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Introduction to the working group activity
European Framework for the
Digital
Giving Competence of Educators tool items
input on the DigCompEdu
- SELFIE for Teachers
Anastasia Economou
Joint Research Centre
European Commission
DigCompEdu Community Short Webinars
Online, 19 April 2021
DigCompEdu Community Short Webinars Webinar 1 SELFIE for Teachers (S4T): The new DigCompEdu self-reflection tool 1. Brief presentation 2. Questions and answers 3. Questions for discussion forum (Slido) 4. DigCompEdu community discussion forum https://ec.europa.eu/jrc/communities/en/community/digcompedu-community
SELFIE for Teachers (S4T): The new DigCompEdu self-reflection tool • The context • The design • The development • The content • The platform • The ecosystem https://ec.europa.eu/jrc/communities/en/community/digcompedu-community
The context
DigCompEdu https://ec.europa.eu/jrc/en/digcompedu
DigCompEdu CheckIn
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52537
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70000 43563
60000
50000
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24248 32051
30000 20101
27981
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10000 5348 9156
0
1 2 3 4 5
13/6/2020 11/9/2020 23/9/2020 27/1/2021 18/4/2021
Higher Education School Education
Digital Education Action Plan (2021-2027) Action 5.3 • Launch an online self-assessment tool for teachers, SELFIE for Teachers, based on the European Framework for Digital Competence of Educators to help identify strengths and gaps in their digital, technical and teaching skills. Action 8: • Update the European Digital Competences Framework for Citizens and Educators to include artificial intelligence and data-related competences.
The design
Self-reflection to support teachers’ professional learning • Teachers as learning designers • Collaborative learning • Reflective learning SELFIE for Teachers is not designed to assess or rank teachers’ performance but to empower them to reflect on how they use technology. Based on their self-reflection results, teachers can design their learning pathways towards the development of their digital competence.
DigCompEdu EN
3
Teaching and
Learning
1 2 5 6
Professional Digital Empowering Facilitating
Engagement Resources Learners Learners’ Digital
Competence
4
Assessment
https://ec.europa.eu/jrc/en/digcompedu DigCompEduDigCompEdu
DigCompEdu Progression Model 6 Proficiency levels
SELFIE for Teachers
Content Platform
- Items - Self-reflection
- Help text - Dashboard
- Feedback report - Supporting material
The current version of the tool targets school education teachers (primary and
secondary education)The development
• Desktop research • In house development • Experts consultation • Pilot
The content (items and feedback report)
• DigCompEdu framework
• 6 areas of competence
• 6 level progression model
• A1 – Newcomer ● A2 – Explorer ● B1 – Integrator ● B2 – Expert ● C1 – Leader ● C2 - Pioneer
• Reflection while at the same time new learning (new terms and concepts
e.g. learning design)
• Individual self-reflection results unless a teacher decides to share
• New items (split complex ones, add new ones) -> 32 itemsS4T self-reflection items (pilot version)
DIGITAL
1 PROFESSIONAL
2
2
ENGAGEMENT RESOURCES
Searching and 4 ASSESSMENT
Organisational 2.1
1.1
selecting
communication Assessment
4.1
Managing online
2.2 Creating strategies
1.2
learning environments FACILITATING
Analysing 6 LEARNERS' DIGITAL
2.3 Modifying 4.2
evidence COMPETENCE
Professional
1.3
collaboration Managing and Feedback and
2.4 4.3
planning Information
protecting 6.1
and data literacy
1.4
Digital technologies and
school level infrastructure
2.5 Sharing 6.2
Communication
and collaboration
5 EMPOWERING
Reflective TEACHING LEARNERS Content
1.5 3 6.3
practice AND LEARNING creation
Accessibility
5.1
and inclusion Safety and
1.6 Digital life
3.1 Teaching 6.4
wellbeing
Differentiation
3.2 Guidance 5.2
and personalisation 6.5
Responsible use
1.7
Professional learning
through digital technologies Collaborative Actively engaging
3.3
learning
5.3
learners
6.6 Problem solving
Professional learning
1.8
about digital technologies 3.4
Self-regulated Distance and
5.4
learning
blended learning
1.9
Computational 3.5
Emerging
thinking technologiesCreating
Modifying
Managing and
protecting
Sharing Emerging
Professional learning technologies
through digital technologies
Professional learning
about digital technologies
Managing online
learning environments
Digital technologies and
school level infrastructure
Digital life
Computational thinking
Distance and
blended learning
Safety and wellbeingAction verbs to reflect the proficiency level across one item (horizontally) and
across all items (vertically)
A1 A2 B1 B2 C1 C2
Item 1 I am aware I have tried I use I analyse/ reflect/ I support (others) I initiate/contribute
redesign /involve students (school /community)
Item 2 I am aware I have tried I use I analyse/ reflect/ I support (others) I initiate/contribute
redesign /involve students (school /community)
Item 3 I am aware I have tried I use I analyse/ reflect/ I support (others) I initiate/contribute
redesign /involve students (school /community)
Item 4 I am aware I have tried I use I analyse/ reflect/ I support (others) I initiate/contribute
redesign /involve students (school /community)
• Bloom’s taxonomy
Item 5 I am aware I have tried
• From individual to collective I use I analyse/ reflect/ I support (others) I initiate/contribute
redesign /involve students (school /community)
• From specific to strategic
Item n I am aware I have tried I use I analyse/ reflect/ I support (others) I initiate/contribute
redesign /involve students (school /community)Example (1.6, B2):
Action verbs reflecting Help text
the proficiency level
the record or trail left by any activity an individual does
online (e.g. search history, text messages, photos videos)
I analyse and assess my digital footprint for redefining my
digital behaviour and curate my school and my own reputation
Core text of the
(e.g. tracing my digital footprint, managing my privacy settings, statement
blocking suspicious content and people).
