From individual’s digital competence to digitally competent learning organisations
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The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
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From individual’s digital competence to digitally competent learning organisations
- 1. From individual’s Digital Competence towards Digitally Competent Educational Organisations Dr. Riina Vuorikari JRC-IPTS, Information Society Unit European Commission A SEMINAR ON DIGITAL LITERACY AND COMPETENCE Oslo November 2 2015
- 2. Who am I? Riina Vuorikari, from Finland - but I now work in Spain! Background: Elementary school teacher education in Finland, but studying abroad a lot (exchange and postgraduate studies) e.g. hypermedia, web, research, Doctoral (‘09) 2000-2011 in European Schoolnet as Senior Research Analyst and Project Manager eTwinning! Research fellow in JRC since 2013
- 4. The JRC-IPTS team also just had its anniversary!
- 5. European Commission, Joint Research Centre Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
- 6. ICT for Learning and Skills (2005 - …) http://essie.eun.org/ Policy • 2013 COM on Opening up Education; E&T 2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,… • Juncker priorities: DSM – Jobs, Growth & Investment What: • ICT for modernising and innovating E&T in Europe • 21st century skills for digital economy and society Why: • Europe is not a top performer in Education • ICT for learning and skills evolves fast • Existing evidence is fragmented and not addressing EU • Tackle MS differences in ICT use in E&T
- 7. Disclaimer…. PISA 2012: reading, mathematics and science (with a focus on mathematics)
- 8. So where were those PISA 2012 kids in 2005?
- 9. Structure I. Introduction II. What is Digital Competence III. Digital Competence Framework for Citizens What it is, how it’s governed and future work IV. Digitally Competent Educational Organisations V. Final remarks
- 11. Digital Competence is one of the 8 key competences Digital Competence is a transversal key competence enabling us to acquire other key competences Image source: http://files.eun.org/etwinning/EN_Developing% 20pupil%20competences%20through%20eTwi nning.pdf
- 12. What does it mean to be digitally competent? KNOWLEDGE SKILLSATTITUDES COMPETENCE Digital competence ≠ use of ICT tools Digital competence involves the confident and critical use of ICT for employment, learning, self- development and participation in society (EC, 2006).
- 13. …confident and critical use of ICT..?
- 14. What is European Digital Competence Framework For Citizens?
- 15. What kind of digital competence do people need in our digital economy and society ?
- 16. • Citizens of all ages need digital skills to benefit from the digital society and economy to avoid exclusion • Digital skills are needed for an increasing number of jobs and most require some level of digital skill • Growing need for digital technologie experts- in all sectors of the economy: cloud , cyber-security, IoT etc. +3% growth p.a. Predicted gap of 825,000 by 2020 16 Why?: Spread of digital technologies to all areas of our lives is increasing demand for digital skills…
- 17. …but skills adapt slowly and education and training is on permanent catch up Highly digitally equipped schools are on average a reality for only 37% of grade 4 students, 24% of grade 8 students, and 50% of grade 11 vocational students. ≈ 20-25% of students are taught by digitally confident and supportive teachers having access to ICT and facing low obstacles to their use at school. Boosting skills for jobs and growth is one of the priorities of Junker's Commission In order to face such changes, people need to have a variety of basic skills, but also transversal skills Source: Survey of Schools: ICT in Education (2013) 17
- 18. JRC-IPTS Study on Digital Competence 2010-2012 on behalf of DG EAC 2014-2015 on behalf of EMPL Google “DigComp IPTS” Link: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html Version 1.0
- 19. Conceptual mapping Case studies analysis Experts’ workshop Online Consultation First proposal Stakeholders’ Consultation Validated proposal 69 references 100+ (15 in-depth) 95 experts 17 + 9 EC 40 consultants Multi-method
- 20. The Digital Competence Framework
- 22. 1. Information processing 1.1 Browsing, searching and filtering information To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies 1.2 Evaluating information To gather, process, understand and critically evaluate information 1.3 Storing and retrieving information To manipulate and store information and content for easier retrieval, to organise information and data Example 1
- 23. Source:ElaboratedbyIPTS,basedonthe structureoftheeCompetenceframeworkfor ICTprofessionals Example 2
- 24. Digital competence (DIGCOMP) is a wider concept than “digital literacy” 241 November 2015
- 25. Who uses the European Digital Competence Framework ?
