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1、Digital Skills Playbook for EducatorsEuropean Digital Education Hub Digital Skills SquadAn initiative of the2The European Digital Education Hub(EDEH)is an initiative of the European Commission,funded by the Erasmus+programme(2021-2027)and operated by a consortium of 13 organisations under a service

2、contract with the European Education and Culture Executive Agency(EACEA).Members of the EDEH squad on digital skills that contributed to this playbook:Alexa JoyceCatalina MuellerRossana Latronico Ivano StellaPierre-Paul Cavalie Brenda VosMaja VidenovikCludia Barbosa Matej MatkoviLaura Fernndez-Rodri

3、go Kateryna OsadchaRikke DuusJudith Koeritz Vivien LakeSistek ChantalViola Pinzi3Except otherwise noted,the reuse of this document is authorised under a Creative Commons Attribution 4.0 International(CC-BY 4.0)licence(https:/creativecommons.org/licenses/by/4.0/).This means that reuse is allowed prov

4、ided appropriate credit is given and any changes are indicated.The reuse policy of European Commission documents(applicable also to documents of the European Education and Culture Executive Agency)is implemented based on Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission

5、documents(OJ L 330,14.12.2011,p.39).For any use or reproduction of elements that are not owned by the European Union,permission may need to be sought directly from the respective rightholders.The EU does not own the copyright in relation to the following elements,which are used and their respective

6、licenses:Cover page image:Maskot I Westend61 Text of the report Alexa Joyce,Catalina Mueller,Rossana Latronico,Ivano Stella,Pierre-Paul Cavalie,Brenda Vos,Maja Videnovik,Cludia Barbosa,Matej Matkovi,Laura Fernndez-Rodrigo,Kateryna Osadcha,Rikke Duus,Judith Koeritz,Vivien Lake,Sistek Chantal,Viola Pi

7、nzi.Photgraph in page 5-Maskot I Westend61 Photgraph in page 11-DigComp 2.2,p.3 I Dimension 4 of the DigCompt framework Photgraph in page 12-DigComp 2.2,p.4.I The DigComp conceptual reference model Photgraph in page 12-DigComp 2.2,p.4.I The DigComp conceptual reference model Photgraph in page 35-Ace

8、vedo et al.(2022)I RELAR digital active learning process Photgraph in page 57-European Commission(2021)I SELFIE demonstration school report Photgraph in page 58-ge source:https:/joint-research-centre.ec.europa.eu/european-framework-digitally-competent-educational-organisations-digcomporg/digcomporg-

9、framework_en I DigCompOrg FrameworkThis document has been prepared for the European Commission and for the European Education and Culture Executive Agency(EACEA),however it reflects the views only of the authors,and the European Commission and EACEA are not liable for any consequence stemming from t

10、he reuse of this publication.More information on the European Union is available on the internet(http:/europa.eu).European Union,20244Section A:Introduction&Context 61.Introduction 72.Context 8Section B:Understanding Digital Skills 93.Understanding Digital Skills 103.1.European DigComp Framework 103

11、.2.Ethical Issues in Digital Skills a European Perspective 133.3.Sustainability and Digital Skills 164.Digital Skills in Lifelong Learning 184.1.Primary School 184.2.Secondary School 234.3.Technical and Vocational Education 314.4.Higher Education 414.5.Non-Formal Adult Education 47Table of Contents5

12、Section C:Supporting Environment 525.Professional Development for Educators 535.1.Introduction 535.2.Self-Assessment of Digital Skills for Educators 535.3.Resources for Professional Development 546.How Leaders can Support Digital Skills in their Institutions 566.1.Institutional Assessment(SELFIE&Dig

13、CompOrg,etc.)576.2.Resources for Leaders 587.How can NGOs Support the Academic Sector in Teaching Digital Skills 59 Section D:Conclusion 61Conclusion 62Bibliography 63Annex:A Digital Literacy Programme for Adult Learners 66 Image source:Maskot I Westend616SECTION AIntroduction&Context7Welcome to the

14、 Digital Skills playbook for educators.In this playbook,we are digging into the challenge of improving the digital skills of students no matter what age or stage of learning they might be at.Whether young children,vocational students,or older learners,we are looking at how we can best support them.I

15、n this context,we focus principally on basic digital skills,rather than advanced digital ICT professional skills.In this playbook,we look at several key areas.First,we review the context of digital skills in the European Union(EU),what they are for,and what some of the challenges are.We then move on

16、 to understanding digital skills in more depth,leaning on the European DigComp Framework as a guide,as well as looking at important issues like ethics and sustainability.We then go on to describe practices for improving digital skills for various ages and skill levels.The final section of this playb

17、ook looks at the supporting environment for digital skills,including professional development and the role of leaders.This playbook has been produced by a team of deeply experienced education experts at multiple levels of education from across the EU,who make up the Digital Skills squad in the conte

18、xt of the European Digital Education Hub.All contributors are volunteers,and we are deeply grateful for their efforts and contributions.1.Introduction8The European Union aims for 80%of its population to have basic digital skills by 2030,as compared to only 54%of the population having such skills in

19、2021 as reported by Digital Economy and Society Index.The EU recognises that insufficient digital skills act as a barrier to participation in digital society and the digital economy.People who do not have basic digital skills are less likely to be able to critically use digital tools such as social

20、media and the internet and will also struggle to find a job compared to those with better skills.At a macro level,this also has a negative impact on society,as companies are not able to grow and compete European Digital Education Hub as they are unable to find workers with the skills they need to ef

21、fectively use digital tools in the workplace.Ensuring that we collectively address this issue is thus critical,and educators working in education and training organisations are the practical solution to this issue.However,there are several challenges to face in order to do this,namely,how to include

22、 marginalised groups(the elderly,socially disadvantaged,rural,refugees,etc.),ensuring sufficient infrastructure is available in education and training institutions,the appropriate level of educator skills and having the right digital skills curriculum available.For marginalised groups,it can be chal

23、lenging to even reach them as they are diverse and often not reachable at scale as they are unlikely to already be online.Many education and training institutions also still struggle with infrastructure across the EU,for instance with insufficient bandwidth,old and inappropriate devices.Educator ski

24、lls are also a barrier,as most educators in the EU still report a need for further digital skills training themselves,and thus struggle to support their students effectively.And finally,although many efforts have been made,there is not a consistent,well-documented approach to curriculum for digital

25、skills for all ages and stages of education.This playbook thus aims to contribute particularly to supporting educators in thinking about curriculum approaches to digital skills.In the next section,we review the European Digital Competence Framework which defines what digital skills really mean,and h

26、ow ethical and sustainability issues need also to be taken into account in the context of digital skills.2.Context9SECTION BUnderstanding Digital Skills10In this section we look at the definition of digital skills,in particular the European DigComp Framework,ethical issues in digital skills and sust

27、ainability.3.1.European DigComp FrameworkThe European DigComp Framework,also known as the Digital Competence Framework for Citizens,is a tool developed by the Joint Research Centre(JRC)of the European Commission to provide a common understanding of what digital competence represents,across the EU an

28、d beyond.The framework has provided a solid basis for framing digital skills policy,curricula development and assessment of digital skills,both in education and in the labor market.The framework is regularly updated to keep pace with the rapidly changing digital landscape.The latest update,DigComp 2

29、.2,provides more than 250 new examples of knowledge and skills to help European citizens with self-evaluation,identifying training offers and job search.The update aims to engage citizens confidently and safely with digital technologies,taking account of emerging technologies,such as Artificial Inte

30、lligence(AI),the Internet of Things(IoT),datafication or new phenomena derived from the pandemic crisis,which have led to the need for new and increased requirements in digital competence for citizens and workers.Competences in general are seen as a combination of knowledge,skills and attitudes;they

31、 are therefore composed of concepts and facts(i.e.,knowledge),descriptions of skills(e.g.,the ability to carry out processes)and attitudes(e.g.,a disposition,a mindset to act)(see figure below).Key competences are developed throughout life.13.Understanding Digital Skills1 DigComp 2.2,p.3.11The work

32、on operationalising digital competence following the 2006 Council Recommendation,started in 2010.In 2013,the first DigComp reference framework came out defining digital competence as a combination of 21 competences grouped in five main areas.Since 2016,the five areas are Information and data literac

33、y;Communication and collaboration;Digital content creation;Safety;and Problem solving(see figure below).2Image source:DigComp 2.2,p.32 DigComp 2.2,p.4.12DigComp 2.2 is a valuable tool for educators as it helps assess students digital competences and design a curriculum that addresses the needs of le

34、arners in a rapidly changing digital landscape.The framework can also be used to identify training needs for educators themselves,to ensure that they are equipped with the necessary digital skills to support their students learning.The DigComp conceptual reference model;Image source:DigComp 2.2,p.4.

35、133.2.Ethical Issues in Digital Skills a European Perspective In this section,we discuss the key areas of ethics to consider in digital skills,some of the specific issues arising from misuse of digital skills,and examples of how ethical issues connect into the competence framework.There are three ke

36、y areas of ethics to consider in the field of digital skills:Conceptualising Digital Ethics:Digital ethics,within the European framework,is about ensuring that technology serves humanity while respecting fundamental rights and values.Ethical Challenges in Digital Literacy:Digital literacy goes beyon

37、d technical proficiency.It encompasses understanding the ethical implications of our digital actions,such as respecting privacy,ensuring data protection,and combating the spread of fake news.Navigating Ethical Dilemmas in Digital Communication and Content Creation:The digital realm offers unpreceden

38、ted opportunities for communication and content creation.However,it also presents challenges like cyberbullying,misinformation,and intellectual property violations.Next,we define ethical issues arising from the misuse of digital skills in an educational context.Plagiarism and Academic Dishonesty:One

39、 of the most prevalent ethical issues in digital education is plagiarism.With an abundance of information available online,students may be tempted to copy and paste text from internet sources directly into their work without proper citation.This constitutes academic dishonesty and a violation of int

40、ellectual property rights.Tools like Turnitin are being used to check for plagiarism in student papers,but the responsibility ultimately lies with the individual to use their digital skills ethically.Cyberbullying:Digital communication tools have unfortunately opened up new avenues for bullying.Cybe

41、rbullying can take place via social media,chat rooms,or email,and it can be relentless because it doesnt stop at the school gate.This form of bullying can have severe psychological impacts,and its a clear misuse of digital skills.Schools need to have clear policies in place to deal with such inciden

42、ts and provide support to victims.Privacy Violations:Theres a vast amount of personal data that students may share online,either knowingly or unknowingly.Misuse of digital skills can lead to privacy violations,such as unauthorized access to personal emails,data theft,or sharing private information w

43、ithout consent.For example,students might share a screenshot of a private conversation without the other partys consent,violating their privacy.14Cheating in Online Assessments:The rise of online education has brought new challenges in maintaining academic integrity during assessments.Some students

44、misuse their digital skills to cheat on tests or exams.This can be done by browsing the internet for answers,using digital tools to collaborate with others during an individual test,or even hiring someone else to complete the assessment.Spreading Misinformation:Digital skills include the ability to

45、create and share content online,but this can become problematic when students use these skills to spread misinformation or false news.This could be as simple as sharing a news article without checking its credibility or as significant as creating false information to cause harm or for personal gain.

