Information and media literacy

To incorporate learning activities, assignments and assessments which require learners to articulate information needs; to find information and resources in digital environments; to organise, process, analyse and interpret information; and to compare and critically evaluate the credibility and reliability of information and its sources. (DigCompEdu)

Agile working

To empower learners in an interdisciplinary team to collaboratively develop a rapid prototype of problem solving, that creates value for the user, by employing agile and iterative methods. (our own suggestion)

Actively engaging learners

To use digital technologies to foster learners’ active and creative engagement with a subject matter. To use digital technologies within pedagogic strategies that foster learners’ transversal skills, deep thinking and creative expression. To open up learning to new, real-world contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners’ active involvement in complex subject matters. (DigCompEdu)

Differentiation and personalisation

To use digital technologies to address learners’ diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives. (DigCompEdu)

Accessibility and inclusion

To ensure accessibility to learning resources and activities, for all learners, including those with special needs. To consider and respond to learners’ (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies. (DigCompEdu)

Recognition

To judge information provided in learning credential and additional information to recognize skills and competences towards a larger credential. (our own suggestion)

(Micro-) Credentialisation

To design badges/credentials that contain all the available information to facilitate recognition (of intermediate achievements). (our own suggestion)

Feedback and planning

To use digital technologies to provide targeted and timely feedback to learners. To adapt teaching strategies accordingly and to provide targeted support, based on the evidence generated by the digital technologies used. To enable learners and parents to understand the evidence provided by digital technologies and use it for decision-making. (DigCompEdu)

Analysing evidence

To generate, select, critically analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning. (DigCompEdu)

Assessment strategies

To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches. (DigCompEdu)