European Framework for the Digital Competence of Educators (DigCompEdu) PDF

JRC SCIENCE FOR POLICY REPORT European Framework for the Digital Competence of Educators DigCompEdu Christine Redecker (Author) Yves Punie (Editor) 2017 EUR 28775 EN...

JRC SCIENCE FOR POLICY REPORT European Framework for the Digital Competence of Educators DigCompEdu Christine Redecker (Author) Yves Punie (Editor) 2017 EUR 28775 EN Joint Research Centre  JRC SCIENCE FOR POLICY REPORT European Framework for the Digital Competence of Educators DigCompEdu This publication is a Science for Policy report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. Contact information Address: Edificio Expo, C/ Inca Garcilaso 3, E-41092 Seville (Spain) Email: [email protected] Tel.: +34 954 488 318 JRC Science Hub https://ec.europa.eu/jrc JRC107466 EUR 28775 EN PDF ISBN 978-92-79-73494-6 ISSN 1831-9424 doi:10.2760/159770 Print ISBN 978-92-79-73718-3 ISSN 1018-5593 doi:10.2760/178382 Luxembourg: Publications Office of the European Union, 2017 © European Union, 2017 Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. How to cite this report: Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466 Language editing and proofreading: Patricia Farrer Design and layout: Prodigioso Volcán SL Editorial coordination: Emiliano Bruno All images © European union 2017 Title: European Framework for the Digital Competence of Educators: DigCompEdu Abstract As educators face rapidly changing demands, they require an increasingly broader and more sophisticated set of competences than before. In particular, the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence. On an international and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Based on the analysis and comparison of these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implementing regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders. The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers. Printed in Spain Table of contents Foreword 06 Executive Summary 08 Acknowledgements 10 Introduction 12 DigCompEdu in a Nutshell 14 DigCompEdu Explained 18 01 Professional Engagement 19 02 Digital Resources 20 03 Teaching and Learning 20 04 Assessment 21 05 Empowering Learners 22 06 Facilitating Learners’ Digital Competence 23 07 Overview 24 DigCompEdu in Detail 26 01 Professional Engagement 32 02 Digital Resources 42 03 Teaching and Learning 50 04 Assessment 60 05 Empowering Learners 68 06 Facilitating Learners’ Digital Competence 76 Glossary 88 List of Figures 93 List of Tables 93 Foreword This study presents a framework for the development of educators’ digital competence in Europe. It aims to help Member States in their efforts to promote the digital competence of their citizens and boost innovation in education. The framework is intended to support national, regional and local efforts in fostering educators’ digital competence, by offering a common frame of reference, with a common language and logic. JRC research on Learning and Skills for the Digital Era started in 2005. The aim was to provide evidence-based policy support to the European Commission on harnessing the potential of digital technologies to encourage innovation in education and training practices; improve access to lifelong learning; and impart the new (digital) skills and competences needed for employment, personal development and social inclusion. More than 20 major studies have been undertaken on these issues, resulting in more than 120 different publications. Recent work on capacity building for the digital transformation of education and learning, and for the changing requirements for skills and competences has focussed on the development of digital competence frameworks for citizens (DigComp), educational organisations (DigCompOrg) and consumers (DigCompConsumers). A framework for opening-up Higher Education Institutions (OpenEdu) was also published in 2016, along with a competence framework for entrepreneurship (EntreComp). Some of these frameworks are accompanied by (self-)assessment instruments. Additional research has been undertaken on Learning Analytics, MOOCs (MOOCKnowledge, MOOCs4inclusion), Computational thinking (Computhink) and policies for the integration and innovative use of digital technologies in education (DigEduPol). A study on blockchain for education is also underway. More information on all these studies can be found on the JRC Science hub: https://ec.europa.eu/jrc/en/research-topic/learning-and-skills. Yves Punie Deputy Head of Unit DG JRC Unit Human Capital and Employment European Commission European Framework for the Digital Competence of Educators 7  Executive Summary The European Framework for the Digital Competence of Educators (DigCompEdu) responds to the growing awareness among many European Member States that educators need a set of digital competences specific to their profession in order to be able to seize the potential of digital technologies for enhancing and innovating education. FIGURE 1: THE DIGCOMPEDU FRAMEWORK 8 European Framework for the Digital Competence of Educators The DigCompEdu Framework aims to capture and are currently at. At the first two stages, Newcomer (A1) describe these educator-specific digital competences and Explorer (A2), educators assimilate new information by proposing 22 elementary competences organised and develop basic digital practices; at the following in 6 areas (Figure 1): Area 1 is directed at the broader two stages, Integrator (B1) and Expert (B2), they apply, professional environment, i.e. educators’ use of digital further expand and structure on their digital practices; technologies in professional interactions with colleagues, at the highest stages, Leader (C1) and Pioneer (C2), they learners, parents and other interested parties, for their pass on their knowledge, critique existing practice and own individual professional development and for the develop new practices. collective good of the organisation. Area 2 looks at the competences needed to effectively and responsibly use, The DigCompEdu Framework synthesizes national and create and share digital resources for learning. Area 3 is regional efforts to capture educator-specific digital dedicated to managing and orchestrating the use of digital competences. It aims to provide a general reference frame technologies in teaching and learning. Area 4 addresses for developers of digital competence models, i.e. Member the use of digital strategies to enhance assessment. States, regional governments, relevant national and Area 5 focuses on the potential of digital technologies regional agencies, educational organisations themselves, for learner-centred teaching and learning strategies. Areas and public or private professional training providers. It is 6 details the specific pedagogic competences required directed towards educators at all levels of education, to facilitate students’ digital competence. For each from early childhood to higher and adult education, competence, a title and a short description are provided, including general and vocational training, special needs which serve as the main point of reference (Table 7, p. 24). education, and non-formal learning contexts. It invites and encourages adaptation and modification to the specific The Framework also proposes a progression model context and purpose. to help educators assess and develop their digital competence. It outlines six different stages through which The framework is based on work carried out by the an educator’s digital competence typically develops, so European Commission’s Joint Research Centre (JRC), on as to help educators identify and decide on the specific behalf of the Directorate-General for Education, Youth, steps to take to boost their competence at the stage they Sport and Culture (DG EAC). European Framework for the Digital Competence of Educators 9 Acknowledgements The DigCompEdu framework is the result of the collaborative The biggest group of helpers whom we do know by name effort of many who helped to shape and refine it in its and who have been pivotal to shaping the framework is different stages. We would like to express our gratitude to the group of European experts who participated in the all of you. DigCompEdu expert workshop. Your expertise helped us re-shuffle and re-shape the competences