46、These examples underline the importance of integrating digital ethics education alongside the teaching of digital skills,emphasising not just how to use these skills,but also when and why certain uses are inappropriate or unethical.Examples Based on the Competence FrameworkInformation and Data Liter

47、acyOverview:Information and Data Literacy refers to the ability to identify,locate,retrieve,store,organise,and analyse digital information,judging its relevance and purpose.Ethical Challenges:Data Privacy:Ensuring that personal and sensitive data are handled with respect and not misused or accessed

48、without proper authorisation.Misinformation:The responsibility of discerning credible sources from unreliable ones,and the ethical implications of sharing or acting upon misinformation.Intellectual Property:Recognising and respecting copyrights,patents,and trademarks in the digital realm.Communicati

49、on and CollaborationOverview:This competence involves sharing information digitally,using a range of digital tools,understanding the norms and conventions of online interactions,and being aware of the impact of digital technologies on societal structures.15Ethical Challenges:Cyberbullying:The misuse

50、 of digital platforms to harass,threaten,or harm others.Digital Footprint:Being aware of the lasting nature of online communications and the challenges of erasing ones digital history.Online Etiquette:Understanding and adhering to the unspoken rules of online interactions and respecting diverse view

51、points.Digital Content CreationOverview:Digital Content Creation encompasses creating and editing digital content,programming,and understanding how digital technology functions.Ethical Challenges:Plagiarism:The unauthorised use or close imitation of the language and thoughts of another author withou

52、t authorisation and the representation of that authors work as ones own.Authenticity:Ensuring that digital content,especially images and videos,are not manipulated to deceive or mislead audiences.Accessibility:Ensuring that digital content is accessible to all,including those with disabilities.Safet

53、yOverview:Digital safety revolves around protecting devices,content,personal data,and ones digital identity,understanding the risks and threats of the digital environment,and taking steps to mitigate them.Ethical Challenges:Data Protection:Ensuring that personal data is protected from breaches and u

54、nauthorised access.Digital Well-being:Recognising and mitigating the potential harms of prolonged digital exposure,such as mental health challenges or digital addiction.Consent:Ensuring that digital tools and platforms do not exploit users data without clear and informed consent.16Problem SolvingOve

55、rview:Digital problem-solving involves identifying digital needs and challenges,solving technical issues,and innovatively using digital tools to address broader life challenges.Ethical Challenges:Algorithmic Bias:Recognising and addressing biases in digital solutions,ensuring fairness and equity.Sus

56、tainability:Considering the environmental impact of digital solutions,such as e-waste or energy consumption.Inclusivity:Ensuring that digital solutions are designed for all,without inadvertently excluding certain groups.3.3.Sustainability and Digital SkillsSustainability encompasses the responsible

57、use of resources,the reduction of waste and pollution,and the adoption of practices that support long-term ecological and societal stability.It extends beyond environmental concerns to include economic viability and social equity,aiming to create a harmonious,prosperous and long-lasting coexistence

58、between people and planet.The birth of the concept is related to the Brundtland Report released in 1987 by the World Commission on Environment and Development and chaired by Norwegian Prime Minister Gro Harlem Brundtland.Although not enough attention was given to it over the years,the rising global

59、temperatures and sea levels,the increasing frequency and severity of extreme weather events,the mountains of waste and the depletion of natural resources have placed,nowadays,sustainability at the forefront of the global agendas.Governments,businesses,and communities around the world are becoming aw

60、are of the critical need for sustainability and are beginning to take consistent action.This widespread concern over climate change is reflected in the DigComp 2.2 framework as well,listing“protecting the environment”and“protecting health and well-being”as dimensions that are part of the“safety”comp

61、etence area.This approach aims to help us become aware of the impact that digital technologies have on resource consumption,waste generation and human well-being.To put this into context,try to estimate the percentage of global greenhouse gases(GHG)that you think are linked to the digital space in 2

62、023.How does this number compare to the emissions attributed to aviation?17While flying is often criticised for its emissions,accounting for approximately 2%of GHGs or 2.5%of CO2 emissions,it is crucial to recognise that emissions from our digital devices,internet usage,and its underlying infrastruc

63、ture contribute to approximately 4%of global GHGs.What is even more concerning is the projection that these emissions are set to double by 2025.Many technology companies are however taking steps to mitigate this,for example Microsoft invests heavily in(controversial)carbon offsetting and green energ

64、y for data centres,and Apple devices are increasingly built from recycled materials.Nonetheless,emerging technologies such as large-language models like ChatGPT are heavy users of data centre capacity and thus energy usage.Hence,we can recognise the pivotal role we,as educators,play:we should engage

65、 in meaningful conversations regarding the environmental and social ramifications that digital technologies bring about.Our responsibility should encompass nurturing critical thinking in relation to themes such as:time online-addiction and overuse,proliferation of misinformation,life cycle of electr

66、onics,e-waste disposal,energy consumption of data centres,of devices and online activities(such as streaming,video conferencing,cloud storage,social media and emails,etc.).Indeed,educators can also influence school decision making in choosing the most responsible and sustainable options.It is time t

67、o inspire generations to think sustainably,act responsibly,and lead us towards a brighter,regenerative future.Check the practices area for ideas on where to start.18In this section,we provide case studies around digital skills at the following levels:Primary school Secondary school Technical and voc

68、ational education(TVET)Adult educationIn each sub-section we review some of the important competence areas for the level of education and provide practice descriptions of tried and tested approaches.4.1.Primary SchoolAt primary level,increasing numbers of children already have exposure to some digit

69、al technologies at home.Schools thus have the responsibility to develop students initial skills in terms of data literacy and online safety.This is also an important time to introduce the fundamental areas of digital skills for children too,including digital content creation,data literacy,online saf

70、ety and even programming and coding.TitleDigital Storytelling with MultimediaLevel(s)of educationPrimary School(4th Grade)3Learning objective(s)1.Students will learn to create digital stories using multimedia elements like images and text.2.Students will develop their digital literacy skills by usin

71、g a simple online storytelling tool.3.Students will enhance their ability to communicate ideas and stories through digital media.Which areas of DigComp it contributes to Information and Data Literacy Communication and Collaboration Digital Content CreationIs it knowledge,skills or attitude?Skills an

72、d attitudeWhat proficiency level of DigComp this aligns toFoundationDescriptionIn this learning scenario students will learn the art of digital storytelling.They will use a user-friendly online tool StoryJumper or Book Creator to create their own digital stories.Focus of activity is on teaching stud

73、ents how to select and add images,create text,and organise their ideas into a coherent narrative.It also encourages an attitude of creativity and self-expression through digital media.4.Digital Skills in Lifelong Learning3 As grades differ between school systems of the Member States,the grades used

74、in this table and throughout this playbook refer to systems where primary school starts around the age of six.19Why is this selected?This practice is selected because it combines several digital skills:selecting and using digital tools,creating digital content,and effectively communicating through d

75、igital media.It aligns with the primary school curriculums goal of fostering creativity,improving digital literacy,and enhancing students ability to express themselves in a digital world.Scenario for how it could be reusedThis practice can be reused in different primary school classes and grade leve

76、ls.Teachers can adapt it for all subjects and topics,encouraging students to create digital stories related to their learning objectives.For example,it could be used to create fictional stories,recreation of historical events,writing about science experiments,etc.ToolsStoryJumper(https:/ Creator(htt

77、ps:/ Collaborative Problem-Solving with PadletLevel(s)of educationPrimary School(5th Grade)Learning objective(s)1.Students will learn to collaborate effectively with peers on digital platforms.2.Students will develop problem-solving skills through online teamwork.3.Students will improve their digita

78、l communication abilities.Which areas of DigComp it contributes to Communication and Collaboration Problem-SolvingIs it knowledge,skills or attitude?SkillsWhat proficiency level of DigComp this aligns toFoundationDescriptionIn this case,5th-grade students will participate in an online collaborative

79、problem-solving activity.They will use a digital collaboration platform Padlet to work together on a school project.Focus of the activity is on clear communication,teamwork and creative problem-solving in a digital context.Why is this selected?This example is selected because it helps students devel

80、op crucial digital skills such as online collaboration,problem-solving and effective communication.The activity also fosters a positive attitude towards teamwork and creative thinking.Scenario for how it could be reusedThe example can be reused for various subjects and topics across different primar

81、y school classes.For instance,it could be used for collaborative research projects in social studies,group problem-solving exercises in mathematics or creative story-writing in language arts.Teachers can also choose other appropriate digital collaboration tool based on their schools technology resou

82、rces.ToolsPadlet(https:/ with ScratchLevel(s)of educationPrimary School(5th Grade)Learning objective(s)1.Students will develop foundational coding and programming skills.2.Students will gain problem-solving abilities by creating interactive stories or games.3.3Students will improve their digital lit

83、eracy through coding.Which areas of DigComp it contributes to Problem Solving Digital Content CreationIs it knowledge,skills or attitude?Skills and attitudeWhat proficiency level of DigComp this aligns toFoundationDescription5th grade students will learn to code by using application Scratch,a beginn