- 26. 261 November 2015 Examples at a European level
- 31. 311 November 2015 83 82 82 79 78 76 75 73 69 69 67 64 63 59 59 58 57 57 56 55 54 53 51 48 47 46 45 39 34 20 0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100 % Iceland Luxembourg Norway Finland Sweden Denmark Netherlands UnitedKingdom Estonia Germany France Austria Belgium Slovakia Lithuania Spain CzechRepublic Latvia Slovenia Malta Hungary Ireland Portugal Cyprus Italy Poland Greece Croatia Bulgaria Romania Individuals with basic or above basic digital skills 2014 European Commission, Digital Agenda Scoreboard Basic or above basic digital skills Low and no skills In 2014 40% of the EU population had an insufficient (low or no) level of digital skills
- 32. 32 communication content creatio 1 November 2015 safety information proc Source: http://ec.europa.eu/information_society/newsroom/cf/dae/document.cfm?action=display&doc_id =5406 content creation Communication
- 34. 341 November 2015 Examples at a national and regional level
- 35. TEACHER PROFESSIONAL DEVELOPMENT E & T CONTENT /STUDENT ASSESSMENT ASSESMENT FOR EMPLOYABILITY POLICY SUPPORT, FRAMEWORK IMPLEMENTATION BASQUE COUNTRY, SPAIN Ikanos project Developed by the Basque Government to deploy the Digital Agenda. Free online testing tool based on DIGCOMP. FLANDERS, BELGIUM Used by Dept. of Education as an input to curricula review and to development of adult education courses. SPAIN The Ministry of Education Dept institute INTEF has created teacher digital competence framework. LITHUANIA Translation of the DIGCOMP framework by the Education Development Centre. UNITED KINGDOM GO ON UK definition of Basic Digital Skills now aligns with DIGCOMP. Works closely with Cabinet Office and the Governments Digital Service. ESTONIA Translation of the DIGCOMP by the Ministry of Education and Research. Used for teacher PD and students digital competence. SLOVENIA Translated by National Education Institute. DIGCOMP is used for the assessment of students' digital competence. NAVARRA, SPAIN Navarra Department of Education uses DIGCOMP as a key reference for strategic planning. MALTA Use of DIGCOMP framework by the Ministry for Education and Employment in "Green Paper: Digital Literacy". CROATIA e-Schools project by Croatian Academic and Research Network will use DIGCOMP to support teachers . EXRTREMADURA, SPAIN Extremadura implements Teachers Digital Competence Portfolio based on ITALY Italian Digital Agenda Is evaluating the official adoption of DIGCOMP as end user competence. Member state implementations
- 36. 361 November 2015 In-depth example of a regional up-take
- 41. 411 November 2015 Governance Model and new development
- 42. DIGCOMP Governance model Led by the European Commission (DG EMPL & JRC IPTS) Importance of multi-stakeholder involvement at all levels EU level: cross-DG Governance board (CNECT, EAC GROW, JUST, …) assuring interacting and complementarity between actions (eSkills, DSM, ESCO, etc.) Linking with existing initiatives and frameworks at European and MS level (E-CF, ECDL, Telecentre Europe, etc.) Versioning of DIGCOMP (v1.0, v2.0, v2.1, …)
- 43. From DIGCOMP 1.0 to DIGCOMP 2.0 • Task 1: Update of the conceptual reference framework i.e. the titles and descriptions of each competence (21) • Feedback has been gathered since the beginning of 2015 through expert workshops and reviews, ET 2020 WG Transversal skills and from various end user groups • Task 2: Update the proficiency levels • From 3 levels to 8 levels of learning outcomes • One learning outcome per level combining knowledge, skills and attitude -> Final draft ready in the end of 2015 • Task 3: Validation of 2.0 • Task 4: Self-assessment questionnaire 43
- 44. 441 November 2015 Digitally Competent Learning Organisations
- 45. Digitally Competent Teachers Digitally Compete nt Learner s Digitally Competent Organisations DigCompOrg DigComp (2013) DigCompTeach (starting) “Virtuous circle” - a recurring cycle of events where the result of each one increases the beneficial effect of the next DigCompOrg the integration and effective use of digital technologies by educational organisations
- 47. Meta-analysis of 15 frameworks and/or self- assessment tools use to evaluate educational organisations from different sectors (schools, university) Why? To see how much there is overlaps or gaps… get insights about their focus, methodology and implementation strategies… synthesise best practices and lessons learnt… Meta-analysis for developing a meta-framework Diverse aims and approaches A European reference framework would add value by allowing a systemic approach and comparability