and competence Not all of the people we owe thanks to are known to us areas to ensure overall consistency and coherence. Thank by name. Thus we have to thank the over 100 teachers you for the lively discussions we had and the intelligent who participated in one of the three dedicated workshop solutions that emerged: Igor Balaban, University of Zagreb, sessions that took place at the eTwinning Conference in Croatia; Anja Balanskat, European Schoolnet (EUN); Helen Athens, in October 2016. You subjected our initial proposal Beetham, UK; Jeroen Bottema, Inholland University, The to a reality check that helped us re-shape it to fit educators’ Netherlands; Vincent Carabott, Ministry of Education needs. Similarly, we would like to thank the 72 participants and Employment, Malta; Maria Jesús García, Ministry of in the online stakeholder consultations. Based on your input Education, Spain; Michael Hallissy, H2 Learning, Ireland; and feedback we have been able to come up with a much Marijana Kelentric, Centre for ICT in Education, Norway; sounder and more sustainable version of the framework. Katrin Kiilaspää, HITSA Information Technology Foundation 10 European Framework for the Digital Competence of Educators  ACKNOWLEDGEMENTS We are particularly grateful to the small group of experts who volunteered to challenge, revise and refine some of the more intricate details of the framework, offering their expertise to enhance it substantially: Josie Fraser, Wikimedia, UK; Regina Obexer, MCI Management Center Innsbruck, Austria; Cristóbal Suárez-Guerrero, Universitat de València, Spain. Also we would like to thank all of those who enriched the work with their comments and observations: Alessandro Brolpito, ETF, Turin, Italy; Martina Emke, Servicestelle Offene Hochschule Niedersachsen gGmbH; Germany; Radovan Krajnc, National Education Institute, Slovenia; Nives Kreuh, National Education Institute, Slovenia; Niki Lambropoulos, Greece; Carlos Marcelo, Universidad de Sevilla, Spain; Stephan Müller, Johannes Gutenberg- Universität Mainz, Germany; Jennifer Tiede, Universität Würzburg, Germany; Nicola Brocca, Heidelberg School of Education, Germany. Very special thanks go to the members of the European Training 2020 Working Group on Digital Skills and Competences (ET 2020 DSC). From different national points of view you helped us understand how to refine the framework to ensure its universal fit. We are deeply indebted to our colleagues in Directorate- General for Education, Youth, Sport and Culture (DG EAC) who have accompanied and supported the framework for Education, Estonia; Seamus Knox, Ministry of Education, development in all its stages: Georgi Dimitrov, Hannah Ireland; Alvida Lozdiené, Education Development Centre, Grainger Clemson, Deirdre Hodson, Konstantin Scheller Lithuania; Margarida Lucas, CIDTFF, University of Aveiro, and Nicolai Skafte. Also within the JRC we have received Portugal; Iain Mac Labhrainn (MacLaren), National University important support, on the logistics and administrative of Ireland, Galway, Ireland; Mario Mäeots, University of side, from Maria Dolores Romero Lopez, Emiliano Bruno, Tartu, Estonia; Frank Mockler, ECDL Foundation; Lise Møller, Patricia Farrer and Tanja Acuna. On the scientific side, we University College Copenhagen (UCC), Denmark; Christina would like to thank the ‘ICT for Learning and Skills’ team Papazisi, Ministry of Education, Greece; Bram Pynoo, Vrije for their valuable feedback and involvement: Margherita Universiteit Brussel (VUB), Belgium; Daniela Ruzickova, Bacigalupo, Stephanie Carretero, Andreia Inamorato dos National Institute for Education, Education Counselling Centre Santos, Panagiotis Kampylis, Margarida Rodrigues and and Centre for Continuing Education of Teachers, Czech Riina Vuorikari. Republic; Joao Sousa, Ministry of Education, Portugal; Jens Tiburski, Institute of Education of Saxony, Germany; Jarmo Finally, we would like to thank Rafaela Campani and Lupe Viteli, University of Tampere, Finland; Stephan Waba, Ministry Cruz from Prodigioso Volcán SL. Your beautiful graphs and of Education, Austria; Marta Zuvic, University of Rijeka, Croatia. visualisations give this report its special note and appeal. European Framework for the Digital Competence of Educators 11 Introduction The ubiquity of digital technologies has profoundly changed almost all aspects of our lives: the way we communicate, the way we work, the way we enjoy our leisure time, the way we organise our lives, and the way we source knowledge and information. It has changed how we think and how we behave. Children and young adults are growing up in a world where digital technologies are ubiquitous. They do not and cannot know any different. This does not mean, however, that they are naturally equipped with the right skills to effectively and conscientiously use digital technologies. National and European policies acknowledge the need to equip all citizens with the necessary competences to use digital technologies critically and creatively. The European Digital Competence Framework (DigComp), which was updated in 2016/17, responds to this need, by providing a structure which allows European citizens to better understand what it means to be digitally competent and to assess and further develop their own digital competence. For pupils and students in compulsory education, an ample range of initiatives on European, national and regional levels offers guidelines and advice on how to enable young people to develop their digital competence, often with a focus on critical skills and digital citizenship. In most European Member States, corresponding curricula have been or are being developed to ensure that the young generation is able to creatively, critically and productively take part in a digital society. On international, European, national and regional levels, there is consequently considerable interest in equipping teachers with the necessary competences to fully exploit the potential of digital technologies for enhancing teaching and learning and for adequately preparing their students for life and work in a digital society. Many European Member States have already developed, or are currently in the process of developing or revising frameworks, self-assessment tools and training programmes to guide teacher training and continuous professional development in this area. 12 European Framework for the Digital Competence of Educators  INTRODUCTION The objective of the DigCompEdu framework proposed in this report is to reflect on existing instruments for educators’ digital competence and to synthesize these into a coherent model that would allow educators at all levels of education to comprehensively assess and develop their pedagogical digital competence. The DigCompEdu framework is not intended to undermine national, regional and local efforts to capture educators’ digital competence. On the contrary, the diversity of approaches in different Member States contributes to a productive and ongoing debate and is welcomed. The framework aims to provide a common ground for this debate, with a common language and logic as a starting point for developing, comparing and discussing different instruments for developing educators’ digital competence, at national, regional or local levels. Thus the added value of the DigCompEdu framework is that it provides: ◆◆ a sound background that can guide policy across all levels; ◆◆ a template that allows local stakeholders to move quickly on to developing a concrete instrument, suited to their needs, without having to develop a conceptual basis for this work; ◆◆ a common language and logic that can help the discussion and exchange of best practices across borders; ◆◆ a reference point for Member States and other stakeholders to validate the completeness and approach of their own existing and future tools and frameworks. The DigCompEdu framework is the result of a series of discussions and deliberations with experts and practitioners based on an initial literature review and the synthesis of existing instruments on local, national, European and international levels. The aim of these discussions was to reach a consensus on the main areas and elements of educators’ digital competence, to decide on central and marginal elements, and on the logic of progression in digital