The work to be conducted in this stage of the project will be based on the results obtained by the partnership in the previous stage: The Competence metamodel for Digital education competences. For each of the identified competences, educators may not only measure their level of competence achievements in binary terms (achieved/ not achieved), but rather in terms of the degree of expertise achieved under each competence.
We expect to have an alignment of Digital Competences with the Tuning/CALOHEE Framework for Teacher Education: As part of the levelling activity, the EdDiCo project will use the indicators and competence assessment frameworks described by the CALOHEE project (Framework for Teacher Education) to propose generic competence level descriptors at EQF levels 6, 7 and 8 for digital education competence.
Along the implementation we intend to act as a laboratory where different policy actions may be tested in theory, with the aim of identifying effective levers to move the field towards desirable futures.
June 2020
Description of Competences using CALOHEE Descriptors and Dimensions
Each of the competences described in the Competence Meta-Model for Digital Educators is further subdivided into their constituent elements of knowledge, skills, responsibilities and attitudes, and broken down into descriptors and subdescriptors
as necessary.Feb 2021
Publication of the Learning Maturity Model for Digital Education Competence
The aim of the Learning Maturity Model for Digital Education Competence (download PDF here) is to create an organisational paradigm for digital education training content. By aligning the model’s structure to the Tuning-CALOHEE framework (KSA – Knowledge, Skills, Attitudes), its compatibility with previous work (such as the Tuning/CALOHEE Framework for Teacher Education) has been pursued. Thus, this bears the potential to add “digital education” to the Tuning-CALOHEE framework and allow for its future-oriented expansion. The model serves as the foundation for EdDiCo’s central output: a learning directory with more than 500 high-quality digital learning opportunities (e.g., MOOCs or OER). The learning opportunities are matched according to specific competence subsets and progression levels and will be suggested to educators through a self-assessment tool.
The Learning Maturity Model for Digital Education Competence describes each subset of the competences identified in the Competence Meta Model for Digital Educators in terms of three proficiency levels — Explorer, Expert, Pioneer — and subdivides each competence into its constituent elements of (1) knowledge, (2) skills and (3) autonomy & responsibility. This differentiation acknowledges on the one hand that educators may not only measure their level of specific digital competences in binary terms but rather in terms of proficiency levels. On the other hand, the tripartite structure mirrors that competences are a conglomerate of content-related expertise (e.g. on digital technologies and pedagogical strategies), the application of this knowledge, and the attitude or mindset that educators display. As the Competence Meta Model for Digital Educators heavily draws on the European Framework for the Digital Competence of Educators (DigCompEdu), the Learning Maturity Model can be understood as a proposal to further operationalise DigCompEdu.