ExamplesArea
3.1. Teaching and Learning – Teaching Competence
Designing, developing and implementing learning with the use of digital technologies to enhance learning
outcomes.
Action verbs Examples
A1: I am aware that digital technologies can support and enhance teaching and learning (e.g. software programs and
suites, mobile apps and tools, on-line and cloud-based resources).
A2: I have tried using digital technologies to support and/or enhance my teaching practice (e.g. software programs and
suites, mobile apps and tools, online and cloud-based resources, interactive whiteboards).
B1: I use various digital technologies that can support innovative pedagogical approaches, enhancing my students'
active involvement in their learning (e.g. inquiry based learning, project based learning, game based learning, peer and
self-assessment, student coaches). Helptext The development of learning experiences and environments to promote the acquisition
of specific learning aims for a target group (both the process and the outcome)
B2: I select and employ digital technologies in my learning designs affordances, so as to meet teaching and learning
aims (e.g. simulations, digital games, online interactive tools, collaborative environments).
C1: Together with my students, I reflect on and redesign the use of digital technologies to enhance teaching practices
and innovative learning approaches (e.g. students as coaches, use of emerging technologies, modelling and advice,
lesson-study).
C2: I initiate and promote the design and sharing of innovative teaching and learning practices with digital technologies
in my school and its wider community (e.g. online workshops, learning design with the use of digital technologies, micro-
teaching and co-teaching, reflective discussions on the effectiveness of the use of digital technologies).• Feedback report • Immediate feedback per Area and a comprehensive one at the end of • Feedback report of all areas results with suggestions to level up
The platform
• Individual account • Save, revisit at any point convenient, complete in as many sessions needed • Flexibility to respond to areas and statements in any order • History of self-reflections, access to feedback reports and certificates • Personal competence over time and within a group
• Independent self-reflections or within a group • Individual learning paths • Aggregated data (if agreed) • Group training needs, programmes, material, resources • The platform to support collaborative reflective learning • A teacher/trainer to initiate a self-reflection for a group of teachers
• Supporting material (glossary, user guide, resources, open badge)
The ecosystem
Teachers reflect on Teachers go through
their professional the self-reflection
growth and
practice
An individual
Teachers apply their new feedback report is
competences in their generated, informing
profesional practice) the teachers on their
digital competence
Based on their results,
Teachers implement their teachers can design their
learning plans (e.g. attend own professional
training programmes, learning paths
participate in learning activities
use learning material)Current position Future position
Change process
S4T
ecosystem
New resources, aggregating existing for resources, shared stories, ePortfolio, Communities of practice, material
on new items of S4TQ&A
Thank you anastasia.economou@ec.europa.eu Unless otherwise noted the reuse of this presentation is authorised under the CC BY 4.0 license. For any use or reproduction of elements that are not owned by the EU, permission may need to be sought directly from the respective right holders.
Discussion -> Slido https://app.sli.do/event/xzu3e37p #S4T2021
SLIDO #S4T2021
1. How can S4T support educators’ professional learning?
What kind of opportunities and challenges do you
anticipate in your own context?
2. Some new items were added in S4T (e.g. Distance and
blended learning, Emerging technologies,
Computational thinking). What kind of skills do you
see under these new items?
3. What would you like to see in the S4T ecosystem?
What should it consist of?You can also read
