for the knowledge and skills required to use, configure and

take advantage of interactive whiteboards. It provides knowledge and practical training

about how to use interactive whiteboards in educational contexts. It starts with the

installation and settings and reviews basic and advanced features of this technology,

including complementary systems that can extend its functionality. It also provides

information regarding when it is advisable to use this technological resource.



To provide VET teachers with the knowledge required to use interactive whiteboards

To know what an interactive whiteboard is and the basic/advanced terms associated with it.

To be able to identify the basic/advanced components and software of interactive whiteboards.

To be able to install its components, adjust and restore the basic/advanced settings of the system.

To know and be able to compare different types of interactive whiteboards.


To know and be able to use its main basic/advanced features.

To be able to install complementary elements (such as wireless components) and systems that can extent its functionality.

To know the general recommendations in the use of interactive whiteboards.

To know the advantages and possibilities of this technology in the classroom and its flexibility in educational contexts both for teachers and students..

To understand the advantages of using this technology compared to traditional black/whiteboard and digital whiteboard in order to know when/when not to use it.

To be able to decide when and how to use this technological resource, according to the learning objectives and the students profiles.

To be able to identify learning situations where the use of interactive whiteboards is recommended.

84

Area 1 Element 2

Ref. Element 4

1. What is an interactive whiteboard

1.1 To know the advantages and disadvantages of interactive whiteboards both for teachers and students

1.1.1

To know which are the advantages and disadvantages of interactive whiteboards.

1.1.2


1.1.3

To understand the possibilities this technology brings both for teachers and students.

85

Area 2 Element 2

Ref. Element 4

2.How to use an interactive whiteboard

2.1. To have the basic knowledge about how to set and use basic and advanced features of interactive whiteboards.

2.1.1


2.1.2

To be able to install its components and settings.

2.1.3 To be able to use its main basic/advanced features.

2.1.4 To understand the possibilities this technology brings both for teachers and students.

86

Area 3 Element 2

Ref. Element 4

3.When to use an interactive whiteboard

3.1 To know the advantages and disadvantages of interactive whiteboards both for teachers and students

3.1.1

To know which are the advantages and disadvantages of interactive whiteboards.

3.1.2


3.1.3 To understand the possibilities this technology brings both for teachers and students.

87

4. Teaching environments: using Moodle as an example



Have knowledge about what Moodle is.

Understand the philosophy of Moodle

Have knowledge about the history of Moodle

Can evaluate Moodle

Understand what is the use of asynchronous platforms

Can compare asynchronous platforms

Have knowledge about the structure of a Moodle platform.

Be able to login in a Moodle platform

Can navigate in a Moodle menu

Have knowledge about profile editing

Be able to use the Calendar

Be able to show students how to handle Moodle

Be able to administrate the Moodle Environment

Know what a Moodle course is.

Be able to use topics to organize a course in a Moodle platform.

Can navigate in Moodle topics

Know what kind of material I can upload to a Moodle platform.

Use Labels.

Can create my own tests.

Be able to upload, update and delete files inside topics.

Can create folders.

Can create links for external on-line information.

Be able to add other resources (chat, wiki etc.)

Can show my students how to navigate, download and take a test in a Moodle course.

Be able to create material for a Moodle course using external tools, like Hot Potatoes (tool for creating tests).

Administrate a Moodle Course.

Know what a Moodle user is.

Be able to define roles and permissions for users in a Moodle course

Be able to add participants in a Moodle course

Can find the courses I’m registered for

Be able to create new users

Be able to create groups to enroll easily in a Moodle course

88

Area 1 Element 2

Ref. Element 4

1. Introduction 1.1 Basic knowledge about Moodle

1.1.1

What is e-learning

1.1.2 Benefits of e-learning for teachers and students

1.1.3 What is a Virtual learning Environment

1.1.4 Open Source / GNU General Public License

1.1.5 What is Moodle?

2. Philosophy of Moodle

2.1 Theory that Moodle is built on

2.1.1 Social constructivism theory

2.1.2 How is Moodle build on the Social constructivism theory

3.History of Moodle

3.1 Concepts/Terms 3.1.1

When and who created Moodle

3.1.2 Facts and figures about Moodle

4. Why Moodle 4.1 Moodle characteristics

4.1.1 Features and Capabilities of Moodle

4.1.2

Advantages and disadvantages of Moodle

4.2 Other platforms 4.2.1 advanced Synchronous and asynchronous platforms

4.2.2 advanced Brief description of other on line platforms

4.2.3 advanced Compare platforms

89

Area 2 Element 2

Ref. Element 4

5. Navigating in a Moodle platform

5.1 Structure of a Moodle platform

5.1.1

Login

5.1.2

Home page Brief description:

Main Menu

Navigation

Administration

Calendar

5.2 Navigation 5.2.1

Home

My home

5.2.2

My profile:

View profile

Forum

Blogs

Messages

Files

5.2.3

My courses (Brief description)

5.3 Administration 5.3.1 Profile settings

5.4 Calendar 5.4.1 Exploiting Calendar

5.5 Advanced administration

5.5.1 advanced How to show/hide menu items

90

Area 3 Element 2

Ref. Element 4

6. Moodle Courses

6.1 Moodle Courses 6.1.1 Introduction to Moodle Courses. Relation with school subjects

6.1.2

Moodle Topics

6.1.3 advanced

Topics Administration

6.1.4 advanced

Topics Editing

6.1.5advanced

Activities / resources:

Lesson

Quiz (how to make a quiz)

Survey

Folder

File

Label

Page

URL (link)

7.1 External Tools

7.1 SCORM Packages 7.1.1 advanced How to use external tools (e.g. Hot Potatoes) to create material for Moodle

91

Area 4 Element 2

Ref. Element 4

8. Moodle Users 8.1. Moodle Users 8.1.1

Definition of a Moodle user

8.1.2

Roles and permission of a Moodle User

8.1.3

Participants in a Moodle course

8.2 Advanced User Administration

8.2.1 advanced Creating Users

8.2.2 advanced Creating and exploiting groups

92

5. Media Editing

Media Editing (sound editing and animation)



Knows different types of formats for images: BMP, TIF, GIF, JPEG, etc.

Description and main features.

Knows vector format. Characteristics.

Knows different types of audio and video formats: WAV, WMA, MP3,

MPEG, AVI, etc. Description and main features.

Knows different types of special effects. Characteristics.

Be able to use basic techniques of graphic processing: image resize, crop,

resolution change, colour control

Be able to use basic techniques for audio and video processing: recording

and playback, mono and stereo techniques, save in various formats,

volume control, applying special effects

Be aware of the importance of using of different types of graphics, audio

and video elements

Has basic knowledge about graphic files and how to use it

Be able to use graphical applications of the operating system

Be able to use specific functions for drawing: drawing tools for lines and

geometric figures, colour attributes, line thickness

Can use operations for selection and processing (rotation, displacement,

deformation)

Be able to transform images from a graphic format into another

Be able to save images in various formats

Be able to make corrections and image improvement

Can use operations for image processing (animations, mixing, special

effects)

Be aware of the importance of using graphics in education

Be interested to communicate using specific means of an information

system

Having initiatives in approaching and solving various tasks using IT tools

Has basic knowledge about audio and video files

Be able to use audio and video tools of the operating system

Be able to do searches on the Internet and to select efficient the obtained

information

Knows about the importance of using existing resources on the Internet in

education

Be able to create products who develop ingenuity and creativity

93

Be able to use specific functions for sound recording and playback

Knows the operations about selection of segments, copying, moving,

mixing information from different files.

Be able to manage audio files and save in various formats

Be able to apply special effects (delay, volume, echo)

Be able to use tools for capture

Be able to use specialized applications for audio and video processing

(Movie Maker, Adobe Premiere)

Be able to process of video files (video montage, video and audio effects)

Be able to insert sound, comments, subtitles)

Be able to use cameras, scanners, digital camcorders

Be able to use existing educational tools on the Internet: Khan Academy,

Edpuzzle, TED, YouTube.

Be aware of the importance of using video in education

Be able to have a creative way of thinking

Be able to recognize that not all information can be found on the Internet

Be aware that not all information obtained from the Internet are credible

Be interested to communicate using specific means of an information

system

Having initiatives in approaching and solving various tasks using IT tools

94


1. Graphic – Basic concepts

1.1 Types of graphic formats

1.1.1

Understand what are the common uses of digital images (print, web, mobile phone, ...)