84、er-friendly visual programming language.They will learn the basics of coding by creating interactive stories or games.Students will be introduced to different coding concepts like loops,variables,and conditionals while using Scratchs block-based coding interface.This example develops students coding

85、 skills and also fosters problem-solving abilities and a positive attitude towards technology.Why is this selected?Coding and programming skills are essential in todays digital world.This example introduces coding concepts in a fun and engaging way,with app that is suitable for primary school studen

86、ts.It prepares students for future digital challenges and develops their problem-solving skills.Scenario for how it could be reusedThis example can be reused in different primary school classrooms and grades.It can be adapted to explore various coding concepts and create diverse projects.For example

87、,it can be used to teach mathematical concepts by having students code interactive math quizzes or to explore science topics by creating animated science simulations.ToolsScratch(https:/scratch.mit.edu/)Website for more informationExamples how to introduce coding in school-Learn today,build a bright

88、er tomorrow.|Code.orgTitleDigital Safety DetectivesLevel(s)of educationPrimary School(5th Grade)Learning objective(s)1.Students will understand the importance of online safety.2.Students will recognise online risk and threats.3.Students will develop critical thinking when encountering digital conten

89、t.Which areas of DigComp it contributes to Safety Information and Data Literacy Communication and CollaborationIs it knowledge,skills or attitude?Skills and attitude 21What proficiency level of DigComp this aligns toIntermediateDescriptionIn this practice,students will take on the role of“Digital Sa

90、fety Detectives”to explore the world of online safety.They will engage in a series of interactive activities and discussions that aim to teach them how to identify and respond to online risks,such as cyberbullying,privacy concerns,and the importance of strong passwords.Students will also learn about

91、 responsible online behaviour and ethical digital citizenship.The practice will encourage critical thinking and empathy,fostering a positive attitude towards online safety.Why is this selected?(Which change in behavio al age,and it is essential to start teaching these skills at a young age.This prac

92、tice equips 5th-grade students with the necessary knowledge,skills,and attitudes to navigate the digital world safely.By adopting the role of“Digital Safety Detectives”,students become actively engaged in their learning and are more likely to retain and apply these important concepts.Scenario for ho

93、w it could be reusedThis practice can be reused in different primary school classes and grade levels.Educators can customise the content to suit their students needs and can also incorporate real-life case studies to enhance the learning experience.ToolsInteractive Activity Be Safer Online!(netsmart

94、zkids.org)Digital Citizenship|Online Safety|Cyberwise|CaliforniaNaslovnica-Varni na internetu(in Slovene language)TitleExploring AI through Digital ArtLevel(s)of educationPrimary School(5th Grade)Learning objective(s)1.Students will understand the basic concepts of Artificial Intelligence(AI).2.Stud

95、ents will develop digital art skills using AI-powered tools.3.Students will foster creativity and critical thinking through AI-driven art projects.Which areas of DigComp it contributes to Information and Data Literacy Digital Content Creation Problem Solving Digital CitizenshipIs it knowledge,skills

96、 or attitude?Skills and attitude(Promoting curiosity and adaptability)What proficiency level of DigComp this aligns toFoundationDescriptionIn this learning scenario students will be introduced to the Artificial Intelligence through digital art creation.They will learn about the basics of AI,includin

97、g its applications and implications.Students will then use AI-powered tools to create their own digital artworks.They will explore how AI algorithms can enhance their creative process and gain hands-on experience in using these tools.22Why is this selected?This scenario is selected to engage student

98、s in an interactive and creative way while developing their digital skills.Current trends in technology are leading towards creative use of AI.Students will foster mindset of curiosity and adaptability and learn about AI,a field of increasing significance in our modern world.Scenario for how it coul

99、d be reusedThe scenario can be reused in other grade levels or adapted for different subject areas by adjusting the complexity of AI concepts and digital art projects.Teachers can incorporate it into computer science,art,or interdisciplinary lessons to enhance students digital skills and creativity.

100、ToolsGoogles Deep Dream(https:/ 2()TitleEveryone Can Code Early Learners Level(s)of educationPrimary School(K-grade 3)Learning objective(s)1.Students will learn the basics of coding and app design.2.Students will understand coding concepts like commands,functions,loops and variables.3.Students learn

101、 to apply design thinking to create basic apps.Which areas of DigComp it contributes to Information and Data Literacy Digital Content Creation Problem SolvingIs it knowledge,skills or attitude?Skills and attitude What proficiency level of DigComp this aligns toFoundationalDescriptionThis set of five

102、 modules for early learners introduces coding concepts to young learners in a cross-curricular approach.According to the Curriculum Guide,“each module includes lessons that help learners explore new coding concepts through science,art,music,and more.Learners share personal experiences and ideas as t

103、hey explore coding topics”.Why is this selected?This scenario is useful for any school with access to Apple iPads to introduce simple coding principles to younger students in a playful and structure manner.Scenario for how it could be reusedThis scenario is very specific to younger learners,as the a

104、ssociated resources and app interfaces are built in a tailored way to make it accessible for them.However,the resources are available in multiple languages so could be used in many countries.Other parts of the Everyone Can Code curriculum are targeted at other age groups.ToolsSwift Playgrounds app-S

105、wift Playgrounds-AppleWebsite for more informationEveryone can code curriculum guide Everyone-Can-Code-Curriculum-Guide_011822_Final2()Everyone can code early learners teacher guide:Early Learners_120222_cl()234.2.Secondary SchoolSecondary school students are using technology and work with massive a

106、mounts of digital information on an everyday basis.Developing students digital skills has become a necessity to keep pace with this fast-developing technology-determined world.Those digital skills do not just refer to using given technical tools but are more connected with a wide range of cognitive

107、soft skills connected to searching,managing and evaluating information,interacting and collaborating through digital technology,developing digital content,as well as safety and problem-solving competences.Information and Data LiteracyThis competence is referred to articulate information needs,to loc

108、ate and retrieve data,information and content.To judge the relevance of the source and its content.To store,manage and organise digital data,information and content.Students search for information through digital devices and the Internet.In this sense,teachers should guide the learning processes to

109、judge the relevance of the source,providing adequate databases.A good practice could be to promote search and access to Open Educational Resources(OER)as adequate sources to access information(Larson&Murray,2008).Providing Online or Virtual Learning Environments(Alqurashi,2019)and defining Personal

110、Learning Environments(Junus&Brophy,2023)can be good practices to manage,to store,and to organise data,information and learning content.Both approaches can complement face-to-face education.Active methodologies in class include a step of learning by searching information:these types of methodologies

111、are considered in the curriculum of secondary education(Fernndez-Rodrigo,2016).Communication and CollaborationCommunication is a transversal action in any area of the curriculum and necessary in any kind of teaching and learning process.Digital technologies provide both students and teachers with mo

112、re tools and possibilities to facilitate communication processes in or out of the face-to-face class.On the other hand,collaboration 24is needed especially in cooperative learning activities in groups,in any kind of curricular area.Achieving communication and collaboration competence is a way to ach

113、ieve other learning contents in the curriculum.Active methodologies in class are good practice to improve communication and collaboration competence:students need to cooperate using digital technologies to achieve learning goals.Types of communication and collaboration actions considering the agents

114、 involved(Evangelista&Thrower,2023;Garca Chitiva&Surez Guerrero,2019).Among students:in face-to-face lessons,using collaborative work tools to share content and work together synchronously;at home,also they can use communication tools to do homework in groups,like video conferences or chats.Among st

115、udents of different courses:students of different schools can collaborate to achieve learning goals.Video conferences and collaborative work tools facilitate those students at different secondary schools working together.Among teachers and students:implementing a virtual learning environment can be

116、a good practice to share learning content and solve doubts through forums or other tools,in blended learning environments.A virtual learning environment can be used in any curricular area.Digital Content CreationThe creation of digital content can be integrated in different types of learning process

117、 and in any area,in order to generate a learning product by achieving new knowledge(Scolari,2020).The digital content considers all the multimedia supports:text,video,pictures,audio,games,photography,etc.The Digital Content Creation competence can be integrated in the curriculum as a way to generate

118、 new knowledge and information in any area.Working through design thinking projects,as an active methodology,can be a good practice in class to conduct the learning process in order to create a digital product(Androutsos&Brinia,2019).Creative apps/software facilitate digital content creation.Adolesc

119、ents know the functionalities of a lot of apps for creating content,in this sense teachers should manage students abilities according to the learning process.25SafetyStudents need to know some civic rules to participate in society through digital spaces:how to interact in virtual environments;how to

120、 manage ones digital presence,identity and reputation;how to protect personal data and psychological health;and to be aware of digital technologies for social well-being and social inclusion.It is important for students to be informed about the potentialities of technology but,also,to be aware of th

121、e risks for their well-being.Best practices show us the importance of establishing the rules by the cooperation of teachers and adolescents at the same level(Urrea et al.,2023).The rules can be made for face-to-face lessons using digital technologies and for virtual spaces,when students work from ho

122、me to do homework.On the other hand,the use of technology in the school should be sustainable for the environmental impact,with policies for the re-use and maintenance of the devices.Students should be involved in these management.Safety also is a digital competence that can be adopted in secondary

123、school in a transversal way,although it is linked with the citizenship curricular area.Problem SolvingThis competence is referred to identify needs and problems and to resolve conceptual problems and problem situations in digital environments.Problem solving is also a competence in the secondary cur

124、riculum.In this sense,the use of digital technologies can facilitate the problem-solving processes according to new knowledge acquisition,for example,through Design Thinking projects(Androutsos&Brinia,2019).The use of Artificial Intelligence with an ethical approach can support these processes(Akgun

125、&Greenhow,2021).Other actions to achieve this competence can be robotics and programming,promoting computational thinking(Ars&Orcos,2019).264 More information about the SAMR model can be found here:http:/ More information about the TPACK model can be found here:https:/www.digitaltechnologieshub.edu.

