LIFE project- Digiloping

The other part of the project was learning material for teachers to learn about the assessment tools - introduction of using digital technologies to create a simple assessment. The material is created by Digiloping teachers II team and consist of: Introduction: Overview of the course content Unit 1. Formative and summative assessment Unit 2 . Quizzes, polls and digital surveys  Novice level - Mentimeter, Kahoot, Quizziz, Poll Everywhere Independent level - Padlet, AnswerGarden, Socrative, Google Forms Proficient level - Quizlet, SurveyMonkey, Wizer:me Conclusion: Reflection and next steps The course material is available here . 

All these documents are created by Digiloping I. Novice level.  Here we are describing principes of digital competence for begginer level teachers. Main topics are:  Unit 1: Seven Ways to Find What You Want on the Internet Unit 2: Professional collaboration Unit 3: How to manage resources using basic strategies Unit 4: Teamwork and reflection https://docs.google.com/document/d/1NJoDip05vgJOOiTnJaqoklaznOLsMP1lm2EHeqBbfHY/edit?usp=sharing Independent level. In this level describes more advance level of digital competence for independent level teachers. Main topics are: Unit 1: Searching and assessing resources Unit 2: Professional collaboration Unit 3: Protecting and sharing resources. Unit 4: Teamwork and reflection https://docs.google.com/document/d/19ArJD1wG-WYROrapXhc4DK7lkQUbgR2VC52zqMhIvvw/edit?usp=sharing Every part of these documents are done according to Digiloping curriculum https://docs.google.com/document/d/1s4rlzno7TpoGHvc2pHs3auvo_ldsAbip/...

 

Janne: " Participating in this project was interesting and challenging. Joining this project, I imagined it a little differently. I got a lot of useful information for my work. In the future, I will be able to find better digital tools that I can use in my studies. I contributed to this project as much as I could. I know I'm not a very good digital user, so I often felt unable to talk about these issues. However, I am glad that I participated in this project - I gained more experience." *** Mari: I received (as I joined a bit later) role in each level training material preparation. Two units in novice level and one in independent and in proficient level. Group was helpful and supportive. I think that contribution was more or less divided equally and everyone fulfilled their part. I participated all the meetings and plan to participate the next ones to come.  I learned a lot about different digital options that teachers could use. Also, about copyright rules which for me ...

  The main framework which group relies on is DigCompEdu. The teacher’s digital competence model is based on the European Commission’s educator’s digital competence framework DigCompEDU, and the learner’s digital competence model is based on the digital citizen’s framework DigComp. The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. There is also an international project named “DCDS” (Digital Competences Development System) and this project has been funded with support from the European Commission. There is a platform made for it and the group can use input from this project as well. “The main objective of the project is to develop an integrated modular system, the “Digital Competences Development System - DCDS” and use it to develop basic...

 Project partners are: 1)       Kreáció Duó Ltd, Hungary Kreáció Duó is a small private for-profit organisation founded in 2008. The main goal of the organisation is to support schools, education institutions and non-profit organisations to develop their educational activities, raising the standard of formal, non-formal and informal education practice with new, innovative methods based on participation. 2)       Spektrum Educational Center, Romania The Spektrum Educational Centre was established in 1996 on the initiative of the Open Society Foundation. The mission of the Center is to offer various educatinal services, urging for a proactive, cooperative and successful community. 3)       UNIVERSITY OF JYVÄSKYLÄ, Finland The Finnish Institute for Educational Research conducts internationally esteemed multidisciplinary research on education. The research ranges from early childhood education to unive...

The group found short texts (articles, summaries of longer studies, summaries of books, short presentation of theories), videos, visualization tools, diagrams, infographics, online tools, applications, mobile apps, websites, other resources. presentation of examples/ experiments/ projects from the training material developers’ own practice, create reflection tasks and list down bibliography and references for each unit, meaning novice level, independent user level and proficient user level. All members familiarized themselves with digital competence scientific background and frameworks like DigCompedu etc. The group has compiled a questionnaire with help from DigCompedu and forwarded it to teachers in Digiloping I, Digiloping II group and stakeholders to find out the use of digital resources and overall level of digital competences. The group found out some Tallinn University’s marketing channels which could have been used for project but unfortunately due to lack of time, we couldn...

  In today’s society everyone needs to have a wide set of skills, knowledge and competences, including a sufficient level of digital competence, in order to play an active part in society, to access and progress in the labor market, and to engage in further education and training in a lifelong learning perspective. Around a quarter of the European adult population struggles with reading and writing and has poor numeracy and digital skills. Adults who do not possess a sufficient level of such skills face a high risk of social exclusion. (DCDS Project, 2020) The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. (DCDS Project, 2020) Digital resources are essential for teachers as they are needed for teaching and learning methods in all day-to-day activities. However, there are ...

    P roject action plan 1   LIFE project:    DIGILOPING                                            supervisor(s):    Janika Leoste, Tiina Anspal                            team members: Johanna Stina, Sze Pui Cheung, Janne Aas, Sergei Rjabtsev, Tauno Rubin, Mari Arike Tasks Deadline Student(s) responsible All tasks are divided for team members 28.02 Johanna Stina Kalma Making the questionnaire 07.03 Liisi Kaljo Collaboration with Digiloping II 14.03 Johanna Stina Kalma Collaboration with end user (Tiina Ansp...