The aim of the project "Competencies for Universities - using Technology in Education" (CUTE) is to develop a more institutionally based strategy to improve digital competencies for university teaching and to develop a methodology for other institutions to do the same.
Higher Education Institutions (HEIs) across Europe are challenged by digital transformation and the need for more digital competencies for teachers. However, teachers at HEIs are still primarily hired and rewarded for their research – and there is traditionally very little hands-on management when it comes to teaching. Therefore, the development of digital teaching skills is often a slow process and relies heavily on the goodwill (and free time) of those already interested in developing their teaching with digital tools.
This project wants to work strategically by using the European Framework for Digital Competence for Educators (DigCompEdu) to create change on a more institutional level. Using DigCompEdu is a way forward and by testing and documenting the steps to take, the project can pave the way for other European HEIs to do the same in their local contexts. Furthermore, the project will provide policy recommendations for further development of the DigCompEdu framework.
We now live and work in a digital world. Technology infuses many of our interactions, our creativity, and our day-to-day work in education. More recently, we've had to learn to cope quickly (when the pandemic put us all in remote mode). And as we have become more adapted, hopefully we can see how it might be possible to flourish in a digital age (having discerned the advantages, and learned effective ways of working).
The European Digital Competence Framework for Educators provides a common language where we can compare, what the opportunities for future professional development might be. It takes a simple approach to identify 6 broad areas, and helps you to see how confident you are in each of these.
The European Framework for the Digital Competence of Educators is a standardised scheme that provides a reference and guide for working with teachers’ digital competencies. It identifies 6 useful categories of activity relevant to teaching in a digital context, which are divided into a list of specific competences.
The framework aims to show how digital technologies can be used to support professional development in education and training. The emphasis is not purely on technical skills, but places a focus on the teaching and learning context. The framework, in it’s own words, aims to “provide a common language and logic as a starting point for developing, comparing and discussing different instruments for developing educators’ digital competence, at national, regional or local levels”.
Punie, Y., editor(s), Redecker, C., European Framework for the Digital Competence of Educators: DigCompEdu, available at https://ec.europa.eu/jrc/en/digcompedu
- Professional Engagement
Using digital technologies for communication, collaboration and professional development.
- Digital Resources
Effective and responsible use, creation, evaluation and sharing of digital resources.
- Teaching and Learning
Managing and using different digital methods and tools in teaching and learning.
Applying different digital methods and tools in assessment and feedback.
- Empowering Learners
Using digital technologies to empower students and make the learning environment more accessible, personalized, inclusive and student-centered.
- Facilitating Learners’ Digital Competence
Supporting and facilitating students in developing their digital competencies.
DigCompEdu provides educators with a systematic approach to develop their digital competencies and foster their students’ digital literacy. The framework also provides a set of proficiency levels. For each competence, there are six different stages through which an educator’s digital literacy may progress. A self-assessment tool can help identify individual training needs and areas for future development.
Institutions or organisations may be able to use the results from these self-assessments to develop their training and professional development strategies. The framework also allows organisations and projects to adapt it to their particular needs and contexts.
The report from IO5 provides the results of a review and analysis of policies and extensive stakeholder consultations, concluding with a number of specific recommendations for how DigCompEdu can be enhanced and how the digital competence of those who teach in higher education may be addressed through professional development.