126、au/understanding-dt/professional-learning/tpack-model/.Also,digital tools should be used to innovate processes and products and to keep up to date with digital evolution.The use of digital tools can be inherent in the learning processes to improve knowledge acquisition.Following the SAMR model4 can

127、be a good practice to include technology in learning activities,considering when to use technology;substitute another tool;augment the results;modify the teaching practices;and redefine new processes(Puentedura,2010).The TPACK model5 also can help to design learning processes including technology(Ko

128、ehler&Mishra,2009).TitleExploring AI through Digital ArtAuthorsNGO Centre for innovations and digital education Dig-Ed,Skopje,North MacedoniaDigComp area(s)&proficiency level(s)Information and data literacy advanced Communication and collaboration advanced Digital content creation advanced Safety ad

129、vanced Problem solving-advancedLevel(s)of educationSecondary education Why is this selected?Students develop knowledge and skills on cybersecurity and misinformation through peer learning and game-based approach.Students develop critical thinking skill and digital skills by creating engaging learnin

130、g environment.Open educational resources are produced as the result of this activity.Learning objective(s)Deepening students knowledge on cybersecurity and misinformation Developing students communication,collaboration and digital skills Establishing students community where students will be open fo

131、r discussion and sharing opinions Creating a database with educational resources on projects topics that will be free for re-use27DescriptionThe activity is implemented as a peer learning activity where students from upper grades develop lectures and games for teaching lower grades students on cyber

132、security and countering misinformation.At the beginning upper grade students,working in groups,deepen their knowledge on the topics connected with cybersecurity and misinformation.They search for information online,assess it,make conclusion based on facts and create digital educational materials tha

133、t can be used during lectures on those topics.In this way,upper grade students create higher understanding for the topics and develop their digital skills.Students from upper grades give lectures to the students from lower grades,starting discussion with them,by explaining their own experiences and

134、initiating some talks,to make younger students more collaborative.Through these classes,the most challenging issues concerning cybersecurity topic for the students from lower grades,that should be discussed and explained in more details,are be identified.Based on this feedback students from upper gr

135、ades develop interactive games in Scratch with the same aim:to deepen knowledge about concrete topic by offering players concrete examples.Lower grade students play games and learn more deeply on given topic in a fun and engaging way.Improved games based on students feedback are shared as open educa

136、tional resources.ReuseThis methodological approach can be easily used with different students age concerning different topic.ToolsMicrosoft Power Point,Canva,Genially,Kahoot,Scratch More informationUsing Games to Learn Cyber Security and Misinformation Archives-Center for Innovations and Digital Edu

137、cation(dig-ed.org)TitleInterdisciplinary Projects with Micro:bit DigComp area(s)&proficiency level(s)Digital content creation intermediate Problem solving intermediateLevel(s)of educationSecondary education Why is this selected?In todays technology-driven world,developing students basic programming

138、skills is a necessity.Micro:bit is a small,programmable microcontroller designed for educational purposes,aiming to introduce students to coding and electronics in an accessible and engaging way.Through solving real-life problems with Micro:bit students will develop programming skills and create inn

139、ovative products in a fun and engaging way.Learning objective(s)Analysing real life problems and thinking about solution idea Programming Micro:bit to implement the solution algorithm Creating final product with Micro:bit28DescriptionStudents are introduced to project ideas for solving real-life pro

140、blems,e.g.,designing local weather station,plant watering system,safety alarms,environmental monitoring,etc.Based on their interest they choose a project that they will be working on,and groups are formed.Students work in groups to think about possible problem solutions,search online for information

141、 and provide necessary equipment that should be used for creating a final product.They write an algorithm with the instructional steps for their project idea and test hands-on Micro:bit.If their product does not work correctly,they analyse the code,trying to correct the mistake and they then test ag

142、ain.In that way students learn through trial and error.ReuseMicro:bit can be used in different grades in secondary school depending on the project complexity.Lower grade students can use MakeCode visual editor Microsoft MakeCode for micro:bit(microbit.org)and upper grade students can use Python text

143、-based programming editor micro:bit Python Editor(microbit.org)ToolsLets code|micro:bit(microbit.org)More informationMore project ideas can be found at Projects(microbit.org)TitleExploring AI through Digital ArtAuthorsCommon Sense MediaDigComp area(s)&proficiency level(s)Information and data literac

144、y intermediate Communication and collaboration intermediate Digital content creation intermediateLevel(s)of educationSecondary education Why is this selected?Students consider the ethical dilemmas of using AI to create content,and identify the appropriate use of these tools in educationLearning obje

145、ctive(s)Defining artificial intelligence(AI)and generative AI,and their potential impacts on education.Discussing about ethical use AI in education.DescriptionStudents discuss about the development of AI and its implementation in education,especially focusing on generative AI.They watch What to Know

146、 About OpenAIs Chatbot episode from the Wall Street Journals Tech News Briefing podcast and fill the worksheet about what is ChatGPT,how it works,what are is limitation,and point out things that they want to learn more about.Discussion about the possibilities of using ChatGPT in the classroom is sta

147、rted.Students analyse a document the Original Author Student Handout,where they should give their opinion about the student that presents ChatGPT produced document as his own.During the discussion each student gives his opinion on the topic,but also listens to different perspectives.Should AI recomm

148、endations not be used without human intervention?Students develop digital resources about ethical use of generative AI tools,such as ChatGPT.ReuseThe main idea of the activity is to start a discussion about the impact of artificial intelligence on how we learn and create.So it can be reused with dif

149、ferent students age,in different subjects,just by changing the topic of the document originality or the dilemma that will be presented to the students.ToolsChatGPTMore informationArtificial Intelligence:Is It Plagiarism?|Common Sense Education29TitleInternet Rights:Towards Digital DitizenshipAuthors

150、Istituto Tecnico settore Tecnologico“G.Marconi”,Campobasso-ItalyDigComp area(s)&proficiency level(s)Information and data literacy intermediate Communication and collaboration intermediate Digital content creation intermediate Security-intermediateLevel(s)of educationSecondary education Why is this s

151、elected?This Digital Curriculum aims to acquire(at different levels)the knowledge,skills and attitudes necessary for the exercise of Internet Rights,as enshrined in the Declaration of Internet Rights.Learning objective(s)Knowledge:the knowledge that there is an Internet Declaration of Rights,the und

152、erstanding of the articles in which it declines,the context in which these articles are included.Ability:the ability to recognise these rights,to know how to decline them and put them in relation to their online conduct and to understand the boundary between their rights and the rights of others.Att

153、itude:the ability to develop a critical and ethical approach that allows the users to exercise their rights consciously and independently online.DescriptionThe overall objective of the project is to create and test a Digital Curriculum aimed at developing and strengthening the digital skills of stud

154、ents in the first cycle of education and the first two years of the second cycle of the schools that make up the project network.In particular,knowing how to know,recognise,respect and exercise the Rights of which they are bearers,as sanctioned by the Internet Declaration of Rights and more generall

155、y by the UN Convention on the Rights of the Child and Adolescence(CRC).The network of schools involved in the project proposal consists of schools that cover the entire age range to which the Digital Curriculum is proposed,from the five years of primary school to the first two years of secondary sch

156、ool,passing through the three-year period of secondary school of first degree.ReuseThis activity can be easily used in any subject across different student grades.More informationThe curriculum “Rights in the Internet”(in Italian language)TitleCreate your own Digital FingerprintAuthorsLiceo Scientif

157、ico e Linguistico Statale Ceccano ItalyDigComp area(s)&proficiency level(s)Information and data literacy intermediate Communication and collaboration intermediate Digital content creation intermediate Security intermediate Problem solving intermediateLevel(s)of educationSecondary education Why is th

158、is selected?Education on“life on the net”enters the curriculum from kindergarten and accompanies to adulthood and beyond with a basic literacy to which digital skills are added,essential to participate in the information and knowledge society and exercise the rights of digital citizenship.30Learning

159、 objective(s)Developing students communication,collaboration and digital skills Developing students knowledge and skills on digital footprintDescriptionMore than 30 schools in the Lazio region have been working together since 2016 to develop a curriculum to build their own digital footprint.The proj

160、ect offers all teachers a vertical curriculum hypothesis,from kindergarten to secondary school.Education on“life on the net”enters the curriculum from kindergarten with a basic literacy to which digital skills are added,essential to participate in the information and knowledge society and exercise t

161、he rights of digital citizenship.The project includes activities for each school year,diversified on the basis of the age of the students and their relationship with digital environments.ReuseThis activity can be easily used in any subject across different students grades.More informationCreate your

162、 own digital fingerprint(in Italian language)TitleEngaging in Fact-checking AuthorsEuropean Commission,Directorate-General for Education,Youth,Sport and CultureLearning objective(s)Students can determine if information is trustworthy Students can judge the accuracy of information Students can use le

163、gitimate sources Students can think about information in a critical wayLevel(s)of educationSecondary I&II(depending on the difficulty of the article)Which areas of DigComp it contributes toInformation and data literacy:1.1.Browsing,searching and filtering data,information and digital content1.2.Eval

164、uating data,information and digital contentIs it knowledge,skills or attitude?Knowledge&SkillsWhat proficiency level of DigComp this aligns toFoundationDescriptionDescription from the Guidelines:Have students fact check media statements from that day or that week to make it relevant.You will need to

165、 guide them to some sources you have identified in advance.When conducting this work,the students can ask themselves whether done individually or in small groups-the following questions:WHAT sources can I/we trust?WHERE can I/we find these sources?WHAT emotions does the information attempt to evoke,

166、if any?WHY was this article written,what was its purpose?WHAT kind of reader was this article written for(target group)?31Why is this selected?We do fact-checking when we verify if information is true or false.Students learn strategies on how to critically evaluate and reflect on information from th

167、e internet,for example,and can thus also be protected from fake news in a preventive way.ReuseExample taken from the guidelines:You are researching global warming and you come across this website:https:/friendsofscience.org.Please decide if this website is a trustworthy source of information global

168、warming.You can also open a new tab and do an internet search if that helps.1.Is this website a trustworthy source for learning about global warming?Yes No 2.Explain your answer,citing evidence from the webpages you used.Be sure to provide the URLs to the webpages you cite.open field for answer Tool

