LIFE project- Digiloping

  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 dig

 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 university education as well as adult learning to the relationships between educatio

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 stil

    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 Anspal) to confirm questionnaire recipients 14.03 Liisi Kaljo, Sze Pui Cheung , Tauno Rubin, Janne Aas Questionnaires are sent to stakeholders and our own team members 14.03 Liisi Kaljo, Sze Pui Cheung , Tauno Rubin, Janne Aas Research of scientific background- invest