Education Out of the Box

Self-Training

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  • PEDAGOGICAL THEORY : ABC learning design, a way to scenarize your lessons

    PEDAGOGICAL THEORY : ABC learning design, a way to scenarize your lessons

    ABC Learning Design is a high-energy, hands-on curriculum development workshop developed at University College London. In just 90 minutes teaching teams work together to create a visual ‘storyboard’. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. (https://abc-ld.org/ )

     Although originally designed for higher education, the ABC Learning Design methodology can be easily adapted to secondary, primary and kindergarten levels.

    It builds on the six learning types concept from Prof Diana Laurillard’s model of how students learn (Conversational Framework: D. Laurillard, Teaching as a design science : building pedagogical patterns or learning and technology, Routledge, 2012).

    This is a model of the conditions necessary for learning to take place. Laurillard argues that learning requires cycles of communication to take place between teachers and learners, and learners and their peers, and that these are promoted by the combination of the six learning types. (https://profjourde.wordpress.com/author/francoisjourde/)


  • PEDAGOGICAL THEORY : Digital Competence for Educators (DigCompEdu) - a framework of the European Commission

    Тази тема

    PEDAGOGICAL THEORY : Digital Competence for Educators (DigCompEdu) - a framework of the European Commission

    With this course, you will update your uses of digital technologies in education.

    You start by determining your level with a self-assessment tool based on the European Digital Competence Framework for Educators (DigCompEdu). Then you get an overview of DigCompEdu and how educators can develop their digital competence.

    The chapter "Facilitating learners' digital competence" is detailed, topic by topic.

    A conference and an article by Francesca Caena are also proposed, as well as some digital tools.


    What you'll learn

    • Discover the 22 digital competences set by DigCompEdu
    • Improve you own digital skills
    • Improve the digital skills of your pupils



    • Self-assessment based on the European Digital Competence Framework for Educators (DigCompEdu) and created by https://digital-competence.eu/). URL

      This self-assessment tool is based on the European Digital Competence Framework for Educators (DigCompEdu). DigCompEdu sets out 22 competences organized in six Areas. The competences are explained at six different levels of proficiency (A1, A2, B1, B2, C1, C2). The focus of the framework is to support and encourage teachers in using digital tools to enhance and innovate education.

      This tool aims to allow you to reflect on your strengths and weaknesses in using digital technologies in education. We invite you to self-assess yourself against 22 items that are representative for the 22 competences in DigCompEdu.

      https://digital-competence.eu/



    • Overview Файл


      Educators are role models for the next generation. It is therefore vital for them to be equipped with the digital competence all citizens need to be able to actively participate in a digital society. The European Digital Competence Framework for Citizens (DigComp) specifies these competences. DigComp has become a widely accepted tool for measuring and certifying Digital Competence and has been used as a basis for teacher training and professional development across and beyond Europe. As citizens, educators need to be equipped with these competences to participate in society, both personally and professionally. As role models, they need to be able to clearly demonstrate their digital competence to learners and to pass on their creative and critical use of digital technologies.

      However, educators are not just role models. They are first and foremost learning facilitators, or more plainly: teachers. As professionals dedicated to teaching, they need, in addition to the general digital competences for life and work, educator-specific digital competences to be able to effectively use digital technologies for teaching. The aim of the DigCompEdu framework is to capture and describe these educator-specific digital competences. The DigCompEdu framework distinguishes six different areas in which educators’ Digital Competence is expressed with a total of 22 competences.

      https://joint-research-centre.ec.europa.eu/ 


    • How can Educators develop their digital competence ? Файл

      This chapter describes more in depth what it means for educators to be digitally competent. For each of the 22 elementary competences, the competence descriptor is complemented by a list of typical activities. A progression model along six levels is proposed, for which a rubric with proficiency statements for self-assessment is supplied.

    • Digital revolution in the classroom - Education Talks - 28/07/2016 - 4 min 08 URL

      Esther Wojcicki is an American journalist, author, educator, and vice chair of the Creative Commons board of directors. In this interview she shares her views about digital revolution in the classroom. The interview is subtitled in 23 languages.


    • Facilitating learners' digital competence : Information and media literacy Файл

      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 compare and critically evaluate the credibility and reliabilité of information and its sources.  

      https://joint-research-centre.ec.europa.eu/digcompedu_en 

      Facilitating learners' digital competence is the sixth chapter of DigCompEdu. For the full document, see https://joint-research-centre.ec.europa.eu/digcompedu_en



    • Facilitating learners' digital competence : Digital communication and collaboration Файл

      To incorporate learning activities, assignements and assessments which require learners to effectively and responibly use ditgital technologies for communication, collaboration and civic participation.

      https://joint-research-centre.ec.europa.eu/digcompedu_en


      Facilitating learners' digital competence is the sixth chapter of DigCompEdu. For the full document, see https://joint-research-centre.ec.europa.eu/digcompedu_en



    • Facilitating learners' digital competence : Digital content creation Файл

      To incorporate learning activites, assignments and assessements which require learners to express themselves through digital means, and to modify and create digital content in differnet formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

      https://joint-research-centre.ec.europa.eu/digcompedu_en


      Facilitating learners' digital competence is the sixth chapter of DigCompEdu. For the full document, see https://joint-research-centre.ec.europa.eu/digcompedu_en