169、sGuidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and trainingWebsite for more informationDigital Education Action Plan Action 74.3.Technical and Vocational EducationTechnical and vocational education increasingly calls for an integrat

170、ion of digital skills into its curriculum,recognising their critical role in a technologically advanced society.This emphasis goes beyond students familiarity with technical tools;it encompasses a broader spectrum of competencies.These include among others the ability to efficiently locate,organise,

171、and analyse digital information,the skill to effectively communicate and collaborate through digital mediums,generating and curating digital content,and the critical thinking needed for solving complex problems in a digital context.Additionally,there is a strong focus on digital safety and ethical p

172、ractices,ensuring that students are prepared not only to thrive in a digital environment but to do so responsibly and securely.This comprehensive approach in technical and vocational education ensures that students are not just keeping pace with technological advancements but are also equipped to dr

173、ive innovation in their future professional fields.32TitleDigital Learning Ecosystem Based on the STEAM Gamification ConceptLevel(s)of educationTVETAuthorsKummanee,Jiraphorn;Nilsook,Prachyanun;Piriyasurawong,Pallop;Wannapiroon,PanitaLearning objective(s)to develop innovator characteristics of vocati

174、onal learners,which play an important role in the development of the country,as a guideline for developing learners to have knowledge,skills,good attitude in working in the organisation,or entrepreneurship in the future;to promote the lifelong learning characteristics of learners,from applying and u

175、tilising the self-development process with the scientific and artistic thought processes that are possible to create innovations for solving problems and developing society and the nation in the future.Which areas of DigComp it contributes toCommunication and collaboration:To interact,communicate an

176、d collaborate through digital technologies while being aware of cultural and generational diversity.To participate in society through public and private digital services and participatory citizenship.To manage ones digital presence,identity and reputation.Problem solving:To identify needs and proble

177、ms,and to resolve conceptual problems and problem situations in digital environments.To use digital tools to innovate processes and products.To keep up-to-date with the digital evolution.Is it knowledge,skills or attitude?Skills and attitudeWhat proficiency level of DigComp this aligns toCommunicati

178、on and collaboration:INTERMEDIATEProblem solving:INTERMEDIATEDescriptionThe proposed conceptual framework has a number of important components,namely:STEAM Education:Teaching and learning by integrating five branches of learning in the form of S(Science),T(Technology),E(Engineering),A(Arts),and M(Ma

179、thematics).The aim is to develop a range of skills in order to apply knowledge to solving real-life problems,to create new processes or products that are artistically beautiful,and which are useful both for work and daily living.Why is this selected?According to the evaluation,the experts rated the

180、model as being highly appropriate.As a result,this model is appropriate and can be used to enhance vocational students creativity and innovation skills.33ReuseCarrying out classroom learning activities,using educational learning processes which focus on integrating science,and teamwork to develop in

181、novative skills,consists of five steps:1.Problem definition:by researching and collecting data from various learning sources in order to define real problems.This includes:i)Problem definition,ii)problem solving design,iii)problem solving tool construction,iv)test procedure interpretation and improv

182、ement of problem-solving methods,and v)presentation stage/solution methods.2.Designing tools:This involves problem solving process design by using mathematics and technology.It is the application of technology and knowledge in mathematics to design solutions.3.Producing instruments:Test procedure in

183、terpretation and improvement of problem-solving methods in order to develop tools according to the form created.4.Testing:interpretation,and improvement procedures.These are the tools or solutions that are designed to solve problems,and suggest effective improvements.5.Presenting:Presentation proces

184、s/problem solving methods.Students present a solution to problems or present innovations created in order to exchange knowledge between learners.6.In carrying out the learning activities,teachers use the gamification mechanism to stimulate interest and fun in the classroom.There may be a selection o

185、f easy,medium,or difficult levels in order to ensure that they suitable for the ability of the game players,or sometimes the level may be determined the players themselves,by using experience points they may have gained.Collecting experience at a certain point will increase the experience level and

186、these will become higher throughout the game.ToolsHardware,software,databases,networks,and pedagogical theories.Website for more informationhttp:/www.ijiet.org/show-142-1654-1.htmlhttps:/ Learning and Examination based on Augmented RealityLevel(s)of educationTVETAuthorsAcevedo-Reveron,Aaron M.;Camil

187、leri,Christian;De-Raffalle,Clifford;Deguara,David;Zammit,Edwin;Smallegange,Jan;Butnaru,Adrian;Mora,Carlos E.Learning objective(s)to define a set of learning outcomes to develop three demo scenarios to test and demonstrate the system of Remote Learning and Examination based on Augmented Reality,which

188、 is based on the RealWear HMT-1 assisted reality hands-free computer;to focus on the professional competencies,students will acquire,the expected learning outcomes,the required knowledge,and the transferable skills required by students to perform professionally.Which areas of DigComp it contributes

189、toProblem solving:To identify needs and problems,and to resolve conceptual problems and problem situations in digital environments.To use digital tools to innovate processes and products.To keep up-to-date with the digital evolution.Is it knowledge,skills or attitude?Knowledge,skills,attitudeWhat pr

190、oficiency level of DigComp this aligns toAdvancedDescriptionEach scenarios methodology is based on three components that facilitate the adoption of active learning in Engineering Education:Curriculum,Pedagogy,and Technology.Curriculum:he curricular aspect is built-in base on the descriptors proposed

191、 by EQF level 4,Knowledge,Skills,and Responsibility and autonomy.From these descriptors are extracted four aspects:Professional competencies,Learning outcomes,Subject knowledge,and Transferable skills.Pedagogy:Pedagogical framework for Demo Scenario design is based on active learning and remote lear

192、ning.The instructors role during the process is to guide and facilitate the learners through their actions and to give feedback when its needed.Technology:Technological integration describes how and when assisted reality system should be incorporated into the learning process.For this purpose,HMT-1

193、device is the chosen tool by the consortium,leaving other devices based on AR and VR as feasible options for similar scenarios.Learning Management Systems(LMS)and videoconferences are useful tools to use in the digital active learning progress,to follow and share between learners and instructor in a

194、synchronous or synchronous ways,respectively.Why is this selected?Remote Learning and Examination based on Augmented Reality(RELAR)is a European Erasmus+project(2020-1-NL01-KA226-VET-083043)that aims to create a crisis-proof resilient education environment,enabling remote coaching and digital skills

195、 training based on AR.35ReuseDemo scenario workflow in general words,RELAR demo scenarios are divided into 3 phases(see figure below).RELAR digital active learning process.Acevedo et al.(2022):Remote learning and examination based on augmented reality;Image source:SEFI 50th Annual conference of The

196、European Society for Engineering Education,p.911,The first phase focuses on the activation of previous knowledge,where students can be exposed to the topic knowledge that they already should know.Using self-evaluation tests and having an open discussion between classmates and instructor is a proper

197、way to know and understand lack of knowledge or misconceptions from the learners,facilitating flexible variations during the learning experience.The second stages aim is to create new knowledge and competencies.Learners themselves must work as teams to investigate digital content about the topic and

198、 elaborate their own content to take action in training.During this stage,learners can receive instant feedback from the instructor via HMT-1(expert coaching).At the third stage,the knowledge has to be consolidated,expecting that it can be transferred to new situations in learners future professiona

199、l environment.For this stage,learners may build their own workflow to follow in the expected problem.The learner action can be recorded by the HMT-1 device to receive asynchronous feedback from the instructor(digital workflow).This final stage could be used as an assessment of the topic.ToolsHMT-1,H

200、oloLens,HP Reverb,LMS,videoconferencesWebsite for more informationhttps:/upcommons.upc.edu/handle/2117/384165https:/www.puterea.ro/marinarii-romani-vor-fi-scoliti-si-cu-ajutorul-realitatii-augmentate-si-aplicatiilor-speciale/(in Romanian language)https:/https:/ Platform to Acquire Professional Skill

201、s and Knowledge in the Field of AcousticsLevel(s)of educationTVETAuthorsKarolina Jaruszewska;Filip Baraski;Magdalena Piotrowska;Manuel Melon;Oliver Dazel;Michael Vorlnder;Lukas Aspck;Marko Horvat;Kristian Jambroi;Monika Rychtrikov;Leopold Kritly;Andreas Herweg Learning objective(s)Create space for n

202、ew,innovative and multidisciplinary approaches for teaching and e-learning acoustics(e.g.,based on gamification,VR,or web simulators).Which areas of DigComp it contributes to?Problem solving:To identify needs and problems,and to resolve conceptual problems and problem situations in digital environme

203、nts.To use digital tools to innovate processes and products.To keep up-to-date with the digital evolution.Is it knowledge,skills or attitude?Knowledge and skillsWhat proficiency level of DigComp this aligns toAdvancedDescriptionThe ACOUCOU Platform(http:/acoucou.org/)is a part of a strategy aimed at

204、 expanding and strengthening acoustic knowledge,supporting the development of innovative teaching methods based on attractive and effective delivery of content,services,teaching methodologies and practices at national and international levels.The form of materials and courses published on the Acoust

205、ic Courseware Platform are suitable to be used for self-learning as well as in blended learning,where an educator uses materials from the platform to carry out training among employees/students.Technical,professional knowledge is usually presented as text including equations and technical drawings.P

206、resenting it in a visually attractive form is more appealing and increases the motivation of the users.The visualization of phenomena simplifies the understanding of problems and makes it easy to acquire knowledge in similar,practical situations of an engineers work.Why is this selected?ACOUCOU rece

207、ives positive feedback from universities,business partners,educators and self-educating professionals.In future,ACOUCOU Team is hoping to continuously address upcoming challenges in education and awareness in field of acoustics.ReuseFree access to knowledge is one of the main foundations of ACOUCOU.