competence in each area. The model proposed could have taken a different shape and focus. It is not intended to undermine or question the validity and relevance of similar models that follow alternative approaches. Rather it is meant to embrace this diversity as a way of stimulating debate on the continuously changing demands on educators’ digital competence. The frAmework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC). European Framework for the Digital Competence of Educators 13  DigCompEdu in a nutshell  DIGCOMPEDU IN A NUTSHELL FIGURE 2: DIGCOMPEDU AREAS AND SCOPE Educators are role models for the next generation. It is However, educators are not just role models. They are therefore vital for them to be equipped with the digital first and foremost learning facilitators, or more plainly: competence all citizens need to be able to actively participate teachers. As professionals dedicated to teaching, they need, in a digital society. The European Digital Competence in addition to the general digital competences for life and Framework for Citizens (DigComp) specifies these work, educator-specific digital competences to be able to competences. DigComp has become a widely accepted tool effectively use digital technologies for teaching. The aim of for measuring and certifying Digital Competence and has the DigCompEdu framework is to capture and describe these been used as a basis for teacher training and professional educator-specific digital competences. development across and beyond Europe. As citizens, educators need to be equipped with these competences to The DigCompEdu framework distinguishes six different areas participate in society, both personally and professionally. As in which educators’ Digital Competence is expressed with a role models, they need to be able to clearly demonstrate total of 22 competences (see Figure 3, p. 16). their digital competence to learners and to pass on their creative and critical use of digital technologies. European Framework for the Digital Competence of Educators 15  DIGCOMPEDU IN A NUTSHELL FIGURE 3: DIGCOMPEDU COMPETENCES AND THEIR CONNECTIONS The six DigCompEdu areas focus on different aspects of Area 4: Assessment educators’ professional activities: Using digital technologies and strategies to enhance assessment. Area 1: Professional Engagement Using digital technologies for communication, collaboration Area 5: Empowering Learners and professional development. Using digital technologies to enhance inclusion, personalisation and learners’ active engagement. Area 2: Digital Resources Sourcing, creating and sharing digital resources. Area 6: Facilitating Learners’ Digital Competence Enabling learners to creatively and responsibly use digital Area 3: Teaching and Learning technologies for information, communication, content Managing and orchestrating the use of digital technologies creation, wellbeing and problem-solving. in teaching and learning. The core of the DigCompEdu framework is defined by Areas 2-5. Together these areas explain educators’ digital pedagogic competence, i.e. the digital competences educators need to foster efficient, inclusive and innovative teaching and learning strategies. Areas 1, 2 and 3 are anchored in the stages characteristic of any teaching process, whether supported by technologies or not. The competences listed in these areas detail how to make efficient and innovative use of digital technologies when planning (Area 2), implementing (Area 3) and assessing (Area 4) teaching and learning. Area 5 acknowledges the potential of digital technologies for learner-centred teaching and learning strategies. This area is transversal to Areas 2, 3 and 4 in the sense that it contains a set of guiding principles relevant for and complementary to the competences specified in these areas. 16 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN A NUTSHELL To give an example, educators proficient in Area 2 will This pedagogic core of the framework is complemented by select, create and adapt digital resources to suit the Areas 1 and 6. Area 1 is directed at the broader professional learning objective and existing competence level of the environment, i.e. educators’ use of digital technologies in learner group. They will ideally choose and/or compile professional interactions with colleagues, learners, parents and learning activities that help their learners to effectively other interested parties, for their own individual professional achieve a given learning objective. An educator proficient development and for the collective good of the organisation. in Area 5 will select, create and adapt digital resources Areas 6 details the specific pedagogic competences required to empower learners. In this respect, he/she will to facilitate students’ digital competence. make the resources accessible to all learners; foresee different, personalised learning pathways; and design Both areas acknowledge that educators’ digital competence the resources so as to actively involve and engage goes beyond the concrete use of digital technologies within all learners. Obviously, a digitally-competent educator teaching and learning. Digitally competent educators must should consider both sets of objectives, i.e. address also consider the overall environment, in which teaching the concrete learning objective (Area 2) and empower and learning encounters are embedded. Hence, it is part of learners (Area 5). Whereas the former is specific to the educators’ digital competence to enable learners to actively process of selection or creation, the latter is generically participate in life and work in a digital age. It is also part of their applicable to all competences in Areas 2-4. competence to reap the benefits of digital technologies for enhancing pedagogic practice and organisational strategies. European Framework for the Digital Competence of Educators 17  DigCompEdu explained  DIGCOMPEDU EXPLAINED FIGURE 4: SYNTHESIS OF THE DIGCOMPEDU FRAMEWORK 01 Professional Engagement Educators’ digital competence is expressed in their ability to use digital technologies not only to enhance teaching, but also for their professional interactions with colleagues, learners, parents and other interested parties, for their individual professional development and for the collective good and continuous innovation in the organisation and the teaching profession. This is the focus of Area 1. Professional Engagement Organisational Professional Reflective Digital Continuous communication collaboration practice Professional Development (CPD) To use digital technologies To use digital technologies To individually and to enhance organisational to engage in collaboration collectively reflect on, To use digital sources and communication with with other educators, critically assess and resources for continuous learners, parents and sharing and exchanging actively develop one’s professional development. third parties. To contribute knowledge and experience, own digital pedagogical to collaboratively and collaboratively practice and that of one’s developing and innovating pedagogic educational community. improving organisational practices. communication strategies. TABLE 1: AREA 1 - PROFESSIONAL ENGAGEMENT European Framework for the Digital Competence of Educators 19  DIGCOMPEDU EXPLAINED 02 Digital Resources Educators are currently confronted with a wealth of digital (educational) resources they can use for teaching. One of the key competences any educator needs to develop is to come to terms with this variety, to effectively identify resources that best fit their learning objectives, learner group and teaching style, to structure the wealth of materials, establish connections and to modify, add on to and develop themselves digital resources to support their teaching. At the same time they need to be aware of how to responsibly use and manage digital content. They must respect copyright rules when using, modifying and sharing resources, and protect sensitive content and data, such as digital exams or students’ grades. Digital Resources Selecting Creating and modifying Managing, protecting and digital resources digital resources sharing digital resources To identify, assess and select digital To modify and build on existing To organise digital content and make resources for teaching