Mainstreaming ICT-enabled learning innovation in Europe: Challenges and opportunities Yves Punie JRC Institute for Prospective Technological Studies Keynote TIC@:Portugal'14, Faro, 4 July 2014
Nov 01, 2014
Mainstreaming ICT-enabled learning innovation in Europe: Challenges and
opportunities
Yves Punie
JRC Institute for Prospective Technological Studies
Keynote TIC@:Portugal'14, Faro, 4 July 2014
European Commission, Joint Research Centre
Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
ICT for Learning and Skills
http://essie.eun.org/
• >50 publications on IPTS eLearning website
• Principal client: DG Education & Culture
Policy
• 2013 COM on Opening up Education; E&T 2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,…
What: • ICT for modernising and innovating E&T in Europe
• 21st century skills for digital economy and society
Why: • Europe is not a top performer in Education (E.g. PISA)
• ICT for learning and skills evolves fast
• Existing evidence is fragmented and not addressing EU
• Tackle MS differences in ICT use in E&T
Research strands
• Opening up Education, OER & Science 2.0
• Innovating Learning and Teaching
• Key Competences and 21st century skills
I. What's the problem?
II. Tackling the problem
III. Learning from seven case studies
IV. Digital Competence
V. Policy recommendations
Structure
I. What's the problem?
http://www.urbanghostsmedia.com/tag/abandoned-schools/
Ritaharju Model School, Oulu © Media Lab Helsinki
Time/Qualcomm Invention poll (2013):
http://www.qualcomm.com/sites/default/files/uploads/time-invention-poll-in-cooperation-with-qualcomm-full-
survey-data.pdf
2012 Year of the MOOC
« Educational change… now more than ever…? »
• 2013 Year of the anti-MOOC…
MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/
Disruptive….
or sustaining innovation…? Bower & Christensen, 1995
And what about Creativity…?
You can see creativity everywhere…
but in the curricula...?
The creativity paradox…:-)
How many times you think the words creativity and innovation
(+ synonyms) appear in EU member states curricula for
obligatory schooling?
Question:
A) 50 times or more on 1000 curricula words
B) 10 and 49 times on 1000 curricula words
C) 1 and 9 times on 1000 curricula words
D) Less than 1 on 1000 curricula words
(EU average)
0.00
0.50
1.00
1.50
2.00
2.50
Au
str
ia
Be
lgiu
m -
Ge
rma
n s
pea
kin
g c
om
mun
ity
Be
lgiu
m -
Fla
nde
rs
Be
lgiu
m -
Wa
llonia
Bu
lgaria
Cze
ch
Rep
ub
lic
Ge
rma
ny -
Ba
va
ria
Ge
rma
ny -
Low
er
Sa
xo
ny
Ge
rma
ny -
Sa
xo
ny
De
nm
ark
Esto
nia
Gre
ece
Sp
ain
- A
nda
lucía
Sp
ain
- E
xtr
em
adu
ra
Sp
ain
- M
adrid
Sp
ain
- n
atio
na
l le
ve
l
Fin
land
Fra
nce
Hu
nga
ry
Ire
land
Italy
Lith
ua
nia
Luxe
mb
ou
rg
Latv
ia
Malta
Th
e N
eth
erlan
ds
Po
land
Po
rtu
gal
Ro
man
ia
Sw
ed
en
Slo
ve
nia
Slo
va
kia
Un
ited K
ingd
om
- E
ngla
nd
Un
ited K
ingd
om
- N
ort
hern
Ire
land
Un
ited K
ingd
om
- S
co
tland
Un
ited K
ingd
om
- W
ale
s
Creativity Innovation Synonyms EU-27
D) less than 1 word on 1000 curricula words is
on Creativity and/or Innovation (2009)
IPTS (2010) Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States, EUR 24675.
Lots of small-scale, innovative projects but with little
systemic impact, often not continued beyond pilot or
funding schemes, without any scientific evaluation on
outcomes, effectiveness and efficiency.
In other words… Why scale ? Why sustainability?
II. Tackling the problem…
• NOT just about replication or duplication of successful initiatives
• NOT just about going from small numbers to big numbers
• NOT about imposing one (pedagogical) model that is fit for all
• NOT about providing devices to students and then business as usual
What do we mean with scale? Sustainability?