- 48. 1. Elemer | K-12 | Hungary | ICT integration – whole school perspective 2. Opeka | K-12 | Finland | evaluation of teachers' and schools' digital competences and culture 3. Microsoft | K-12 | Worldwide | Change management tool for ICT integration 4. LIKA | K-12 | Sweden | support schools to evaluate, plan and prioritise ICT integration 5. Ae-MoYS |K-12 | EU | strengths and weaknesses in the use of ICT for teaching and learning 6. e-Learning Roadmap | K12 | Ireland |where they are in e-Learning and where they would like to go 7. School mentor | K-12 | Norway |reflect on facilitation and execution of pedagogical use of ICT 8. NAACE SRF | K-12| UK | structured route for reviewing and improving schools' use of technology – annual cost 9. FCMM | K-12 | EU | enables K-12 teachers and schools to assess the level of innovation with technology 10. Speak Up NRP | K-12 | USA | students, parents, educators on 21st century education and technology 11. VvPeVOnderwijs | K-12 | The Netherlands | accountability and transparency – mainstream 12. SCALE CCR | mainly K-12 | Worldwide |upscaling ICT-enabled learning innovation – no SAT 13. eP&OBMM | mainly HE | EU | integration of ePortfolios and Open Badges 14. JISC S ICT Toolkit | HE | UK | institutional and individual capabilities in ‘strategic technology business enablers’ The analysed FWs/SATs in a snapshot
- 49. OPEKA – to analyse and develop school's ICT usage OPEKA provides teachers, school and city representatives relevant information on how school's ICT usage compares to other teachers, schools and national levels.
- 50. 1. Elemer | T, S | comparison to the national average | country snapshot / policy 2. Opeka | Τ | comparison with school, town, same subject, all | info to modify Finnish ICT policy 3. Microsoft | L | comparison, ..... 4. LIKA | L | comparisons offline | schools decide who has access (only me, my school, or anyone but anonymously only offline, schools to evaluate, plan and prioritise ICT integration 5. Ae-MoYS | ODS school coordinator | no comparisons but results are used for school's action plan 6. e-Learning Roadmap | L | no comparison, printed version, whole school planning and self-evaluation 7. School mentor | L | no comparisons as only school has access to the results and can decide to give or not access to school owner. Complemented by Teacher Mentor. 8. NAACE SRF | Multiple options | prerequisite to apply for the national quality accreditation ICT Mark 9. FCMM | Multiple options | comparability with national and international average, part of the Future Classroom toolkit 10. Speak Up NRP | Multiple - different questionnaires | findings shared each year with federal, state or local policy makers to inform decisions about education programs, policies and funding, 2,6 million stakeholders participated so far 11. VvPeVOnderwijs | Multiple – different data | 88% of primary & >95% of secondary, voluntary but there is peer pressure and public pressure, school decides which information is presented and in which way, national database, partnerships with research institutes, some results in public website, restricted website with benchmarks for schools themselves 12. JISC S ICT Toolkit | L (Business and ICT)| no comparisons but excel file easy adaptable 13. HEInnovate | Multiple options | comparisons ?????? Users and uses of the analysed FWs and SATs
- 51. 1. Elemer: evidence are also required | country snapshot | 2/3 of teachers and 50% of students to be surveyed 2. Opeka: also qualitative research to validate tool results | questions about the quality of the tool 3. Microsoft: focus on creating a vision | support to manage change process 4. LIKA: complemented by a blog with Q&A, videos etc. | user decides who has access to the results 5. Ae-MoYS: results are used to create school's action plan | indicative percentage of integration in many items 6. e-Learning Roadmap: printed planning tool | part of a Handbook for planning and implementing eLearning 7. School mentor: supplemented by Teacher Mentor | intended for head teachers but in collaboration with other staff 8. NAACE SRF: school reached a certain level (and evidence sections) apply for national quality accreditation ICT Mar 9. FCMM: OER under CC | part of the Future Classrooms toolkit | diagnostic report to plan for next level of maturity 10. Speak Up NRP: 40% of questions renewed each year | findings are shared with federal, state & local policy-make 11. VvPeVOnderwijs: schools decide which results are presented and how | they can add their own explanation of the results 12. SCALE CCR: ecological model of change | a number of applications and impact (e.g. 120+ citations including policy docs) 13. eP&OBMM: blue-print from which customised matrices could be designed | not prescriptive 14. JISC S ICT Toolkit: in MS Excel to allow for easy adaptation | different sets of questions for each group 15. HEInnovate: international professional community evolving around | access to case studies, guidance notes etc. Takeaways from the analysed FWs/SATs