and learning. openly-licensed resources and other it available to learners, parents To consider the specific learning resources where this is permitted. and other educators. To effectively objective, context, pedagogical To create or co-create new digital protect sensitive digital content. To approach, and learner group, when educational resources. To consider respect and correctly apply privacy selecting digital resources and the specific learning objective, and copyright rules. To understand planning their use. context, pedagogical approach, and the use and creation of open licenses learner group, when designing digital and open educational resources, resources and planning their use. including their proper attribution. TABLE 2: AREA 2 - DIGITAL RESOURCES 03 Teaching and Learning Digital technologies can enhance and improve teaching and learning strategies in many different ways. However, whatever pedagogic strategy or approach is chosen, the educator’s specific digital competence lies in effectively orchestrating the use of digital technologies in the different phases and settings of the learning process. The fundamental competence in this area – and maybe of the whole framework - is 3.1: Teaching. This competence refers to designing, planning and implementing the use of digital technologies in the different stages of the learning process. Competences 3.2 to 3.4 complement this competence by emphasizing that the real potential of digital technologies lies in shifting the focus of the teaching process from teacher-led to learner-centred processes. Thus the role of a digitally-competent educator is to be a mentor and guide for learners in their progressively more autonomous learning endeavours. In this sense, digitally-competent educators need to be able to design new ways, supported by digital technologies, to provide guidance and support to learners, individually and collectively (3.2) and to initiate, support and monitor both self-regulated (3.4) and collaborative (3.3) learning activities. 20 European Framework for the Digital Competence of Educators  DIGCOMPEDU EXPLAINED Teaching and Learning Teaching Guidance Collaborative Self-regulated learning learning To plan for and implement To use digital technologies digital devices and and services to enhance the To use digital technologies To use digital technologies resources in the teaching interaction with learners, to foster and enhance to support learners’ self- process, so as to enhance individually and collectively, learner collaboration. regulated learning, i.e. to the effectiveness of within and outside the To enable learners to enable learners to plan, teaching interventions. To learning session. To use use digital technologies monitor and reflect on appropriately manage and digital technologies to as part of collaborative their own learning, provide orchestrate digital teaching offer timely and targeted assignments, as a evidence of progress, strategies. To experiment guidance and assistance. means of enhancing share insights and come with and develop new To experiment with and communication, up with creative solutions. formats and pedagogical develop new forms and collaboration and methods for instruction. formats for offering collaborative knowledge guidance and support. creation. TABLE 3: AREA 3 - TEACHING AND LEARNING 04 Assessment Assessment Assessment can be a facilitator or bottleneck to innovation in education. When integrating digital Assessment strategies technologies into learning and teaching, we must consider how digital technologies can enhance To use digital technologies for formative and summative existing assessment strategies. At the same time, we assessment. To enhance the diversity and suitability of must also consider how they can be used to create assessment formats and approaches. or to facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital technologies within assessment with those two objectives in mind. Analysing evidence To generate, select, critically analyse and interpret digital Furthermore, the use of digital technologies in evidence on learner activity, performance and progress, in education, whether for assessment, learning, order to inform teaching and learning. administrative or other purposes, results in a wide range of data being available on each individual learner’s learning behaviour. Analysing and interpreting this data and using it to help make Feedback and planning decisions is becoming more and more important To use digital technologies to provide targeted and – complemented by the analysis of conventional timely feedback to learners. To adapt teaching evidence on learner behaviour. strategies and to provide targeted support, based on the evidence generated by the digital technologies At the same time, digital technologies can contribute used. To enable learners and parents to understand the to directly monitoring learner progress, to facilitating evidence provided by digital technologies and use it for decision-making. feedback and to allowing educators to assess and adapt their teaching strategies. TABLE 4: AREA 4 - DIGITAL ASSESSMENT European Framework for the Digital Competence of Educators 21  DIGCOMPEDU EXPLAINED 05 Empowering Learners One of the key strengths of digital technologies in education is their potential for supporting learner-centred pedagogic strategies and boosting the active involvement of learners in the learning process and their ownership of it. Thus, digital technologies can be used to facilitate learners’ active engagement, e.g. when exploring a topic, experimenting with different options or solutions, understanding connections, coming up with creative solutions or creating an artefact and reflecting on it. Digital technologies can furthermore contribute to supporting classroom differentiation and personalised education by offering learning activities adapted to each individual learner’s level of competence, interests and learning needs. At the same time, however, care must be taken not to exacerbate existing inequalities (e.g. in access to digital technologies or digital skills) and to ensure accessibility for all learners, including those with special educational needs. Empowering Learners Accessibility and inclusion Differentiation Actively engaging learners To ensure accessibility to learning and personalisation To use digital technologies to resources and activities, for all To use digital technologies to foster learners’ active and creative learners, including those with special address learners’ diverse learning engagement with a subject matter. needs. To consider and respond needs, by allowing learners to To use digital technologies within to learners’ (digital) expectations, advance at different levels and pedagogic strategies that foster abilities, uses and misconceptions, speeds, and to follow individual learners’ transversal skills, deep as well as contextual, physical or learning pathways and objectives. thinking and creative expression. To cognitive constraints to their use of open up learning to new, real-world digital technologies. contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners’ active involvement in complex subject matters. TABLE 5: AREA 5 – EMPOWERING LEARNERS 22 European Framework for the Digital Competence of Educators  DIGCOMPEDU EXPLAINED 06Facilitating Facilitating Learners’ Digital Competence Learners’ Digital Competence Information and media literacy To incorporate learning activities, assignments and Digital competence is one of the transversal assessments which require learners to articulate information competences educators need to instil in learners. needs; to find information and resources in digital Whereas fostering other transversal competences environments; to organise, process, analyse and interpret is only part of educators’ digital competence in as information; and to compare and critically evaluate the far as digital technologies are used to do so, the credibility and reliability of information and its sources. ability to facilitate learners’ digital competence is an integral part of educators’ digital competence. Because of this, this ability merits a dedicated area in the DigCompEdu framework Digital communication and collaboration To incorporate learning activities, assignments and Learners’ digital