• IS about innovative practice that meets the requirement of digital society and economy
• IS about impact and systemic change (that is cost-effective)
• IS about what works and what does not work (implementation)
• IS about a flexible, dynamic, context-specific model with local autonomy and shared ownership
http://www.microsoft.com/education/demos/scale/index.html
Five key dimensions for scaling up educational innovation
Clarke and Dede (2009), building on the
model by Coburn (2003)
1. Depth — change in teaching and learning practices (quality of the innovation)
2. Sustainability — the extent to which the innovation is maintained in ongoing use
3. Spread — the extent to which greater numbers of people adopt the innovation (outwards and
inwards)
4. Shift — decentralization of ownership, knowledge and authority (from external actors to
internal ones)
5. Evolution — revise and adapt the innovation as an organic process, which is a product of
depth, spread and shift
http://bit.ly/DedeScalingUp
Need for an holistic approach and changes at system level. Innovative pedagogy at the centre.
Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe.
eLearning Papers, n.º 30 • September 2012
©www.techbrarian.com
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
A mapping framework of ICT-enabled innovation for learning
III. Learning from seven case studies
31 European 1:1 initiatives Hellerup School
3 cases from Europe
Case studies
Consortium for Renovating Education of the Future (with ICT) in Japan
Digital Textbooks in South Korea
e-Learning Pilot Scheme in Hong Kong
Singapore’s Master plan for ICT in Education
mp3
4 Cases from Asia
Case studies
• Nancy LAW, University of Hong Kong, Hong Kong • Seungyeon HAN, Hanyang Cyber University, South
Korea • Naomi MIYAKE, University of Tokyo, Japan • Chee-Kit LOOI, National Institute of Education, Nanyang
Technological University, Singapore
• Importance of vision, strategy, longer term planning, stakeholder involvement and shared ownership
• Links between research, policy and practitioners
• Teacher training and support
• Pedagogy first
• Clarify 21st century skills and their assessment
• Evolving over time – organic growth & combination of top-down and bottom-up, centralised and decentralised
• Monitoring and evaluation
Cross-cutting issues
40 17 July 2014
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
A mapping framework of ICT-enabled innovation for learning
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
1:1 Learning
Embracing diversity…
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
1:1 Learning
eTwinning
Embracing diversity…
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
eLearning Scheme HK 1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
eLearning Scheme HK
Masterplan 3 SG 1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
eLearning Scheme HK
Masterplan 3 SG
Digital Textbooks KR
1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).
Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).
Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).
Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).
Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).
Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).
1:1 Learning
eTwinning
Hellerup school
eLearning Scheme HK
Masterplan 3 SG
Digital Textbooks KR
CoREF JP
Embracing diversity…
• High scale – low participation threshold
• The more innovative – the more difficult to scale
IV. Digital Competence
A framework for developing and understanding Digital Competence in Europe
Estudio IPTS en la Competencia Digital
for DG EAC A3 (2010-2013)
Objetivo:
• Identificar y describir los componentes clave de la competencia digital (DC)
en términos de conocimiento, habilidades y actitudes.
¿Por qué?:
• Muchas iniciativas pero falta de un entendimiento común
• No existen directrices a nivel Europeo
¿Qué?:
• Metamarcos a los que iniciativas actuales puedan referirse (Cf. Nivel de
idioma)
Política:
• 2013 COM en la Educación Abierta
• Recomendación 2006 en Competencias clave para el Aprendizaje a lo largo
de la vida.
• Cuadro de mando de la Agenda Digital
Uso:
• Herramienta para la implementación, medición, desarrollo del currículo,
certificación y autoevaluación.
• Desarrollo de un marco para las competencias del profesorado por parte de
España, País Vasco, Andalucía, y Malta.
