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ASSESSING DOMAIN-SPECIFIC DIGITAL COMPETENCES IN HIGHER EDUCATION

ASSESSING DOMAIN-SPECIFIC DIGITAL COMPETENCES IN HIGHER EDUCATION. Linda Helene Sillat 06.03.2019. TODAYS’ AGENDA. Digital competences in context of information society; Development of new “language” skills; Lifelong learning and domain-specific digital competences;

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ASSESSING DOMAIN-SPECIFIC DIGITAL COMPETENCES IN HIGHER EDUCATION

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  1. ASSESSING DOMAIN-SPECIFIC DIGITAL COMPETENCES IN HIGHER EDUCATION Linda Helene Sillat 06.03.2019

  2. TODAYS’ AGENDA • Digital competences in context of information society; • Development of new “language” skills; • Lifelong learning and domain-specific digital competences; • Discussion – mapping digital competences; • Limitations of digital competences in education; • Evidence-centered assessment design; • Tool development; • Professional development ecosystem.

  3. DIGITAL COMPETENCES IN THE CONTEXT OF INFORMATION SOCIETY • Various definitions of digital literacy exist: ‘digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society’ (Beetham, 2010). • A shift in focus through widespread use of Web 2.0 technologies means that any current definition should now include participation in social networks as a pivotal part of knowledge acquisition and transfer. • Eisenberg (2008, 39) defines information literacy as ‘a set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need’.

  4. GENERATIONS OF DIGITAL TECHNOLOGY Shop School

  5. MULTIFORM LANGUAGE DEVELOPMENT • 17th century. Letter = bible, catechism (taught by the clerk); • 19th century. Letter = Perno Postimees, Talurahwa Calendar (taught by mother); • 1930: Estonian scientific language, literature, bureaucracy (taught by teacher); • 1970: "second literacy" = programming (taught by teacher); • 1995: email, information literacy (taught by friend); • 2011: The message is more than text: Text message, Twitter thread, Facebook, YouTube, podcast, personal e-environment - medium is the message. • 2019: ???

  6. VOCABULARY SHIFTS IN NATIONAL ICT STRATEGIES FOR EDUCATION • 1986: programming in the second literacy for each citizen of the Soviet Union; • 1997: School computerization, use of IT; • 2001: ICT integration in schools & curricula; • 2006: e-learning environments and methods; • 2012: Learning and teaching in the digital age; • 2014: Digital turn towards 1:1 computing, e-textbooks, e-schoolbag; • 2017: Digital learning resources in national level, programming, organizational level digital maturity, data-driven decision making.

  7. 21ST CENTURY SKILLS

  8. 21ST CENTURY SUPER LEARNERS? • Collaboration and teamwork; • Creativity and imagination; • Critical thinking; • Problem solving; • Flexibility and adaptability; • Global and cultural awareness; • Information literacy; • Leadership; • Civic literacy and citizenship; • Oral and written communication skills; • Social responsibility and ethics; • Technology literacy; • Initiative.

  9. PERSONAL LEARNING ENVIRONMENT

  10. ESTONIAN LIFELONG LEARNING STRATEGY 2020(1) • A change in the approach of to learning: • learning how to learn and how to solve problems • collaboration, creativity, entrepreneurship • Competent and motivated teachers and school leadership; • The concordance of lifelong learning opportunities with the needs of labor market; • Digital turn in formal education system: • Integrating digital culture into teaching and learning; • Quality digital learning resources for all curricula; • Access to digital infrastructure, incl. 1:1 computing; • Digital competencies of teachers and students.

  11. ESTONIAN LIFELONG LEARNING STRATEGY 2020(2) • A digital focus in lifelong learning. Modern digital technology is used for learning and teaching effectively and efficiently. An improvement in the digital skills of the total population has been achieved and access to the new generation of digital infrastructure is ensured.