competence is captured by the assessments which require learners to effectively and European Digital Competence Framework for Citizens responsibly use digital technologies for communication, (DigComp). Thus, the DigCompEdu area follows the collaboration and civic participation. same logic and details five competences aligned in content and description with DigComp. The headlines, however, have been adapted to emphasize the pedagogical dimension and focus within this framework. Digital content creation To incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses. Responsible use To take measures to ensure learners’ physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly. Digital problem solving To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations. TABLE 6: AREA 6 - FACILITATING LEARNERS’ DIGITAL COMPETENCE European Framework for the Digital Competence of Educators 23 07 Overview 1. Professional 2. Digital 3. Teaching and Engagement Resources Learning 1.1 Organisational 2.1 Selecting digital resources 3.1 Teaching communication To identify, assess and select To plan for and implement To use digital technologies digital resources for teaching digital devices and resources to enhance organisational and learning. To consider the in the teaching process, so as communication with learners, specific learning objective, to enhance the effectiveness parents and third parties. To context, pedagogical approach, of teaching interventions. To contribute to collaboratively and learner group, when selecting appropriately manage and developing and improving digital resources and planning orchestrate digital teaching organisational communication their use. interventions. To experiment strategies. with and develop new formats 2.2 Creating and modifying and pedagogical methods for 1.2 Professional collaboration digital resources instruction. To use digital technologies to To modify and build on existing engage in collaboration with openly-licensed resources and 3.2 Guidance other educators, sharing and other resources where this is To use digital technologies exchanging knowledge and permitted. To create or co-create and services to enhance the experiences and collaboratively new digital educational resources. interaction with learners, innovating pedagogic practices. To consider the specific learning individually and collectively, objective, context, pedagogical within and outside the 1.3 Reflective practice approach, and learner group, learning session. To use digital To individually and collectively when designing digital resources technologies to offer timely and reflect on, critically assess and and planning their use. targeted guidance and assistance. actively develop one’s own digital To experiment with and develop pedagogical practice and that of 2.3 Managing, protecting and new forms and formats for one’s educational community. sharing digital resources offering guidance and support. To organise digital content and 1.4 Digital Continuous make it available to learners, 3.3 Collaborative learning Professional Development parents and other educators. To use digital technologies to (CPD) To effectively protect sensitive foster and enhance learner To use digital sources and digital content. To respect and collaboration. To enable learners resources for continuous correctly apply privacy and to use digital technologies as part professional development. copyright rules. To understand the of collaborative assignments, use and creation of open licenses as a means of enhancing and open educational resources, communication, collaboration and including their proper attribution. collaborative knowledge creation. 3.4 Self-regulated learning To use digital technologies to support self-regulated learning processes, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions.  DIGCOMPEDU EXPLAINED 4. Assessment 5. Empowering 6.Facilitating Learners Learners’ Digital Competence 4.1 Assessment strategies 5.1 Accessibility and inclusion 6.1 Information and media To use digital technologies To ensure accessibility to learning literacy for formative and summative resources and activities, for all To incorporate learning activities, assignments and assessments assessment. To enhance the learners, including those with which require learners to diversity and suitability of special needs. To consider and articulate information needs; to assessment formats and respond to learners’ (digital) find information and resources in approaches. expectations, abilities, uses digital environments; to organise, and misconceptions, as well as process, analyse and interpret 4.2 Analysing evidence contextual, physical or cognitive information; and to compare and critically evaluate the credibility To generate, select, critically constraints to their use of digital and reliability of information and analyse and interpret digital technologies. its sources. evidence on learner activity, performance and progress, in 5.2 Differentiation and 6.2 Digital communication & collaboration order to inform teaching and personalisation To incorporate learning activities, learning. To use digital technologies to assignments and assessments address learners’ diverse learning which require learners to 4.3 Feedback and planning needs, by allowing learners to effectively and responsibly To use digital technologies to advance at different levels and use digital technologies for provide targeted and timely speeds, and to follow individual communication, collaboration and civic participation. feedback to learners. To adapt learning pathways and objectives. teaching strategies and to 6.3 Digital content creation provide targeted support, based 5.3 Actively engaging learners To incorporate learning activities, on the evidence generated by To use digital technologies assignments and assessments the digital technologies used. To to foster learners’ active and which require learners to express themselves through digital means, enable learners and parents to creative engagement with a and to modify and create digital understand the evidence provided subject matter. To use digital content in different formats. To by digital technologies and use it technologies within pedagogic teach learners how copyright and for decision-making. strategies that foster learners’ licenses apply to digital content, transversal skills, deep thinking how to reference sources and and creative expression. To open attribute licenses. up learning to new, real-world 6.4. Responsible use contexts, which involve learners To take measures to ensure themselves in hands-on activities, learners’ physical, psychological scientific investigation or complex and social wellbeing while using digital technologies. To empower problem solving, or in other learners to manage risks and use ways increase learners’ active digital technologies safely and involvement in complex subject responsibly. matters. 6.5 Digital problem solving To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations. TABLE 7: OVERVIEW OF DIGCOMPEDU FRAMEWORK  DigCompEdu in detail  DIGCOMPEDU IN DETAIL How can educators develop their digital competence? This chapter describes more in depth what it means for educators to be digitally competent. For each of the 22 elementary competences, the competence descriptor is complemented by a list of typical activities. A progression model along six levels is proposed, for which a rubric with proficiency statements for self-assessment is supplied. Terminology Competence descriptor Activities The title and a short description. The short description may A list of activities that are examples of this competence. consist of one or several sentences. It aims to concisely and This list serves to indicate to framework users what kinds comprehensively describe the competence in question. This of activities are covered by the competence in question. description is the main reference. Any activity that can be However, this list is not exhaustive: it illustrates the focus subsumed under this description should be considered an and scope of the competence, without delimiting it. expression of this competence. Any activity that falls outside Furthermore, as digital technologies and usage patterns of the descriptions’ scope is not part of this competence. evolve, some of the activities listed may cease to