- 52. The DigCompOrg methodology at a glance
- 53. 7 core elements, relevant to all secto 15 sub-elements 74 descriptors DigCompOrg framework
- 54. VISION: Digital-age learning is integral part of the organisation’s vision and strategy Vision articulates the full potential of digital learning technologies Mechanisms for communicating the vision Strategic plan includes digital-age learning IMPLEMENTATION PLAN: in the context of an overarching policy/strategic plan Building on enablers while also addressing possible barriers Diverse pedagogical repertoires and a degree of autonomy Identifying opportunities, incentives and rewards for staff Aligned with wider strategic priorities, including equal opportunities Modernising existing educational provision but also offering totally new opportunities MANAGEMENT AND GOVERNANCE MODEL Shared understanding and commitment to the implementation plan Management responsibility has been clearly assigned Resources aligned with budgets and human resources Review the outcomes, quality and impact of the implementation plan Evaluation of the implementation Benchmarking the implementation status Leadership and Governance practices
- 55. Leadership and Governance practices Integration of Digital- age Learning is part of the overall mission, vision and strategy 1. The potential of digital learning technologies is clearly flagged 2. The benefits of digital learning technologies are communicated 3. The strategic plan encompasses digital-age learning 4. Open education is an aspect of public engagement Strategy for digital-age learning is supported by an implementation plan 5. Planning builds on enablers while addressing barriers 6. Internal stakeholders have a degree of autonomy 7. Opportunities, incentives and rewards for staff are identified 8. Digital-age learning is aligned with broader priorities 9. There are twin goals of modernising existing educational provision and offering new opportunities A Management and Governance Model is in place 10. There is a shared understanding of and commitment to the implementation plan 11. Management responsibility is clearly assigned 12. Resources are aligned with budgets and staffing 13. The outcomes, quality and impact of the implementation plan are reviewed 14. Specific initiatives or pilots are evaluated 15. Implementation status is benchmarked 16. Oversight of policy and direction is evident
- 56. The development of a Self-assessment Questionnaire for Digitally-competent Educational Organisations based on the descriptors of DigCompOrg What's next? A set of questions for each descriptor Related indicators(?) ’Maturity' levels
- 57. Final remarks
- 58. Digitally Competent Teachers Digitally Competent Learners Digitally Competent Organisations The challenge: how to build this “virtuous circle” for digital education? How to link individual’s digital competence with that of the organisation’s? How to achieve a recurring cycle of events where the result of each one increases the beneficial effect of the next?
- 60. 60 1 November 2015 DIGCOMP 1.0 list of competences
- 61. 1. Information 1.1 Browsing, searching and filtering information To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies 1.2 Evaluating information To gather, process, understand and critically evaluate information 1.3 Storing and retrieving information To manipulate and store information and content for easier retrieval, to organise information and data
- 62. 2. Communication (1/3) 2.1 Interacting through technologies To interact through a variety of digital devices and applications, to understand how digital information is distributed, displayed and managed, to understand appropriate ways of communicating through digital means, to refer to different communication formats, to adapt communication modes and strategies to the specific audience 2.2 Sharing information and content To communicate with others the location and content of information found, to be willing and able to share knowledge, content and resources, to act as an intermediary, to be proactive in the spreading of news, content and resources, to know about citation practices and to integrate new information into an existing body of knowledge