  12. LEARNING APPROACHES https://www.hm.ee/en/learning-approach

  13. SKILLS FOR DIGITAL WORLD- JUST A NARROW CONCEPT? • Digital literacy is thinking of of literacy in terms of ICT. • This can take many forms - with a whole range of adjectives that can be applied, such as: • ICT literacy - using or programming computers; • digital literacy - using digital information; • multimedia literacy - moving between text, graphics and sound; • network literacy - accessing and creating and interpreting web based documents. • To name a few…are there more? • A broader conceptualisation is needed.

  14. SEVEN ELEMENTS OF DIGITAL LITERACIES https://www.jisc.ac.uk/guides/developing-digital-literacies

  15. Digital competences Components of Digital Literacy. The eight components include creativity, critical thinking and evaluation, cultural and social understanding, collaboration, find and select information, effective communication, e-safety, and functional skills (Hague & Payton, 2010, p. 19).

  16. DIGITAL COMPETENCES OF THE CITIZENS

  17. Domain-specific digital competences • Digital competences vs digital skills vs digital literacy

  18. MAPPING THE DIGITAL COMPETENCES IN YOUR FIELD - DISCUSSION • What are the founding digital competences in you (research) field? • Information and data literacy; • Communication and collaboration; • Digital content creation; • Safety; • Problem solving.

  19. UNIVERSAL MODEL? Digital Competence Landscape for 21st century. Ala-Mutka, 2011

  20. Domain-specific digital competences • Digital literacy is the skills required to achieve digital competence, the confident and critical use of ICT for work, leisure, learning and communication. (European Commission, 2016) • Digital Competence was included as one of the eight essential skills, in the Recommendation on Key Competences for Lifelong learning.’ (European Commission) • 'By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. For example, the use of digital tools to undertake academic research, writing and critical thinking… producing, sharing and critically evaluating information (Jisc, 2013). • Beetham & Sharpe (2014) suggest that: ‘digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities.’

  21. Digital competence limitations(in education) • The definition, identification, support and evaluation of digital skills have been proven to be a challenge for existing educational systems; • Digital competencies have been interpreted as skills of operating a computer software (e.g. by ECDL foundation) and there is little to no understanding to what could be considered as domain-specific digital competencies; • Teaching staff in higher educations are not aware enough of the domain-specific digital competences and not competent themselves and thus cannot be responsible of supporting the development of digital competences of the students; • Lack of reliable and scalable methods or services that support innovative assessment and development of digital competencies. ..

  22. EVIDENCE-CENTERED DESIGN The evidence-centered design (ECD) - conceptual assessment framework. Mislevy et al. 2003

  23. LAYERED ASSESSMENT ARCHITECTURE OF ECD

  24. ISTE VS DIGCOMPEDU • Two digital competency frameworks for educators; • Change in the Estonian teacher qualification standard; • Additional competence “educational technologist”.

  25. ISTE https://www.iste.org/standards/for-educators

  26. digcompedu https://ec.europa.eu/jrc/en/digcompedu

  27. PREVIOUS RESEARCH • Characteristics of digital competence assessment processes and methods in higher education (RQ1); • Overview of the current and possible future trends (RQ2); • Challenges and issues in digital competence assessment in higher education focusing on the reliability and validity of the proposed methods (RQ3).

  28. TOOL DEVELOPMENT • Web-based self-assessment tool called TINDA, which enables teachers and lecturers, for example, to assess their own digital competences or their compliance with qualification requirements, and to validate their self-assessment results through a web-based knowledge test or an anonymous external evaluator.

  29. Teacher professional development ecosystem DIGIPEEGEL TINDA

  30. What next? • Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital Competences: • Science teacher from a small town; • ICT using expert teacher; • History student-teacher; • Accreditation evaluator; • School leaders/educational technologist; • Training specialist/developer. • Validating DigCompEduSAT & DigCompEdu Check-in Tool.

  31. Self-assessment test Find the digital competence self-assessment test here: https://ec.europa.eu/eusurvey/runner/DigCompEdu-S-EN

  32. Questions?

  33. THANK YOU! Linda Helene Sillat sillat@tlu.ee

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