be applicable and others may need to be added. Progression A generic description of how this competence manifests itself at different proficiency levels. The progression is cumulative in the sense that each higher-level descriptor comprises all lower-level descriptors. The progression follows the logic inherent in the competence in question, which may be different from that of other competences. Proficiency statements A series of proficiency statements exemplifying typical activities at each proficiency level. This list of statements is subject to continuous revision and should only be considered as a means of illustrating the proficiency progression. Since the progression of proficiency levels is cumulative, a person competent at an advanced level should be able to perform the activities at this level and all lower levels, with the exception of the lowest level (A1). Digital technologies Throughout the tables the concept of “digital technologies” is employed as an umbrella term for digital resources and devices, thus comprising any kind of digital input: software (including apps and games), hardware (e.g. classroom technologies or mobile devices) or digital content/data (i.e. any files, including images, audio and video). For more detailed information on the terminology used in this report, please refer to the glossary. European Framework for the Digital Competence of Educators 27 DIGCOMPEDU IN DETAIL Progression model The proposed progression model is intended to help However, the great disadvantage of these levels is that they educators understand their personal strengths and could be perceived as threatening. The main objective of weaknesses, by describing different stages or levels of the proposed DigCompEdu progression model is to support digital competence development. For ease of reference, continuous professional development. It is not intended these competence stages are linked to the six proficiency as a normative framework or as a tool for performance levels used by the Common European Framework of appraisal. On the contrary, the 22 competences are Reference for Languages (CEFR), ranging from A1 to C2. explained in six stages to inform educators about where they stand, what they already have achieved and what There are several advantages to using the CEFR taxonomy: would be the next steps if they want to further develop Since the CEFR levels are widely known and used, it is easy this specific competence. The proficiency statements are for educators to understand and appreciate their personal designed to celebrate achievements and to encourage level of digital competence. Furthermore, the use of these educators to develop their competences, by indicating established levels gives coherence to European frameworks. small steps that will eventually, step by step, increase From a practical point of view this means that, when stating their confidence and competence. The main idea of the their level of educator-specific digital competence in their proficiency progression is to make explicit the different CV, educators can refer to the same levels as for their stages through which each elementary competence usually language competence. More importantly, since educators develops, so as to help educators identify and decide on know that their language competence levels may differ the specific measures to take to boost their competence when comparing, e.g., their listening, speaking and writing at the stage they are currently at. skills, it will be natural for them to accept that their digital competence has to be appreciated by area and may differ Thus, to encourage educators to use the DigCompEdu widely from one area to another. This will make it easier for framework as a tool for their professional development, them to concentrate on their specific development needs. it was decided to couple CEFR levels with motivating role Finally, from a conceptual point of view, CEFR organises the descriptors, ranging from Newcomer (A1) to Pioneer (C2). six levels in three blocks, which reflects the fact that while These descriptors are intended motivate educators at all the levels A1 and A2, B1 and B2 and C1 and C2 are closely levels to positively appreciate their achievements and to related, there is a cognitive leap between A2 and B1 and B2 look forward to expanding them further. and C1 respectively. This is also true for the DigCompEdu competence progression. 28 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL AWARENESS EXPLORATION INTEGRATION EXPERTISE LEADERSHIP INNOVATION A1 A2 B1 B2 C1 C2 Curiosity, Meaningful use, Strategy, Reflection, Critique, willingness variation diversification sharing renewal FIGURE 5: DIGCOMPEDU PROGRESSION MODEL These stages and the logic of their progression are inspired technologies in teaching and learning. It implies that the by Bloom’s revised taxonomy1. It is widely accepted that next step for this person’s digital competence development this taxonomy explains the subsequent cognitive stages would be to move to the Expert (B2) phase, i.e. to gain more of any learning progress well, from “Remembering” and confidence, to better understand what works, when and “Understanding”, to “Applying” and “Analysing”, and finally why, and to be able to find suitable and innovative solutions, to “Evaluating” and “Creating”. Similarly, in the first two including ones for tricky situations. stages of DigCompEdu, Newcomer (A1) and Explorer (A2), educators assimilate new information and develop basic In this sense, the descriptors also relate to an educator’s digital practices; at the following two stages, Integrator (B1) relative strengths and roles within a professional community. and Expert (B2), educators apply, further expand and reflect For example, within a team of educators collaborating on a on their digital practices; at the highest stages, Leader project, an Integrator (B1) is ideally suited to sourcing new (C1) and Pioneer (C2), educators pass on their knowledge, ideas and tools, whereas the colleague at Expert (B2) level critique existing practice and develop new practices. may be better at deciding how to go about implementing these; the colleague at Explorer (A2) level can best identify The labels for each competence level were selected to the possible problems learners may encounter in the use capture the particular focus of digital technology use of the digital technologies involved, and the role of the typical for the competence stage. For example, to be at, Leader (C1) or Pioneer (C2) of the team would be to shape say, Integrator (B1) level as concerns teaching practices the project so as to seize the innovative potential of (Area 3), means that the educator’s current competence digital technologies in enhancing learning and empowering development focus is on integrating a range of digital learners. 1. Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York. European Framework for the Digital Competence of Educators 29 DIGCOMPEDU IN DETAIL Proficiency levels In general, the following characterisations apply to the different competence stages: Newcomer (A1): Expert (B2): Newcomers are aware of the potential of digital technologies Experts use a range of digital technologies confidently, for enhancing pedagogical and professional practice. creatively and critically to enhance their professional However, they have had very little contact with digital activities. They purposefully select digital technologies for technologies and use them mainly for lesson preparation, particular situations, and try to understand the benefits and administration or organisational communication. drawbacks of different digital strategies. They are curious and Newcomers need guidance and encouragement to open to new ideas, knowing that there are many things they expand their repertoire and to apply their existing digital have not tried out yet. They use experimentation as a means competence in the pedagogical realm. of expanding, structuring and consolidating their repertoire of strategies. Experts are the backbone of any educational Explorer (A2): organisation when it comes to innovating practice. Explorers are aware of the potential of digital technologies Leader (C1): and are interested in exploring them to enhance pedagogical and professional practice. They have started using