1.1.2

Copyright – understand what are the rights to use images

1.1.3

Understand what are pixel and resolution of a digital image

1.1.4advanced

Raster (JPEG, GIF) and vector graphics (SVG, EPS) – definitions

1.2 Techniques of graphic processing

1.2.1 Typical formats for proprietary digital editing applications (psd, cpt)

1.2.2 Recognize common color models: RGB, CMYK, Grayscale

1.2.3 Understand basic techniques for image processing: crop, resize, rotate, color, brightness, contrast

1.2.4advanced Understand what are the special effects, like: artistic, distortion, blur, lighting, sharpen, red eye reduction)

2. Audio – Basic concepts

2.1 Types of audio formats

2.1.1 Understand what are analog and digital audio signals

2.1.2 Understand compressed and uncompressed audio formats

95

2.1.3 Audio file format: WAV, WMA, MID, MP3, main characteristics.

2.1.4 Understand the different supports for audio recording (optical, magnetic, solid state)

2.2 Techniques of audio processing

2.2.1 MIDI protocol – main characteristics

2.2.2 Mono and stereo techniques

2.2.3 Understand basic audio functions: how to save in different audio formats, volume control

2.2.4advanced Understand what are the special effects (reverb, chorus, delay)

2.2.5 Know how to operate with microphones

2.2.6 Know how to connect input and output audio peripherals

2.2.7 Identify the most appropriate software as audio player

3. Video – Basic concepts

3.1 Types of video formats

3.1.1 Know the different video compression formats, like: AVI, MPG, MOV

3.1.2 Understand the different supports for video recording (optical, magnetic, solid state)

96

3.2 Techniques of video processing

3.2.1 Know the operations which allow editing

3.2.2 Know the main features available in a video editing application

3.3.3 Know how to connect input and output video adapter and peripherals for video production

3.3.4 Understand basic video functions: how to save in different video formats, file export.

3.3.5 Identify the most appropriate software as video player

97


1. Graphic applications 1.1 Types of graphics processing applications

1.1.1 Simple graphics applications (Paint – MS Windows; GIMP – Linux; iPhoto – MacIntosh). Main features and main uses.

1.1.2 Proprietary specialized applications (Corel Draw, Adobe Illustrator). Main features and main uses.

1.1.3 Understand the concept of intellectual property and copyright for images.

2. Graphic using – simple graphic processing applications

2.1 Using graphics processing functions of simple graphical applications

2.1.1 Open, close an image file or an image editing application.

2.1.2 Create a new image file and select different options: size, resolution, color

2.1.3 Save image on drive to a specific location with different name

2.1.4 Scan an image using a scanner or a multifunction equipment (preview, set parameters, save)

2.1.5 Save an image from a digital camera on a drive to a specific location

3. Graphic using – specialized graphics processing applications

3.1 Using specialized graphics processing applications

3.1.1 Open, close an image file

3.1.2 Save, export an image as

98

another file type (JPEG, GIF, TIFF, PNG)

3.1.3 Set basic options and preferences in the application

3.1.4 Set background color

3.1.5 Set grid properties (units, color, horizontal and vertical spacing)

3.1.6 Know how to use zoom tools

3.1.7 Know about color palette

3.1.8advanced Select a part of image using selection tools

3.1.9 Resize an image (pixels or measurement units)

3.1.10 Crop an image

3.1.11advanced Understand the term layer and set layer properties (name, hide, show)

3.1.12 advanced Transform layers (scale, rotate, move)

3.1.13 advanced Create an animated GIF from layers

3.1.14 Understand how to work with text (add, edit, delete, copy text, align text, formatting text)

3.1.15 advanced Know how to apply effects (artistic, blur, distortion, lighting)

3.1.16 Know how apply red eye

99

reduction

3.1.17 Understand how to set printing properties and print the image

100

Area 3 Element 2

Ref. Element 4

1. Audio and video processing applications

1.1 Types of specialized applications for audio and video processing

1.1.1 Simple audio/ video applications of operation systems. Main features and main uses.

1.1.2 Proprietary audio/ video specialized applications. Main features and main uses.

1.1.3 Understand the concept of intellectual property and copyright for audio files, video files, logos or other proprietary elements.