- 63. 2. Communication (2/3) 2.3 Engaging in online citizenship To participate in society through online engagement, seek opportunities for self-development and empowerment in using technologies and digital environments, be aware of the potential of technologies for citizen participation 2.4 Collaborating through digital channels To use technologies and media for team work, collaborative processes and co-construction and co-creation of resources, knowledge and content 2.5 Netiquette To have the knowledge and know-how of behavioural norms in online or virtual interactions, to be aware of cultural diversity aspects, to be able to protect self and others from possible online dangers (e.g. cyberbullying), to develop active strategies to discover inappropriate behaviour
- 64. 2. Communication (3/3) 2.6 Managing digital identity To create, adapt and manage one or multiple digital identities, to be able protect one's e-reputation, to deal with the data that one produces through several accounts and applications
- 65. 3. Content creation (1/2) 3.1 Content development To create content in different formats including multimedia, to edit and improve content that s/he has created or that others have created, to express creatively through digital media and technologies 3.2 Integrating and re-elaborating To modify, refine and mash-up existing resources to create new, original and relevant content and knowledge 3.3 Copyright and Licences To understand how copyright and licences apply to information and content
- 66. 3. Content creation (2/2) 3.4 Programming To apply settings, program modification, program applications, software, devices, to understand the principles of programming, to understand what is behind a program
- 67. 4. Safety 4.1 Protecting devices To protect own devices and to understand online risks and threats, to know about safety and security measures 4.2 Protecting personal data To understand common terms of service, active protection of own data, understanding other people privacy, to protect self from online fraud and threats and cyberbulling 4.3 Protecting health To avoid health-risks related with the use of technology in terms of threats to physical and psychological well-being 4.4 Protecting the environment To be aware of the impact of ICT on the environment
- 68. 5. Problem solving (1/2) 5.1 Solving technical problems To identify possible problems and solve them (from trouble-shooting to solving more complex problems) with the help of digital means 5.2 Expressing needs & identifying technological responses To assess own digital needs in terms of resources, tools and competence development, to match needs with possible solutions, adapting tools to personal needs, to critically evaluate digital tools and practices
- 69. 5. Problem solving (2/2) 5.3 Innovating, creating and solving using digital tools To identify and solve conceptual problems or issues through technological means, to improve and innovate with ICT, to actively participate in collaborative digital and multimedia production, to express him/herself creatively through digital media and technologies, to create knowledge with the support of technologies digital tools 5.4 Identification of digital competence gaps To understand where own competence needs to be improved or updated, to support others in the development of their digital competence, to keep up-to- date with new developments.
Editor's Notes
- JRC-IPTS material for the ET2020 WG on Transversal Skills (February 2015). Contact: Riina.VUORIKARI@ec.europa.eu ET 2020 WG on Transversal Skills 12-13 February 2015
- from European Commission's Institute for Prospective Technological Studies _____ where I contribute mainly to projects on innovating education and training. ____ >>>
- Since this is an anniversary, let’s play an imaginative game, where were those kids who took the pisa test in 2012 in 2005? Born in 1997, they were about 8 years olds so in lower primary school.
- Slide from DG Connect, Heidi Cigan
- From the source mentioned in the slide “ in the DIGCOMP framework: operational skills correspond with content creation, social media skills correspond with communication, safe internet use corresponds with safety and responsible internet use corresponds to some extend with information. “
- Lithuania: EDC is under the direct authority of the Ministry of Education and Science (http://www.upc.smm.lt/veikla/about.php) Malta: the eLearning Department (eLD) is within the Directorate for Quality and Standards in Education (DQSE) in the Ministry for Education and Employment (MEDE). GO ON UK: http://www.go-on.co.uk/about/
- a recurring cycle of events, the result of each one being to increase the beneficial effect of the next.