digital Leaders have a consistent and comprehensive approach technologies in some areas of digital competence, without, to using digital technologies to enhance pedagogic and however, following a comprehensive or consistent approach. professional practices. They rely on a broad repertoire of Explorers need encouragement, insight and inspiration, digital strategies from which they know how to choose the e.g. through the example and guidance of colleagues, most appropriate for any given situation. They continuously embedded in a collaborative exchange of practices. reflect on and further develop their practices. Exchanging with peers, they keep updated on new developments and Integrator (B1): ideas. They are a source of inspiration for others, to whom they pass on their expertise. Integrators experiment with digital technologies in a variety of contexts and for a range of purposes, integrating them Pioneer (C2): into many of their practices. They creatively use them to enhance diverse aspects of their professional engagement. Pioneers question the adequacy of contemporary digital They are eager to expand their repertoire of practices. They and pedagogical practices, of which they themselves are are, however, still working on understanding which tools work Leaders. They are concerned about the constraints or best in which situations and on fitting digital technologies drawbacks of these practices and driven by the impulse to to pedagogic strategies and methods. Integrators just innovate education even further. Pioneers experiment with need some more time for experimentation and reflection, highly innovative and complex digital technologies and/ complemented by collaborative encouragement and or develop novel pedagogical approaches. Pioneers are a knowledge exchange to become Experts. unique and rare species. They lead innovation and are a role model for younger teachers. For all competences, the progression of proficiency levels is cumulative in the sense that each higher level descriptor comprises all lower level descriptors, with the exception of the first level, Newcomer (A1). E.g., to be an Expert (B2) means to be able to subscribe to all statements at levels A2 to B2, but not to those at C1 and C2 level. The Newcomer (A1) level is largely described by the absence of certain competences, i.e. knowledge, skills or attitudes, present at the A2 or higher levels. Thus, Explorers (A2) are those who have overcome the concerns or doubts present at the Newcomer (A1) level. For each competence a specific progression applies, depending on the characteristics of the competence in question and the way it typically evolves as a higher level of proficiency is obtained. However, some key words are common to the same level of proficiency across the competences of one area. These are indicated in Table 8. 30 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL C2 INNOVATING PROMOTING THE INNOVATING INNOVATING INNOVATING USING Pioneer PROFESSIONAL USE OF DIGITAL TEACHING ASSESSMENT LEARNER INNOVATIVE PRACTICE RESOURCES INVOLVEMENT FORMATS TO FOSTER LEARNERS' DIGITAL COMPETENCE C1 DISCUSSING COMPREHENSIVELY STRATEGICALLY & CRITICALLY HOLISTICALLY COMPREHENSIVELY Leader AND RENEWING USING ADVANCED PURPOSEFULLY REFLECTING ON EMPOWERING & CRITICALLY PROFESSIONAL STRATEGIES & RENEWING DIGITAL LEARNERS FOSTERING PRACTICE RESOURCES TEACHING ASSESSMENT LEARNERS' DIGITAL PRACTICE STRATEGIES COMPETENCE B2 ENHANCING STRATEGICALLY ENHANCING STRATEGIC AND STRATEGICALLY STRATEGICALLY Expert PROFESSIONAL USING INTERACTIVE TEACHING & EFFECTIVE USE USING A RANGE FOSTERING PRACTICE RESOURCES LEARNING OF DIGITAL OF TOOLS TO LEARNERS' ACTIVITIES ASSESSMENT EMPOWER DIGITAL COMPETENCE B1 EXPANDING FITTING DIGITAL MEANINGFULLY ENHANCING ADDRESSING IMPLEMENTING Integrator PROFESSIONAL RESOURCES TO INTEGRATING TRADITIONAL LEARNER ACTIVITIES TO PRACTICE THE LEARNING DIGITAL ASSESSMENT EMPOWERMENT FOSTER CONTEXT TECHNOLOGIES APPROACHES LEARNERS' DIGITAL COMPETENCE A2 Explorer EXPLORING EXPLORING EXPLORING EXPLORING EXPLORING ENCOURAGING DIGITAL DIGITAL DIGITAL DIGITAL LEARNER-CENTRED LEARNERS TO OPTIONS RESOURCES TEACHING & ASSESSMENT STRATEGIES USE DIGITAL LEARNING STRATEGIES TECHNOLOGIES STRATEGIES A1 AWARENESS; AWARENESS; AWARENESS; AWARENESS; AWARENESS; AWARENESS; Newcomer UNCERTAINTY; UNCERTAINTY; UNCERTAINTY; UNCERTAINTY; UNCERTAINTY; UNCERTAINTY; BASIC USE BASIC USE BASIC USE BASIC USE BASIC USE BASIC USE Levels 1 2 3 4 5 6 PROFESSIONAL DIGITAL TEACHING ASSESSMENT EMPOWERING FACILITATING ENGAGEMENT RESOURCES AND LEARNING LEARNERS LEARNERS' DIGITAL COMPETENCE TABLE 8: DIGCOMPEDU PROFICIENCY PROGRESSION BY AREA European Framework for the Digital Competence of Educators 31  01 Professional Engagement  Organisational communication To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies. Activities ◆◆ To use digital technologies to make additional ◆◆ To use digital technologies to communicate with learning resources and information available to third parties relevant to the educational project, learners (and parents). e.g. experts to be invited, places to be visited. ◆◆ To use digital technologies to communicate ◆◆ To communicate via the organisation’s website or organisational procedures to learners and through corporate digital technologies, platforms parents, e.g. rules, appointments, events. or communication services contracted. ◆◆ To use digital technologies to inform learners and ◆◆ To contribute with content to the organisation’s parents on an individual basis, e.g. on progress website or virtual learning environment. and issues of concern. ◆◆ To contribute to collaboratively developing ◆◆ To use digital technologies to communicate with and improving organisational communication colleagues in the same organisation and beyond. strategies. 34 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL Progression Proficiency statements Newcomer Making little use of I rarely use digital technologies for communication. digital technologies for (A1) communication. Explorer Being aware and I make use of digital technologies for communication making basic use of e.g. with learners, parents, colleagues or support (A2) digital technologies for staff. communication. Integrator Using digital technologies I use different digital communication channels and for communication in an tools, depending on the communication purpose and (B1) effective and responsible context. way. I communicate responsibly and ethically with digital technologies, e.g. respecting netiquette and acceptable use policies (AUP). Expert Using digital technologies I select the most appropriate channel, format and for communication in a style for a given communication purpose and context. (B2) structured and responsive way. I adapt my communication strategies to the specific audience. Leader Evaluating and discussing I evaluate, reflect on and collaboratively discuss communication strategies. how digital technologies are used effectively for (C1) organisational and individual communication. I use digital technologies to make administrative procedures more transparent for learners and/or parents and to allow them to make informed choices on future learning priorities. Pioneer Reflecting on and I contribute to developing a coherent vision or re-designing strategy on using digital technologies effectively and (C2) communication strategies. responsibly for communication. European Framework for the Digital Competence of Educators 35 Professional collaboration To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices. Activities ◆◆ To use digital technologies to collaborate with ◆◆ To use professional collaborative networks as a other educators, on a dedicated project or task. source for one’s own professional development. ◆◆ To use digital technologies to share and exchange knowledge, resources and experiences with colleagues and peers. ◆◆ To use digital technologies to collaboratively develop educational resources. ◆◆ To use professional collaborative networks to explore and reflect on new pedagogic practices and methods. 