208、The platform is designed to serve as modern self-development tool for engineers,young professionals,students and other individuals interested in acoustics.ACI consists of materials enriched with case studies as VR videos.Effects can be watched on a computer or using the VR headset.The form of materi

209、als and courses published on the ACOUCOU Platform is suitable to be used for self-learning as well as in blended learning,where an educator uses materials from platform to carry out training among employees/students.ToolsAcoucou,VRWebsite for more informationhttp:/publications.rwth-aachen.de/record/

210、769865/files/769865.pdfhttps:/acoucou.org37TitleActive Teaching Strategies Supported by Different Technological Tools Level(s)of educationTVETAuthorsCampaa-Jimnez,Rafael Luis;Gallego-Arrufat,Mara Jess;Muoz-Leiva,FranciscoLearning objective(s)Acquisition of digital,professional,social and personal co

211、mpetenceWhich areas of DigComp it contributes toCommunication and collaboration:To interact,communicate and collaborate through digital technologies while being aware of cultural and generational diversity.To participate in society through public and private digital services and participatory citize

212、nship.To manage ones digital presence,identity and reputation.Problem solving:To identify needs and problems,and to resolve conceptual problems and problem situations in digital environments.To use digital tools to innovate processes and products.To keep up-to-date with the digital evolution.Is it k

213、nowledge,skills or attitude?Knowledge,skills,attitudeWhat proficiency level of DigComp this aligns toIntermediateDescriptionThe educational center where the study takes place has Google Apps accreditation,which provides a comprehensive package of tools for communication and collaboration.In the acqu

214、isition of competences,didactic strategies supported by tools such as email,chat,shared documents,blogger,calendars,Google sites,YouTube,Picasa and Google maps are used.In addition,there is a Learning Management System(LMS)based on Moodle as a repository for documents and two-way communication with

215、the studentWhy is this selected?The active methodology with diversity of technologies provides a new way of learning in pre-professional studies.The application of new and multitude of strategies has provided teaching and learning models that enhance motivation and creativity,but also contribute to

216、improve initiative,learn from mistakes,increase communication channels between teachers and students,facilitate collaborative learning,providing a high degree of interdisciplinarity and improving written and oral expression skills.This training environment where a variety of strategies are used is d

217、efined as the medium where the student is the true protagonist of their learning,physically interacting with other classmates by being face-to-face,and where the teacher becomes the facilitator,advisor,adviser of that learning.ReuseA series of activities are proposed(see Campaa-Jimnez et al.2019,pp.

218、226-229)that are related to professional,personal and social skills.These activities are described in the classroom schedule of the training module:objectives,content,strategies,tools and evaluation.Some activities are carried out individually and others through groups organised by the teaching staf

219、f.This is to promote the interpersonal relationships of students.ToolsEmail,chat,shared documents,blogger,calendars,Google sites,Youtube,Picasa and Google maps LMS MoodleWebsite for more informationhttps:/educar.uab.cat/article/view/v55-n1-campana-gallego-munoz38TitleMobile Learning in a Strength of

220、 Materials CourseLevel(s)of educationTVETAuthorsLuis Celorrio-BarraguLearning objective(s)to learn the concepts and procedural contents of the course in a faster and more enjoyable manner“Strength of Materials”;improving students academic results;developing certain competences and improving technolo

221、gical skills;use of mobile technology.Students must know how to operate and maintain their own phone.For example,to know how to:install and uninstall apps,locate a file in the memory,check phones status,especially the battery,memory and space available in their phone.use of cloud storage tools.The e

222、xercises completed with the mobile phone must be saved in a safe location and the cloud is the ideal site.There are several free cloud storage tools like Dropbox,Google Drive and others.use of instant message apps(for example:WhatsApp).Which areas of DigComp it contributes toInformation and data lit

223、eracy:To articulate information needs,to locate and retrieve digital data,information and content.To judge the relevance of the source and its content.To store,manage,and organise digital data,information and content.Communication and collaboration:To interact,communicate and collaborate through dig

224、ital technologies while being aware of cultural and generational diversity.To participate in society through public and private digital services and participatory citizenship.To manage ones digital presence,identity and reputation.Problem solving:To identify needs and problems,and to resolve concept

225、ual problems and problem situations in digital environments.To use digital tools to innovate processes and products.To keep up-to-date with the digital evolution.Is it knowledge,skills or attitude?Knowledge,skills,attitudeWhat proficiency level of DigComp this aligns toIntermediateDescriptionThe act

226、ivities were based on two applications available in app stores or repositories:Mechanics of Materials and Frame Design.Frame Design in a powerful app based on the Finite Element Method for conducting linear static structural analysis of plane structures.Statically indeterminate beams and frames are

227、studied for three weeks during the course.Computer labs are designated for teaching how to use a software specific to the area of Mechanics of Materials called MdSolids.Why is this selected?Students appreciated these activities because the learning experience progressed more quickly and proved to be

228、 more enjoyable,and they also felt more motivated.Furthermore,students improved their academic results as compared to previous years when these apps were not incorporated.This real experience with mobile learning demonstrated other advantages as well:competences in ICTs improved,along with skills in

229、volved with using mobile devices.ReuseThe pedagogical approach is well described in the research and the apps are available on App stores for reuse in other educational settings.ToolsMechanics of Materials(Learn Mechanical Engineering),Frame Design,MdSolids Website for more informationhttps:/dl.acm.

230、org/doi/10.1145/3012430.301257139TitleDialogical Authentic Netlearning Activity(DIANA)Level(s)of educationVocational educationAuthorsHelena Aarnio,Jouni Enqvist(interpretation Sanna Ruhalahti,Anne-Maria Korhonen,Pivi Rasi)Learning objective(s)the learning designing for existing digital,open and mobi

231、le learning environments to create a general view of authentic and dialogical knowledge constructionWhich areas of DigComp it contributes toCommunication and collaboration:To interact,communicate and collaborate through digital technologies while being aware of cultural and generational diversity.To

232、 participate in society through public and private digital services and participatory citizenship.To manage ones digital presence,identity and reputation.Digital content creation:To create and edit digital content.To improve and integrate information and content into an existing body of knowledge wh

233、ile understanding how copyright and licences are to be applied.To know how to give understandable instructions for a computer system.Problem solving:To identify needs and problems,and to resolve conceptual problems and problem situations in digital environments.To use digital tools to innovate proce

234、sses and products.To keep up-to-date with the digital evolution.Is it knowledge,skills or attitude?Knowledge,skills,attitudeWhat proficiency level of DigComp this aligns toAdvancedDescriptionThe renewed DIANA modelThe cornerstones of the model are called functional dimensions.It is thought to facili

235、tate the planning and implementation of the learning process.The renewed model takes into account working in the varying learning environments and communities of the digital age.The titles and contents of the cornerstones of the DIANA model follow.A Creating a common basis for learning together(A1,A

236、2,A3)A1 The idea of dialogical and authentic learning A2 Preparing for dialogical participation in the learning community A3 Structuring and starting collective workB Enabling authenticity in learning(B1,B2)B1 Deriving authentic learning tasks(starting problems)learner-centredly from real-life and w

237、ork situations,formulating problems using language used by students,the starting point being their everyday conceptions B2 Using authentic sources and materials/data to create content and products C Enhancing learning through dialogic methods of operation(C1,C2,C3)C1 Solving problems and constructin

238、g knowledge through dialogical actions C2 Working as equals,participating reciprocally and symmetrically,listening to others,open and constructive inquiry and weaving syntheses C3 The focus is on open,inquiring questions that are used to find solutions and create contentD Combining theory and practi

239、ce in learning(D1,D2)D1 Alternating theory and practice,weaving a synthesis,finding gaps in thinking and actions,formulating new problems D2 Continuous reflection and evaluation throughout the learning process individually and collectively on the basis of those gaps 40Why is this selected?This model

240、 creates opportunities for authentic,dialogical and collaborative learning experiences while integrating mobile learning technologies with a structured learning design.The mobile applications brought new and enriching aspects to collaborative knowledge construction.The model provides an example of e

241、ducational openness for professional teachers who wish to design,teach and integrate new open technologies into education,use open content and transparently construct their knowledge.ReuseThe study module was designed and implemented using the DIANA model.The main components of the learning environm

242、ent provided by the facilitators were an open course blog,containing freely accessible educational resources and open blogs for the study circles.The module was designed so that each collaborative learning application could be accessed via mobile devices.Three of the four module implementations incl

243、uded contact teaching,while the remaining course was solely based on online and mobile learning environments.The model is well described and so could be implemented and reused in other contexts.ToolsBlogger,Facebook,Google Drive,WhatsAppWebsite for more informationhttps:/ TitleOnline Video to Explor

244、e Vocational Learning on YouTube for Interactive Service WorkLevel(s)of educationVocational educationAuthorsCharlotte ArkenbackLearning objective(s)Learning interactive service work that focusing on connected service encounters in which transactions and customer service are intertwined through inter

245、action with digital technologies.Which areas of DigComp it contributes toProblem solving:To identify needs and problems,and to resolve conceptual problems and problem situations in digital environments.To use digital tools to innovate processes and products.To keep up-to-date with the digital evolut

246、ion.Is it knowledge,skills or attitude?Knowledge,skills,attitudeWhat proficiency level of DigComp this aligns toAdvancedDescriptionIncreasingly,public video-sharing sites like YouTube are used by firms,educators and learners to teach and learn about work practices,new work roles and skills.However,m

247、ore knowledge is needed about what instructional videos exist and how they facilitate vocational learning.This practice draws from online video research to explore vocational learning on YouTube for interactive service work.Focusing on connected service encounters in which transactions and customer

248、service are intertwined through interaction with digital technologies,cashier work was used as the empirical case.Why is this selected?Online instructional videos have been presented as an efficient instructional method in workplace learning and vocational education and training(VET).ReuseVideos are

249、 viewed during theoretical and practical classes,as well as during independent work.ToolsYouTubeWebsite for more informationhttps:/ EducationThe attainment of digital skills has become critically important for students undertaking university degree education in order to enhance and heighten their em

250、ployability,and to ensure they have acquired a range of competences to successfully participate in an increasingly digital society.According to a study by Gaebel,Zhang,Stoeber&Morrisroe(2021),54%of Higher Education institutions in Europe offer students the opportunity to engage in courses and traini