Mapeo conceptual
Análisis de casos de estudio
Workshop de expertos
Consulta online
Primera propuesta
Consulta Stakeholders
Propuesta validada
69 referencias 100+ (15 in-depth) 95 expertos 17 + 9 EC
40 consultants
Metodología
La competencia digital es el conjunto de conocimientos, habilidades, actitudes,
estrategias y concienciación
que el uso de las TIC y de los medios digitales requiere
Ámbitos de
aprendizaje
para realizar tareas, resolver problemas, comunicar, gestionar la
información colaborar, crear y compartir contenidos y generar
conocimiento
de forma efectiva, eficaz, adecuada, crítica, creativa, autónoma, flexible,
ética, reflexiva
para el trabajo, el ocio, la participación, el aprendizaje, la socialización, el consumo y el
empoderamiento
Herramientas
Áreas de
competencia
Modalidades
Objetivo
Una definición completa
Estructura del marco para la Competencia Digital
• Dimensión 1: Áreas de competencias (5)
• Dimensión 2: Competencias (21)
• Dimensión 3: Niveles de competencias (3)
• Dimensión 4: Ejemplos de conocimientos, habilidades y
actitudes
• Dimensión 5: Aplicabilidad según los distintos objetivos (ocio,
social, comprar y vender, aprendizaje, empleo, ciudadanía,
bienestar)
Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals
JRC IPTS study on
Digital Competence for DG EAC A3 (2010-2012)
Dimension 1 Competence areas (5)
Dimension 2 Competences (21)
1. Information
1.1 Browsing, searching, & filtering information 1.2 Evaluating Information 1.3 Storing and retrieving information
2. Communication 2.1 Interacting through technologies 2.2 Sharing information and content 2.3 Engaging in online citizenship 2.4 Collaborating through digital channels 2.5 Netiquette 2.6 Managing digital identity
3. Content creation
3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming
4. Safety
4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment
5. Problem solving
5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses 5.3 Innovating, creating and solving using digital tools 5.4 Identifying digital competence gaps
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
1. Información
1.1 Navegación, búsqueda y filtrado de información
Buscar información en la red y acceder a ella, articular las necesidades de
información, encontrar información relevante, seleccionar recursos de
forma eficaz, gestionar distintas fuentes de información, crear
estrategias personales de información.
1.2 Evaluación de la información
Recabar, procesar, comprender y evaluar la información de forma crítica
1.3 Almacenamiento y recuperación de la información
Gestionar y almacenar información y contenidos para su fácil recuperación,
organizar información y datos.
2. Comunicación (1/3)
2.1 Interacción mediante nuevas tecnologías
Interaccionar por medio de diversos dispositivos y aplicaciones digitales,
entender cómo se distribuye, presenta y gestiona la comunicación digital,
comprender el uso adecuado de las distintas formas de comunicación a
través de medios digitales, contemplar diferentes formatos de comunicación,
adaptar estrategias y modos de comunicación a destinatarios específicos.
2.2 Compartir información y contenidos
Compartir la ubicación de la información y de los contenidos encontrados, estar
y ser capaz de compartir conocimiento, contenidos y recursos, actuar como
intermediario, ser proactivo en la difusión de noticias, contenidos y recursos,
conocer las prácticas de citación y referencias e integrar nueva información
en el conjunto de conocimientos existentes.
2. Comunicación (2/3)
2.3 Participación ciudadana en línea
Implicarse con la sociedad mediante la participación en línea, buscar oportunidades
tecnológicas para el empoderamiento y el desarrollo personal en cuanto a las
tecnologías y a los entornos digitales, ser consciente del potencial de a
tecnología para la participación ciudadana.
2.4 Colaboración mediante canales digitales
Utilizar tecnologías y medios para el trabajo en equipo, para los procesos
colaborativos y para la creación y construcción común de recursos,
conocimientos y contenidos.
2. Comunicación (3/3)
2.5 Netiqueta
Estar familiarizado con las normas de conducta en interacciones en línea o virtuales, estar concienciado en lo referente a la diversidad cultural, ser capaz de protegerse a sí mismo y a otros de posibles peligros en línea (por ejemplo, el cyberbullying), desarrollar estrategias activas para la identificación de las conductas inadecuadas.
2.6 Gestión de la identidad digital Crear, adaptar y gestionar una o varias identidades digitales, ser capaz
de proteger su reputación digital, gestionar los datos que uno produce
a través de varias cuentas y aplicaciones.
3. Creación de contenidos (1/2)
3.1 Desarrollo de contenidos
Crear contenidos en diferentes formatos, incluyendo contenidos
multimedia, editar y mejorar el contenido que uno mismo u otros han
creado, expresarse creativamente a través de los medios digitales y
de las tecnologías
3.2 Integración y reestructuración
Modificar, perfeccionar y combinar los recursos existentes para crear
contenido y conocimiento nuevo, original y relevante.
3.3 Derechos de autor y licencias
Entendercómo se aplican los derechis de autor y las licencias a la
información y al contenido.
3. Creacion de contenidos (2/2)
3.4 Programación
Realizar configuraciones, modificaciones, aplicaciones,
programas, dispositivos, entender los principios de la
programación, comprender qué hay detrás de un programa.
