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Johani Karonen , Diana Stark Ekman, Andreas Tilevik Högskolan i Skövde

Johani Karonen , Diana Stark Ekman, Andreas Tilevik Högskolan i Skövde. Language for today’s presentation. Students' brain activity while listening to teacher lecturing in the classroom is lower than while sleeping (Fullan & Langworthy ,  2014 ). Purpose of presentation.

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Johani Karonen , Diana Stark Ekman, Andreas Tilevik Högskolan i Skövde

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  1. JohaniKaronen, Diana Stark Ekman, Andreas Tilevik HögskolaniSkövde

  2. Language for today’s presentation

  3. Students' brain activity while listening to teacher lecturing in the classroom is lower than while sleeping (Fullan & Langworthy, 2014).

  4. Purpose of presentation • Explain, very briefly, work being done at HS to promote digital competence for all instructors • Give overview of partnership with EU Science Hub to test a Swedish-language instrument to help promote digital competence for instructors • Brainstorm with participants, to identify ways to promote digitally competent universities • About 60 minutes for both presentation and discussion

  5. Project we are working on grew out of many years of wondering…. • What skills do instructors need to feel digitally competent?

  6. Underlying idea • Digital competence is an important aspect of life, including pedagogics • Digital competence can be learned • Universities have a responsibility to support the development of digital competence for both students AND instructors

  7. Changes are occurring at HS • University-wide change from Scio to Canvas • Increasing use of digital media • Distance programs • Campus based courses • Profile in Information Sciences = good supp0rt for new ideas

  8. WE got funding to Develop ‘digital ideas’ • JohaniKaronen and Diana Stark Ekman are involved in the following: • Test av en digital kompetensmatrisförinstruktörersomkankopplas till högskolansmeriteradelärareprogram • Utvecklingochtestning av ettomfattandeträningsprogramochstandardiserad layout somäranpassad till Canvas • Utvecklingochtestning av mentoring och course design models • Utveckling av enhandlingsplansomkommerattbidra till attkvalificerahögskolansommedlemi the Association of Schools of Public Health in the European Region (ASPHER).

  9. WE got funding to Develop ‘digital ideas’ • JohaniKaronen and Andreas Tilevik are involved in following: • Utveckling och testning avmetoder för digitala examination • Utbildning inom flipped classroom och inspelning av lärobjekt

  10. Today • Test av en digital kompetensmatrisförinstruktörersomkankopplas till högskolansmeriteradelärareprogram

  11. We were looking for a model • Logical progression of skills that could help form basis for an ongoing training program • Tie-in to career progression is desirable to motivate instructors • Should be based on current pedagogic practice in EU

  12. We knew what was important to our educators, after focus groups with instructors, but developing an assessment tool was a bit…scary

  13. The European Framework for the Digital Competence of Educators has been designed to align with institutional and contextual requirements, while remaining open to adaptation and updating. • Developed in partnership with groups across Europe and internationally. • Resources provided by the European Commission EU Science Hub

  14. Part of growing group of competence frameworks • European Framework for the Digital Competence of Educators: DigCompEdu • DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use • Digitally competent educational organisations- SELFIE

  15. https://ec.europa.eu/jrc/sites/jrcsh/files/digcompeduorg-en-2018-11_16-9new_0.pdfhttps://ec.europa.eu/jrc/sites/jrcsh/files/digcompeduorg-en-2018-11_16-9new_0.pdf

  16. Why use Digcompedu? • At the micro level, it can support and guide teachers’ practice and continuous professional development; • at the meso level, it can promote effective governance of education institutions as learning organisations. • At the macro level of quality assurance, it can provide reference standards for initial teacher education, and for education professionals’ quality along the career continuum. • Caena, F, Redecker, C. Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). Eur J Educ. 2019; 54: 356– 369. https://doi.org/10.1111/ejed.12345

  17. Framework is based on assumptions that competence lies in three areas of expertise • Teachers need adaptive expertise—the ability to adapt plans and practices to meet students' learning needs (Hatano & Oura, 2003; Vogt & Rogalla, 2009). • They also require reflective practice, that is systematic assessment of professional knowledge and action against criteria from practice, theory and research (Hagger & McIntyre, 2006). • Finally, they should have critical, responsive attitudes to innovation and professional improvement (Hagger & McIntyre, 2006). 

  18. Little background • European Digital Competence Framework (DigComp) was published in 2013 and revised in 2016 and 2017 • Five areas: information and data literacy; communication and collaboration; digital content creation; safety; and problem‐solving (Carretero, Vuorikari, & Punie, 2017; Ferrari, 2013; Vuorikari, Punie, Carretero, & Van Den Brande, 2016). • Educators’ Framework began development in 2016. • Johani and Diana got in touch with project leader, Christine Redecker, early 2018, while framework was still being developed.

  19. Methods used to develop digcompedu •  (i) The in‐depth analysis, clustering and mapping of existing frameworks, self‐assessment tools, guidelines, conceptual models and instruments used for the development of educators' digital competence; • and (ii) a series of expert and stakeholder consultations to refine, re‐arrange, correct and validate the conceptual model developed in the previous stage. HS

  20. Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu) European Journal of Education, Volume: 54, Issue: 3, Pages: 356-369, First published: 07 August 2019, DOI: (10.1111/ejed.12345)

  21. WE hope that the framework can be tested as a tool for career progression

  22. When you’ve completed the survey, you get personalised feedback

  23. Where we are now • We have a rough version for peer review • We will then refine and revise language, and update to any new versions of the ‘mother tool’ • We would like to pilot test this in Swedish universities (and other schools in Sweden) at the start of the school year 2019

  24. For today, we’d like to have your help to understand the broader context of measuring digital competences of educators in Sweden

  25. Informed consent • Nobody’s identity will be shared • Personal or organizational identifiers will be removed – we will only summarize your comments and feedback • Your advice will help guide us as we refine the Swedish version • Diana will take notes and be quiet after this!

  26. Diskussion • What are some pros and cons of linking digital competence to career progression? • Vadärfördelarochnackdelar om vi villlänkadigitalkompetens till meritering?

  27. Invitation to participate • If you would like to know more about this project, please contact • johani.karonen@his.se • andreas.tilevik@his.se • diana.stark.ekman@his.se

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