    • Facilitating learners' digital competence : Problem solving Файл

      To incorporate learning activities, assignemnts and assessments which require learners to identify and solve technicla problems, or to transfer technological knowledget creatively to new situations.

      https://joint-research-centre.ec.europa.eu/digcompedu_en


      Facilitating learners' digital competence is the sixth chapter of DigCompEdu. For the full document, see https://joint-research-centre.ec.europa.eu/digcompedu_en

    • Facilitating learners' digital competence : Responsible use Файл

      To take measures to ensure learners' physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly. 

      https://joint-research-centre.ec.europa.eu/digcompedu_en


      Facilitating learners' digital competence is the sixth chapter of DigCompEdu. For the full document, see https://joint-research-centre.ec.europa.eu/digcompedu_en

    • Digital Learnings and European Teacher Education : boundary crossings by Francesca Caena - Edite.eu - 42 min 55 URL

      Dr. Francesca Caena has an interdisciplinary background in education research, policy and practice. Her professional experiences and interests span policy-oriented international studies, school and teacher education, and competence frameworks. She has worked for the European Commission’s in-house science service (JRC Unit Human Capital and Employment – researcher for LifeComp European Key Competence Framework development), the European Commission DG Education and Culture (research support for the Working Group School Policy and Teacher Professional Development), and for the OECD (high-level expert for TALIS Initial Teacher Preparation study). Dr Caena has MA degrees in Modern Foreign Languages as well as Education Research (Venice University); her PhD Ed. (2010, Padua University) focused on comparative analysis of European Teacher Education case studies following the Bologna process. Her track record (book publications, reports, articles in peer-reviewed journals; invited keynote contributions to international conferences; reviewer/editor for research journals, e.g. the European Journal of Education) reflects sustained interest and participation in debate on education and training policy and practice across stakeholder groups. Her latest publications regard theoretical underpinnings of LifeComp European Competence Framework (2019), and conceptualisations of the Learning to Learn competence (2020). (https://www.tandfonline.com/)

      Francesca Caena speaking about "European Teacher Education: boundary crossings" at EDiTE's Final Conference: "Teacher Education and Teacher Education Policies in the European Union“, 3rd and 4th July, 2014, Budapest, Hungary.

      You have access to the subtitles in your language by clicking on 


    • DigCompEdu - Certificate quiz Тест
      Ограничено Не е налично докато/освен ако:

      This assessment is based on the 5 documents entitled "Facilitations learners digital competence:..."

  • PEDAGOGICAL THEORY : SAMR model, a way to evaluate how you are incorporating technology into your instructional practice

    PEDAGOGICAL THEORY : SAMR model, a way to evaluate how you are incorporating technology into your instructional practice

    Course Description

    The SAMR model, developed by Ruben Puentedura, is a very important theoretical reference for educators who wish to reflect on the effective and truly pedagogical integration of technologies in the classroom. 

    The SAMR model offers a method to better understand how technology can have a real impact on teaching and learning. Thus, it helps the teacher to understand that integrating ICT does not mean using technology at all costs, but engaging the student in his learning. Technology therefore becomes a tool to achieve this goal.


    What you'll learn

    • Understand how technology can have a real impact on teaching and learning




  • Discover the platform Education Out Of The Box by Theodora Makri - IED (Greece)

    Discover the platform Education Out Of The Box by Theodora Makri - IED (Greece)

  • DIGITAL TOOL : Books and Digital - Laurence Caprace - Henallux (Belgium)

    DIGITAL TOOL : Books and Digital - Laurence Caprace - Henallux (Belgium)

    Digital is not so complicated! This video is the  opportunity to discover how to use digital tools to enrich reading by simply starting from a children's books and a tablet.


  • DIGITAL TOOL : Digital tools helping pupils with “Dys” issues by Magali Netrval - Dyspraxie Luxembourg (Luxemburg)

    DIGITAL TOOL : Digital tools helping pupils with “Dys” issues by Magali Netrval - Dyspraxie Luxembourg (Luxemburg)

    This video was recorded during the first LTT (Learning, Teaching and Training) of Education Out Of The Box Erasmus+ project.

  • DIGITAL TOOL : eTWINNING TRAINING by Deyana Peykova and Anastasiya Savova - SOP (Bulgaria)

    DIGITAL TOOL : eTWINNING TRAINING by Deyana Peykova and Anastasiya Savova - SOP (Bulgaria)

  • DIGITAL TOOL : Learning of writing on iPAD by CDA - Centre de développement des apprentissages (Luxembourg)

    DIGITAL TOOL : Learning of writing on iPAD by CDA - Centre de développement des apprentissages (Luxembourg)

    • Education Out of the Box

    Проектът е финансиран с подкрепата на Европейската Комисия. Тази публикация отразява само вижданията на нейния автор и Комисията не може да носи отговорност за каквато и да е употреба на информацията, съдържаща се в нея.


    Project Number: 2020-1-LU01-KA226-SCH-078053

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