36 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL Progression Proficiency statements Newcomer Making little use of I rarely use digital technologies to collaborate with digital technologies for colleagues. (A1) collaboration. Explorer Being aware and I use digital technologies to collaborate with making basic use of colleagues in my organisation, e.g. on a dedicated (A2) digital technologies for joint project, or to exchange content, knowledge and collaboration. opinions. Integrator Using digital technologies I use digital communities to explore new pedagogic to share and exchange resources or methods and to get fresh ideas. (B1) practice. I use digital technologies to share and exchange the resources I use, my knowledge and opinion, with colleagues within and beyond my organisation. Expert Using digital technologies for I actively use digital communities to exchange ideas collaborative knowledge and collaboratively develop digital resources. (B2) construction. Leader Using digital technologies I use the insight and resources, generated in the for reflecting on and collaborative networks I belong to, to get feedback (C1) enhancing practices and on and improve my competences, and to expand my competences. repertoire of digital practices. Pioneer Using digital technologies I use digital communities to help other educators to facilitate innovative develop their digital and pedagogic competences. (C2) practice. I use digital communities to collaborate with peers on innovating pedagogical practices. European Framework for the Digital Competence of Educators 37 Reflective practice To individually and collectively reflect on, critically assess and actively develop one’s own digital pedagogical practice and that of one’s educational community. Activities ◆◆ To critically reflect on one’s own digital and ◆◆ To help others in developing their digital pedagogic practice. pedagogical competence. ◆◆ To identify competence gaps and areas for ◆◆ At the organisational level, to reflect on and improvement. provide critical feedback on digital policies and practices. ◆◆ To seek the help of others in improving one’s digital and pedagogical practice. ◆◆ To actively contribute to further developing organisational practices, policies and visions on ◆◆ To seek targeted training and use opportunities the use of digital technologies. for continuous professional development. ◆◆ To seek to continuously expand and enhance one’s repertoire of digital pedagogical practices. 38 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL Progression Proficiency statements Newcomer Being unsure about one’s I know that I need to enhance my digital skills, but I development needs. am unsure how and where to start. (A1) Explorer Being aware of one’s I am aware of the limits of my own digital development needs. competence and my training needs. (A2) Integrator Using experimentation and I seek to improve and update my digital pedagogical peer learning as a source competence through experimentation and peer- (B1) for development. learning. I creatively experiment with and reflect on new pedagogical approaches, enabled by digital technologies. Expert Using a range of resources I actively seek out best practices, courses or other to develop one’s individual advice to improve my own digital pedagogies and (B2) digital and pedagogic wider digital competences. practices. I evaluate, reflect on and discuss with peers how to use digital technologies to innovate and improve educational practice. Leader Collaboratively reflecting on I follow current research on innovative teaching and and enhancing pedagogic integrate research findings into my practice. (C1) practice in general. I evaluate, reflect on and collaboratively discuss policy and organisational practice concerning the use of digital technologies. I help peers in developing their digital competence. Pioneer Innovating educational I develop, individually or in collaboration with peers, a policies and practices. vision or strategy for improving educational practice (C2) through the use of digital technologies. I reflect on and evaluate with colleagues and/ or researchers different digital practices, methods and policies, with a view to developing innovative methods. European Framework for the Digital Competence of Educators 39 Digital Continuous Professional Development (CPD) To use digital sources and resources for continuous professional development. Activities ◆◆ To use the internet to identify suitable training ◆◆ To use the exchange in digital professional and professional development opportunities. communities as a source of professional development. ◆◆ To use the internet to update one’s subject- specific competences. ◆◆ To use online training opportunities, e.g. video tutorials, MOOCs, webinars etc. ◆◆ To use the internet to learn about new pedagogical methods and strategies. ◆◆ To use digital technologies and environments to provide training opportunities for colleagues ◆◆ To use the internet to search for and identify and peers. digital resources which support professional development. 40 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL Progression Proficiency statements Newcomer Making little use of the I only rarely, if at all, use the internet to update my internet for updating knowledge or skills. (A1) knowledge. Explorer Using the internet for I use the internet to update my subject-specific or updating knowledge. pedagogical knowledge. (A2) Integrator Using the internet to I use the internet to identify suitable training courses identify opportunities for and other opportunities for professional development (B1) CPD. (e.g. conferences). Expert Exploring online CPD I use the internet for professional development, opportunities. e.g. by participating in online courses, webinars, (B2) or consulting digital training materials and video tutorials. I use formal and informal exchanges in professional online communities as a source for my professional development. Leader Critically and strategically I consult a range of possible online training using the internet for CPD. opportunities and select those which best fit (C1) my development needs, learning style and time constraints. I actively participate in online training opportunities and contribute to improving them and guiding others in making appropriate choices by providing feedback. Pioneer Using the internet to provide I use digital technologies to advise peers on CPD to peers. innovative teaching practices, e.g. in professional (C2) communities, through personal blogs, or by developing digital training materials for them. European Framework for the Digital Competence of Educators 41  02 Digital Resources Selecting digital resources To identify, assess and select digital resources to support and enhance teaching and learning. To consider the specific learning objective, context, pedagogical approach, and learner group, when selecting digital resources and planning their use. Activities ◆◆ To formulate appropriate search strategies ◆◆ To consider possible restrictions to the use or to identify digital resources for teaching and re-use of digital resources (e.g. copyright, file learning. type, technical requirements, legal provisions, accessibility). ◆◆ To select suitable digital resources for teaching and learning, considering the specific learning ◆◆ To assess the usefulness of digital resources context and learning objective. in addressing the learning objective, the competence levels of the concrete learner ◆◆ To critically evaluate the credibility and group as well as the pedagogic approach reliability of digital sources and resources. chosen. 44 European Framework for the Digital Competence of Educators  DIGCOMPEDU IN DETAIL Progression Proficiency statements Newcomer Making little use of I only rarely, if at all, use the internet to find resources for the internet to find teaching and learning. (A1) resources. Explorer Being aware and I use simple internet search strategies to identify digital making basic use of content relevant for teaching and learning. (A2) digital technologies I am aware of common educational platforms which provide for finding educational resources. resources. Integrator Identifying and I adapt my search strategies based on the results I obtain. assessing suitable (B1) resources using I filter results to find suitable resources, using appropriate criteria. basic criteria. I evaluate the quality of digital resources based on basic criteria, such as e.g. place of publication, authorship, other users’ feedback. I select resources that