251、ng that address general digital literacy within all or most study programmes.Whilst initiatives and learning programmes to build general digital literacy are useful and can assist students with gaining confidence in using multiple basic platforms,digital tools and other software,it is essential that

252、 students are also given the opportunity to acquire specific and more specialist digital skills that relate to their discipline/field of study.Only 41%of Higher Education institutions in the study have integrated specific digital skills development into all or most of their programmes.49%of Higher E

253、ducation Institutions do,however,have a voluntary offer that students can opt in to.Higher Education institutions are well-placed to support students with developing relevant and applicable digital skills that they can utilise in specific job roles(e.g.,consultant,marketer,business analyst,scientist

254、,engineer)as well as within specific industry sectors(e.g.,banking,retail,consulting,engineering).The use of digital tools and platforms can be incorporated into assessments,projects,immersions,research reports,scenario weeks and other live and hybrid learning experiences.These can be designed to pr

255、ovide students with practice-based learning,creating the conditions for students to actively put the tools to work to test their capabilities,and combine tools to drive higher level outputs,whilst also understanding the limitations of their use.When organisations,across industry sectors,hire new rec

256、ruits,many of these roles will require candidates to demonstrate some level of digital skills and competences.A study by the OECD(2022)found that in EU countries,jobs that require digital skills make up a significant amount of job postings online,ranging from 427%in France to 12%in Spain.Whilst not

257、all of these job roles target recent university graduates,it does emphasise the critical role that Higher Education institutions have in preparing students for a labour market that increasingly values applicants who can demonstrate their ability to use digital tools,software and platforms.Good pract

258、ices in Higher EducationIn this section we introduce several examples of how digital skills can be acquired through innovative and impact-driven learning experiences that can be incorporated into the curriculum across faculties and degree programmes.TitleImpact on People and Planet(with AI)AuthorsCa

259、talina MuellerDigComp area(s)&proficiency level(s)Information and data literacy-intermediate Communication and collaboration-intermediate Digital content creation intermediateLevel(s)of educationUndergraduate,GraduateWhy is this selected?(Which change in behaviour related to digital skills we want t

260、o see after the session)Evaluate the credibility and reliability of generative AI tools and other digital sources of informationLearning objective(s)Understand the ESG framework(environmental,social,governance)and its importance Identify key ESG principles associated with product management Use a ge

261、nerative AI tool to answer questions and critically assess the resultsDescriptionThe session includes the icebreaker“Would you rather”with a sustainability focus(e.g.,”Would you rather have the power to make products last forever or the power to make products biodegrade faster?”),individual activiti

262、es,small group activities and plenary activities.Participants are divided in 3 groups and assigned one concept(E,S or G)to get familiar with by interacting with a generative AI tool.Then they discuss findings in relation to two areas:the concepts that need to be understood and the experience of usin

263、g a generative AI tool.Reuse Replace the concept in focus(ESG)with any other concept that requires more than two independent layers of understanding and assign them to several groups to check and discuss.Use different types of generative AI tools to compare results.ToolsA generative AI tool(ChatGPT,

264、Bing,Bard)A virtual space for collaboration(Google Sheets/Miro)More informationhttps:/ Digital Debate:Developing a Rich Web-based ResourceAuthorsDr Rikke DuusDigComp area(s)&proficiency level(s)Information and Data Literacy intermediate Communication and collaboration-advanced Digital Content Creati

265、on-advanced Problem Solving intermediate to advancedLevel(s)of educationUndergraduate,PostgraduateWhy is this selected?Students acquire the ability to design and develop a rich web-based resource,whilst also showcasing their ability to develop an evidence-based debate on a highly relevant topic.Lear

266、ning objective(s)Analyse information and insight from a multitude of sources to develop a set of arguments Develop an informed stance by comparing and contrasting key issues Explain how organisations are involved in driving social and community-based impact Demonstrate the ability to use 3-4 differe

267、nt digital tools in combination to create an informative and engaging web-based debate platformDescriptionThis is an assessed,individual submission.Students develop a critical debate on one of three topics:AI in Healthcare,Digital Transformation of Education,or Evolution of Smart Cities.As part of t

268、heir debate and within the chosen topic,students consider how organisations can deliver on related UN Sustainable Development Goals.Based on extensive academic and secondary research,each student is required to develop a total of 15 minutes of video-based recordings of themselves debating the key is

269、sues related to their chosen topic.The 15 minutes are split into four shorter videos that focus on specific areas of the debate(i.e.setting the scene,arguments for,arguments against,a final stance).Students create their own website with W and make the videos available on this site.The videos are com

270、plemented by three data visualisations,an infographic related to the topic and 1,000 words of written content by the student.These different digitised components created by students lead to a rich web-based platform,exploring the students selected topic and enabling students to present an evidence-b

271、ased debate.This output is also shareable with current and potential employers.Reuse Other topics can be used other than AI in Healthcare,Digital Transformation of Education,or Evolution of Smart Cities Choose a different suite of digital tools for the creation of the digitised components and the we

272、b-based platformToolsWix,iMovie,Loom,Lumen5,Genially,Flourish,InfogramMore informationDuus,R.and Cooray,M.(2022).Dare to evolve:Re-assessing assessments in Business Schools.Chartered Association of Business Schools(CABS).https:/charteredabs.org/dare-to-evolve-re-assessing-assessments-in-business-sch

273、ools/44TitleDigital Agility Enhanced through Peer LearningAuthorsDr Rikke Duus,Dr Mike CoorayDigComp area(s)&proficiency level(s)Communication and collaboration-advanced Digital Content Creation-advanced Problem Solving intermediate to advancedLevel(s)of educationUndergraduate,PostgraduateWhy is thi

274、s selected?Students acquire the ability to use 5-6 different digital tools to create impactful digital marketing content and campaigns for selected organisations.Learning objective(s)Design a digital marketing campaign concept with a clearly defined purpose and set of outcomes for a chosen organisat

275、ion Create a recorded campaign presentation including mock-ups and visuals of campaign content Demonstrate the ability to use 5-6 different digital tools in combination to create the presentation in an impactful and effective manner Critically review the work of other teams and provide recommendatio

276、ns for improvementsDescriptionOver 6 weeks,students work in teams to design and develop a digital marketing campaign for a chosen organisation.The output is a 10-minute recording in which the teams present their campaign.In the recording,students introduce the business context and key challenges for

277、 the chosen organisation,justify their creative campaign idea,present the campaign mock-up content,specific objectives and an action plan for delivery.As part of this 6-week team assignment,student teams contribute to the Digital Peer Learning Hub.The Digital Peer Learning Hub is an online,interacti

278、ve platform set up and managed by the module team.In each weekly session,teams use a new digital tool to complete a task related to the campaign.These outputs are uploaded to the Digital Peer Learning Hub for all teams to see,learn from and be inspired by.Teams also engage in structured peer-feedbac

279、k.This propels forward progress for all teams and create a heightened level of transparency.Reuse Replace the digital marketing campaign with any other assessed output/project Choose a different suite of digital tools ToolsLucidchart,Lumen5,Genially,Canva,Figma,FlourishMore informationDuus,R.and Coo

280、ray,M.(2022)Empowering Students to Learn from Each Other.Harvard Business Publishing Education.August.https:/hbsp.harvard.edu/inspiring-minds/empowering-students-to-learn-from-each-otherDuus,R.and Cooray,M.(2022).Enable learners to become confident digital explorers.Times Higher Education.https:/ fo

281、r Good:Developing Ethical and Socially Responsible AI SolutionsAuthorsDr.Virginia DignumDigComp area(s)&proficiency level(s)Information and Data Literacy Communication and collaboration Safety Problem SolvingLevel(s)of educationPostgraduateWhy is this selected?Students develop the ability to design

282、and develop ethical and socially responsible AI solutions that address real-world problems and align with human values and principles.Learning objective(s)Identify and analyse the ethical and social implications of AI applications in various domains Apply ethical frameworks and guidelines to evaluat

283、e and improve the design and development of AI solutions Use a variety of AI tools and methods to create and implement AI solutions that are aligned with human values and principles Communicate and collaborate effectively with different stakeholders and users of AI solutions Reflect on the role and

284、responsibility of AI developers and practitioners in societyDescriptionThis is an assessed,group-based project.Students work in interdisciplinary teams to create an AI solution that addresses a real-world problem related to one of the UN Sustainable Development Goals.An AI solution is a system or ap

285、plication that uses AI techniques such as machine learning,natural language processing,computer vision,or robotics to perform tasks or provide services.Students use AI tools such as TensorFlow,IBM Watson,or Microsoft Azure to create their AI solutions.They also use ethical frameworks and guidelines

286、such as the EU Ethics Guidelines for Trustworthy AI or the UNI Global Union Top 10 Principles for Ethical AI to evaluate and improve their AI solutions.Students are required to produce a prototype of their AI solution,a 10-minute video presentation of their project,and a 2,000-word report on their e

287、thical analysis and evaluation.Reuse Other real-world problems can be used other than those related to the UN Sustainable Development Goals Other AI tools and methods can be used for the creation and implementation of AI solutions Other ethical frameworks and guidelines can be used for the evaluatio

288、n and improvement of AI solutions Other formats and lengths can be used for the prototype,the video presentation,and the reportToolsTensorFlow,IBM Watson,Microsoft Azure,EU Ethics Guidelines for Trustworthy AI,UNI Global Union Top 10 Principles for Ethical AI More informationDignum,V.(2019).Responsi

289、ble Artificial Intelligence:How to Develop and Use AI in a Responsible Way.Springer.https:/ to Reduce the Carbon Footprint of a WebsiteDigComp area(s)&proficiency level(s)Safety-foundation Problem solving foundationLevel(s)of educationUndergraduate,GraduateWhy is this selected?Websites contribute si

290、gnificantly to carbon footprints due to data centers and energy consumption,so learning to minimize this impact is a responsible and ethical choice.Moreover,many companies and organisations are prioritising sustainability and environmental initiatives,and having the skills to reduce a websites carbo

291、n footprint can be a valuable asset when entering the job market.Learning objective(s)Understanding the environmental impact of websites Utilising tools for website carbon emissions assessment Implementing sustainable web practicesDescriptionStart by asking participants how familiar they feel they a