2. Audio and video – Specialized applications

2.1 Specialized audio applications

2.1.1 Identify the most appropriate software for creation/ modification of digital audio

2.1.2 Understand the main features of the most popular audio software

2.1.3 Know how to connect a MIDI device to a computer

2.1.4 Understand the main features of MIDI protocol

2.1.5 Move and resize the audio tracks over timeline

2.1.6advanced Use software filters to eliminate / reduce noise

2.1.7advanced Understand how to use audio mixer elements

2.1.8advanced Understand how to apply an effect on audio track

101

2.2 Specialized video applications

2.2.1 Know the advantages and disadvantages of the most common editing software

2.2.2 Understand the process of video production

2.2.3 Know the design techniques of a video film

2.2.4 Identify the tasks needed for video production

2.2.5 Know the operation which allow video editing

2.2.6 Acquire images and sounds within the project

2.2.7 Set the basic options in the application

2.2.8 Know how to perform image cutting operation

2.2.9 Add and remove audio track

2.2.10 Add main title and end title

2.2.11 Know how to export video

3. Educational resources

3.1 Educational resources on the Internet

3.1.1 Know how to search information on the Internet

3.1.2 Know how to effectively select the necessary information

3.1.3 Know how to use educational tools on the internet, like: Khan Academy, Edpuzzle, TED, YouTube.

102

6. Communication platforms: using Skype as an example

Main Objectives

Related to the Framework

Can install Skype

Is able to create a Skype account

Can install microphone and camera

Can check the connection

Can communicate via video calls, chat and video messages

Is able to create a profile

Knows about the security implications with regard to a) install and b) use Skype

Is aware of alternatives to Skype

103

Area 1 Element 2

Ref. Element 4

1. Installation 1.1 System requirements

1.1.1

Knows the technical features of the own a) computer (random access memory (RAM), processor, graphic board etc. “system control” > “system” b) mobile device and can decide whether the requirements are compatible with Skype software

1.1.2advanced

Knows where to find and how to install hardware drivers in order to run Skype

1.2 Download Skype software

1.2.1 Can find Skype software on the internet, download it, save it on the computer and runs/install it

1.2.2 Can set up a Skype name and a password

1.2.3 Can choose between different installation options

a) “more options”

b) Choose the user based installation

1.3 Camera/microphone

1.3.1 Can install external camera system (hardware and software) OR Can use the camera and microphone

104

included in the system

1.3.2 advanced Can adjust features of camera and microphone (e.g. brightness; tone: bass/treble etc.)

1.4 Backup contacts 1.4.1 Can save the contacts details of communication partners

105

Area 2 Element 2

Ref. Element 4

2. Communication

2.1 Video call 2.1.1

Able to find a concrete person and call him/her Able to answer to an incoming call

2.1.2 advanced

Can set up a group video call

2.1.3

Knows details about the online status. Aware that everybody can find out that the user is online although his status says “offline”.

2.2. Share documents 2.2.1 Is able to share documents/load up documents for others on Skype

2.3 Video message 2.3.1 Can send and receive a video message

2.4 Chat function 2.4.1advanced

Knows that there is a chat function and knows how to use it

2.5 Connection check 2.5.1 Knows where and how to check the Skype connection (camera/microphone)

2.6 Profile 2.6.1 advanced Can create a Skype profile and knows that he/she can be on Skype without having a profile

106

Area 3 Element 2

Ref. Element 4

3. Security 3.1 Terms of use 3.1.1 Has read the terms of use and understands them

3.2 Privacy settings 3.2.1

Knows where in the program the privacy settings are – is able to adjust them according to own preferences.

3.2.2 advanced

Knows the Skype sub-site: “Protecting your online safety, security and privacy.” And actually knows how to protect the computer/mobile device; how to create a secure password.

3.2.3 advanced

Is aware that complete protection against worms, viruses etc. is not possible due to so called “exploits”.

3.2.4advanced

Is aware that Microsoft (company which owns Skype) can do whatever it want with everything which was said and uploaded on Skype (acc. to the terms of use)

3.2.5 advanced Knows that Microsoft collaborated with intelligence agencies in the past and gave access to the communication of users.

3.3 Alternatives 3.3.1 Knows alternatives to Skype (e.g: Oovoo) Knows the TOR

107

browser in order to communicate, where the privacy is not violated against.

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