- Everyone has a good intention, but when you actually have to put effort into making the change, it becomes a different story…
- Let's see what we have done so far___ First of all, we took into account the feedback we received from you on September 2014____ and your request for a framework that should be "simple, flexible and adaptable to local needs".____ For developing such a framework, we conducted a meta-analysis of almost 20 existing frameworks, questionnaires, and online tools from different sectors. _____ The aim of this meta-analysis was to see how much there are overlaps or gaps____ to get insights about their focus, methodology and implementation strategies______ and to synthesize best practices and lessons learnt_____ Here I would like to note that our own Creative Classrooms Framework____was just one of the frameworks we analysed so far! >>>>> … and we found that they have diverse aims, focus, and approaches______ a variety of implementation strategies____ and different levels of maturity and scope. _____
- Most refer to school education (12 out of 15) Only one has a small annual cost Almost all of them have/are SAT – different formats, length, focus Most of them refer to ICT use
- A large part of the framework (and later on the Q) does not make any direct reference to DTs! It aims at engaging organisations to reflect on their practices (pedagogical, technological, organisational). Therefore it should be understood as a blue‐print from which customised framework/questionnaire could be designed to suit the particular context of an organisation (or a group of organisations at local/regional/national level). ePOBMM
- Thematic element: Leadership and Governance This element of the framework refers to the role of leadership in the organisation-wide integration and effective use of digital technologies. The integration of digital technologies should be integral to the organisation’s strategic planning and the cornerstone of a well-defined and well-communicated long-term vision. This should be visibly supported through leadership and governance and articulated in short- and medium-term strategic plans. The most important measures and practices that learning organisations from all educational sectors may consider in order to progressively achieve the integration and effective use of digital learning technologies are presented below, structured in 3 sub-elements and 14 descriptors. VISION: Digital-age learning is integral part of the organisation’s vision and strategy Factors that foster effective learning including the integration and organisation-wide use of digital learning technologies are clearly embedded in statements of the mission, vision and strategy of the organisation 1.1 The organisation’s vision clearly articulates the potential of digital learning technologies to modernise educational practices, geared towards better and more comprehensive learning outcomes. 1.2 The organisation has mechanisms in place for communicating internally and externally the vision for, and the benefits to be gained from the integration of digital learning technologies. 1.3 The organisation’s strategic plan includes specific goals and objectives in relation to embedding digital-age learning on a sustainable organisation-wide basis. IMPLEMENTATION PLAN: Digital-age learning vision and strategy should be followed by a clear implementation plan The organisation has a well-defined and realistic digital capacity implementation plan, with clear priorities and measurable targets for the effective organisation-wide deployment of digital learning technologies, in the context of an overarching policy/strategic plan for teaching, learning and assessment. 2.1 The digital capacity implementation plan builds on enablers/facilitators of digital learning technology integration, while also addressing possible barriers. 2.2 The digital capacity implementation plan acknowledges diverse pedagogical repertoires and affords internal stakeholders a degree of autonomy in the implementation of digital learning technologies, in the context of the overarching strategic plan for teaching and learning. 2.4 The digital capacity implementation plan identifies opportunities, incentives and rewards for staff who actively engage in the process of building digital capacity and modernisation of learning environments. 2.5 The digital capacity implementation plan is aligned with wider strategic priorities, including equal opportunities and widening participation in order to mitigate social disadvantage and reduce schools failures (gifted students, migrants, drop-outs, etc.). 2.5 The digital capacity implementation plan includes not only provision for the use of digital learning technologies to modernise existing educational provision but also to offer totally new opportunities for formal, non-formal and informal digital-age learning. MANAGEMENT AND GOVERNANCE MODEL: Effective leadership ensures the co-ordination and management of the digital capacity implementation plan A management and governance model is in place to co-ordinate and oversee the implementation plan for digital learning and digital capacity, including effective use of human and other resources and orchestrating the integration and effective use of digital learning technologies. 3.1 The leadership team has a shared understanding of why and how the organisation seeks to integrate digital learning technologies, and commitment to the implementation plan is evident. 3.2 Management responsibility has been clearly assigned for oversight and delivery of the digital capacity implementation plan. 3.3 Resources required to underpin the digital capacity implementation plan are clearly identified, and aligned with budgets and human resources. 3.4 A process is in place to periodically review the outcomes, quality and impact of the digital capacity implementation plan and to update it accordingly in order to ensure optimal alignment with technological and pedagogical developments. 3.5 Appropriate mechanisms are in place for the evaluation of specific initiatives that might be undertaken by the organisation as part of its digital capacity implementation plan. 3.6 A mechanism is in place to externally benchmark the organisation’s digital learning practices and organisation-wide implementation status. Some refer to plans like this as 'Digital Learning Strategy', eLearning Strategy' etc. But the main message here is that (i) there should be such a plan; and (ii) that is should be clear where it fits into the wider institutional context.
- This element of DigCompOrg refers to the role of leadership in the organisation-wide integration and effective use of digital technologies in respect of its teaching/learning mission and activities. The organisation’s strategic planning process should encompass digital learning technologies, and these in turn should be a cornerstone of a well-defined and well-communicated long-term educational vision. This vision should be visibly supported through leadership and governance and articulated in short- and medium-term strategic plans. The thematic element Leadership and Governance Practices consists of three sub-elements and sixteen descriptors presented below.
- Bring it back home for the pisa kids who are now 18 years old and are deciding about their future education and training options