292、re with the topic of sustainability.Introduce statistics connected to the carbon footprint of digital activities and their context(for example,in 2023 it was estimated that each search generated 2 g of CO2 and a simple email,4 g;context:daily there were 3,5 billion searches and 306 billion emails).P

293、resent one tool that estimates the carbon emissions of websites and ask participants to test a page of their choosing and write the results in a G Sheet.Then ask the participants to test 2 pages of the same organisation(one normal-https:/,and one low impact-https:/ the results and the causes.Ask par

294、ticipants to reflect on what can be done differently for the website they chose to test in the first round.ReusePrompt ChatGPT for ideas for your subject:“You are an experienced trainer and instructor for undergraduate students.You are creating a session for understanding the carbon footprint of web

295、sites in which participants learn to check the emissions associated with a website and see what can be improved.How can you link this activity to teaching your subject?”ToolsA virtual space for collaboration(Google Sheets/Miro)A tool to measure carbon emissions related to a website(WebsiteCarbon,Eco

296、grader,Beacon)More informationhttps:/youtu.be/-nUZcC-ZYdshttps:/ Adult EducationUnderstanding the opportunities,challenges and impact of digitalisation on work and learning is important for every adult engaged in lifelong learning.It is key to supporting personal fulfilment and development,employabi

297、lity,social inclusion and active citizenship.(Manifesto for Adult Learning in the 21st century:The Power and Joy of Learning,EAEA European Association of the Education of Adults,2019).Lack of basic digital skills or digital literacy can affect the capacity of citizens to play an active role in socie

298、ty and even to access basic services and expose them to social exclusion.This risk becomes even more significant for citizens who may already be in a vulnerable situation of disadvantage,also considering the concept of intersectionality,a framework that identifies multiple aspects(social,political,p

299、ersonal etc.)that concur to a person identity and potential factors of advantage and disadvantage.Digital literacy is more and more present in adult education programmes as one of the foundational literacies,together with language and financial skills,rather than a specialised set of competences onl

300、y.The concept of literacy includes a broader perspective,considering the capacity to understand which kind of tools are relevant to the purpose and the context of use,the relations with social and ethical aspects,the characteristic of each tool,etc.In this view,digital literacy for all citizens can

301、be seen as a fundamental right,a fundamental life skill and fundamental pillar for citizenship and personal development,not only related to employability and labour market or operationally oriented.For adult learners(but not only),it is also important to consider the differences between technical sk

302、ills(doing something),learning about digital technologies and learning through/with digital technologies,which is an advanced learning skill,linked to the Managing learning competence(as recently outlined in the LifeComp framework,a pillar for adult education programmes)and the possibility to have a

303、ccess to a broader offer of educational activities.In fact,one of the core purposes of non-formal adult education,beyond supporting global literacy,is also to foster general motivation for adults to re-join learning activities and to build a mindset of learning as life and continuous activity,within

304、 a life skills holistic perspective.Finally,in comparison with formal education,non-formal adult education activities tend to have a higher level of accessibility and flexibility that allows also to focus more on very concrete learners needs.For adults,it in fact also fundamental to understand the i

305、deal setting for learning,including for example logistics aspects.Based on these considerations,in this section and in the selection of good practices,we focus mainly on 48basic digital competences,across the 5 areas of the DigComp framework,with specific attention to the transversality of these com

306、petences(competences that serves multiple purposes in the lifelong learning process),as well as their role in the broader approach to life skills and general literacy(language,financial,digital,etc.).In the Annex to this document(A digital literacy programme for adult learners),we also provide a ten

307、tative definition of the DigComp framework competences that should be considered and included in any digital skills and digital literacy non-formal education activities for adults.Good Practices in ALE Adult Learning and EducationThe practices of this section have been selected among a wide range of

308、 activities developed in the last 5-10 years at European level and in various European countries.The selection approach has been to ensure representation in terms of geographical scope and level,main audience,topics and methods,with a particular focus on initiative implementing a holistic approach t

309、o skills and with a special emphasis on the transversality of digital skills,rather than their technical aspects.TitleCitizen Curriculum Digital Capability FrameworkAuthorsLearning and Work,United KingdomDigComp area(s)&proficiency level(s)All DigComp areas except Programming competences Foundation

310、levelLevel(s)of educationAdult non-formal educationWhy is this selected?This initiative is designed with a truly holistic approach to basic skills,addressing literacy needs and accessible for all citizens.Learning objective(s)The competences are organised in a non-prescriptive way into 3 area(digita

311、l capability):Computer Skills,Cognitive Skills and Problem solving.DescriptionThe Citizens Curriculum is an innovative,holistic approach to ensure people have the English,maths,digital,civic,health and financial capabilities they need.It is developed by a civil society organisation that is also a na

312、tional ALE provider.ReuseThe Citizen Curriculum initiative offers a full framework and toolkits and resources to implement it in practice,in any context,including Coaching guide,Participatory Resource Pack and Case studies.More informationhttps:/learningandwork.org.uk/what-we-do/essential-life-skill

313、s/citizens-curriculum/https:/learningandwork.org.uk/wp-content/uploads/2020/02/Digital-Capability-3.pdf49TitleDigital SkillUp Digital Revolution CourseAuthorDigital SkillUp initiative(EU-funded project)DigComp area(s)&proficiency level(s)Information and data literacy,Safety,Problem solving Foundatio

314、n and intermediate levelLevel(s)of educationAdult non-formal educationWhy is this selected?This learning resource is a valuable example of an online short course,self-paced,on digital technologies basics concepts and history,very accessible to all citizens.The course design considers at the same tim

315、e the needs of understanding digital transformation from a personal and professional point of view.The whole course content is also available online for free and without registration,with a format(only text and visuals)that facilitates also technical accessibility.Learning objective(s)At the end of

316、this course,the learner will be able to:Understand the basics of what computers are,how they operate,what their main components are,and the impact of advancements in hardware technology Understand the basics of coding languages,software,and applications as they impart logic to machine,while providin

317、g an interface for humans Visualise the evolution of computer networks,from home and office networks to the internet,to cloud computing and beyond Understand,based on these foundations,how the digital revolution has set the stage for big data,AI,and other emerging technologies that were only theoris

318、ed before.DescriptionThis course was developed within an EU funded project,Digital SkillUp,and it is available through the online training platform of one of the initiatives partners(MinnaLearn).The Digital Revolution course takes the learner through a journey of reflecting on the background,core el

319、ements and implications of digital technologies with real life examples from everyday life and work.This holistic approach emphasises that technology evolution has been dependent on multiple interconnected advances-preparing the student to comprehend the latest emerging technologies.ReuseThe course

320、has been designed already with a European and global perspective in mind,with specific attention to technical accessibility of content(text and visuals without texts),which makes it ready for easy translation and adaptation to other contexts and purposes,for example with the addition of new topics a

321、nd the integration of different case studies.More informationhttps:/ is PreciousAuthorsComune di Montone and partners,ItalyDigComp area(s)&proficiency level(s)All DigComp areas except Programming competences Foundation levelLevel(s)of educationAdult non-formal educationWhy is this selected?The core

322、characteristic of this initiative is its strong integration in the local context,focusing on digital culture and social inclusion.Learning objective(s)The various activities aim at supporting participants in improving their understanding of the digital culture and services:use of public online servi

323、ces,digital identity management,use of internet,smartphones and apps,digital citizenship competences,social innovation services.Description#GEMMA is a project for digital inclusion and democracy,funded by the European Social Fund and developed in collaboration by a partnership of public and private

324、organisations.It involves rural municipalities,whose inhabitants have less access to digital knowledge and online public services.The project promotes a model for social engagement that involves associations and public bodies in the development of free learning opportunities for citizens,offering di

325、gital animation itinerant events for citizens of all ages.The main aim of the initiative is to improve quality of life,well-being and digital culture in various areas of the region.The initiative offers diverse services for various audiences:all citizens,over 65,volunteers,families with children,emp

326、loyees and job seekers,students and schools.ReuseThe model is very light and flexible and easy to implement in other contexts,adapting the various services and events to the local needs,also possibly expanding the topics and the thematic activities addressing specific target audiences.More informati

327、onhttps:/ VillageAuthorsVienna Adult Education Centres-www.vhs.atin cooperation with Wohnpartner Wien-https:/wohnpartner-wien.at/and funded by the Vienna Chamber of Labour from the Digitalisation Fund-https:/wien.arbeiterkammer.at/digifondsDigComp area(s)&proficiency level(s)All DigComp areas Founda

328、tion levelLevel(s)of educationAdult non-formal educationWhy is this selected?Digital Village is a best practice project because it approaches(potential)learners in a low-threshold way and responds directly and very precisely to peoples learning needs.All concerns are being dealt with,e.g.,the use of

329、 smartphone apps,the creation of secure passwords for online shopping,the use of cell phone signatures,etc.Learning objective(s)No curriculum describes what the participants should learn;instead,the residents of the housing buildings come with questions and challenges,seeking easy-to-understand“on-t

330、he-spot”solutions.51DescriptionDigital Village is a project developed in Vienna(Austria),at local level,with the main aim to increase digital competences of individuals in a community-based approach.The project aims to give the residents of municipal buildings a low-threshold opportunity to ask ques

331、tions in connection with digitalisation and to solve digital problems that arise in their daily lives.The target group of“Digital Village”are people from Vienna living in or around municipal residential buildings.The project especially addresses people with low levels of basic digital literacy and p

332、eople who currently do not take advantage of formal or non-formal educational opportunities.The experts are usually trainers who work on basic education programmes.ReuseThis educational outreach project is certainly transferable to different contexts,while good cooperation with and among local commu

333、nities and local partners could be important for its success.However,a similar project could also be run in other places with differentconditions.It would also be conceivable to offer this service in popular public places such as parks,cafs,etc.More informationhttps:/eaea.org/wp-content/uploads/2022/11/Digitalisation-and-Bildung-final.pdfwww.vhs.at/digiinfotagTitleBeCode Digital SprintAuthorsBeCod