4. Seguridad
4.1 Protección de dispositivos
Proteger los dispositivos propios y comprender los riesgos y amenazas en
red, conocer medidas de protección y seguridad
4.2 Protección de datos personales
Entender los términos habituales de uso, proteger activamente los datos
personales, respetar la privacidad de los demás, protegerse a sí
mismo de amenazas, fraudes y cyberbullying.
4.3 Protección de la salud
Evitar riesgos para la salud relacionados con el uso de la tecnología en
cuanto a amenazas para la integridad física y el bienestar psicológico.
4.4 Protección del entorno
Tener en cuenta el impacto de las TIC sobe el medio ambiente.
5. Resolución de problemas (1/2)
5.1 Resolución de problemas técnicos
Identificar posibles problemas técnicos y resolverlos (desde la solución
de problemas básicos hasta la solución de problemas más
concretos)
5.2 Identificación de necesidades y respuestas tecnológicas
Analizar sus propias necesidades en términos tanto de uso de
recursos, herramientas como de desarrollo competencial, asignar
posibles soluciones a las necesidades detectadas, adaptar las
herramientas a las necesidades personales y evaluar de forma
crítica las posibles soluciones y las herramientas digitales.
5. Resolución de problemas (2/2)
5.3 Innovar y utilizar la tecnología de forma creativa
Innovar utilizando la tecnología, participar activamente en
producciones colaborativas multimedia y digitales, expresarse de
forma creativa a través de medios digitales y de tecnologías,
generar conocimiento y resolver problemas conceptuales con el
apoyo de herramientas digitales.
5.4 Identificación de lagunas en la competencia digital
Comprender las necesidades de mejora y actualización de la propia
competencia, apoyar a otros en el desarrollo de su propia
competencia digital, estar al corriente de los nuevos desarrollos.
Apuntes Finales
• Marco conceptual publicado y descargable de forma gratuita en la página web de IPTS: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359
• Aprobado por los representantes de los países miembros de la EU en el grupo de trabajo temático "TICs y Educación" de los Programas de grupos de Trabajo Temáticos de Educación y Entrenamiento (E&T 2020) en Mayo 2013.
• Tomado además por el nuevo grupo de trabajo temático DG EAC en "habilidades transversales" para el desarrollo en un marco de Referencia Europeo:
• Contribución a la futura "Área Europea de habilidades y calificaciones": un único punto de acceso para los diferentes marcos de referencia de las diferentes competencias
• Conexión con otras competencias clave como la del espirito empresarial (emprendedores)
• Desarrollo de un marco de competencias digitales para el profesorado
• Herramienta de auto evaluación
• Medición: Estudio Eurostat 2015 en habilidades digitales
V. Policy recommendations
Online consultation (March-April 2013) 149 educational stakeholders (mainly from Europe) evaluating and ranking 60 policy recommendations.
mean %
School staff professional development 5,98 61,1
Infrastructure 5,88 60,8
Assessment 5,71 56,1
Organisation and leadership 5,65 47,8
Connectedness 5,58 45,4
Content and curricula 5,52 39,2
Research 5,52 37,2
Ranked policy recommendation areas
Recommendation 1
Invest significantly in updating Continuous Professional Development provisions (including the education of teacher educators) to ensure that in-service teachers acquire the key competences required for fostering and orchestrating learning instead of transmitting knowledge.
Recommendation 2
Support and motivate teachers to develop and update their digital competence and ICT skills (e.g. through in-service training, peer-learning and informal and non-formal learning), as life-long learners themselves.
Recommendation 3
Ensure that all learners have equal and ubiquitous ICT access, in and out of school.
Recommendation 4
Enable teachers to develop their ability to adopt and adapt innovative pedagogical practices (e.g. formative assessment) for diverse learning settings and purposes.
Recommendation 5
Support knowledge exchange (e.g. participation in conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT.
Recommendation 6 Create organisational structures (e.g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.) to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation.
Recommendation 7
Recognizing the role of teachers as agents of change (no objects of change) and encouraging them to take the ownership of innovation).
Recommendation 8
Update Initial Teacher Training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change.
Recommendation 9
Encourage the development of a "culture of innovation" at system level, removing the fear of change and supporting decision makers, teachers, and other stakeholders when taking sensible risks and trying new things.
Recommendation 10
Encourage research on the implementation process of ICT-enabled learning innovations, focusing on the possible learning gains.
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html
Thank you