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The recipes

This chapter describes how to select recipes adapted to the DigCompEdu framework for the implementation of the digital pedagogy.

In our classification of the recipes, we will focus not only on educators’ competences but also on their level of digital competence for each of the areas.

These considerations should be incorporated in each recipe. First of all, you need to determine which level of (digital) competences your learners have and identify the aim of your lesson. To decide which tools you need, you have to reflect on the competence area to be trained and what kind of digital teaching competence area is needed. For the skills, it is necessary to reflect on your own digital skills and identify your capabilities and room for improvement. The ingredients contain the framework conditions such as the number of students, their language level etc. The topic preparation outlines the steps to reach your goal and the competence areas and sub areas you can build on. You also think about the time you need (cooking time). In conclusion, to select and create the recipes it is necessary to consider four main classifications of DigCompEdu: the classification area of the recipe (digital resources, teaching and learning, assessment and empowering learners); the competence area(s) you want to focus on (information and data literacy, communication and collaboration, digital content creation, safety and problem solving); own digital skills as an educator (A1 Newcomer, A2 Explorer, B1 Integrator, B2 Expert, C1 Leader and C2 Pioneer) as well as the proficiency levels of the learners (1-8).

Selecting a Recipe

Example of a recipe in Area 2 at level A2

Using youtube videos for English SLA https://www.youtube.com/watch?v=O2mecmDFE-Q

Learning situation and learner group:

The learning group consist of 12 learners with a B1 English level. The class’ aim is a listening comprehension task in a face-to-face class situation.

Selected Area: 2 – Digital Resources

Expected digital level in the area: A2 – Explorer

Selecting digital resources for Listening Comprehension – Level A2

Part 1:The teacher identifies the specific teaching situation and content.

Listening comprehension at level B1 English SLA for a group with 12 adult participants adults.

Aim of the exercise: To practice speaking and listening skills

The digital exercise will be prepared as a homework activity.

Things to consider: Listening is a skill that needs to be developed and fostered in a good manner by the teacher because students rarely notice it or even pay attention to it in their learning process. It is a more complicated ability that involves, besides listening, emotions and feelings while communicating with others through interpreting the conveyed messages, regardless if they are verbal or nonverbal messages. Learners should be active listeners by making the connection between the words and their meanings. Active listening requires the listener to hear the words and identify feelings associated with words. Listening is the best way to receive a considerable amount of knowledge and joy and also a good way to make others feel interesting to be with. Teachers can depend on videos while trying to develop their learners’ listening and speaking abilities. Providing the students with real life native conversations along with the printed text to reinforce their understanding and their proper pronunciation can be very helpful. Supplementing the (often) scripted and stilted textbook listening exercises with real life authentic conversations from podcasts or videos is an attractive option for language teachers and their students.

Part 2: Select the suitable digital resource for the learning objective: Here we select a trailer from Youtube

Things to consider: Attention must be given to authenticity of videos used in the exercises and the copyright limitations need to be considered when using videos from YouTube

Part 3: In the case of any limitations of access to computers/tablets, offer the possibility to do their homework at school (provide WIFI and laptops)

Things to consider: YouTube is easily accessible from any device (PC, laptop, Tablet or smartphone) that can access internet. Streaming video from YouTube need a lot of bandwidth and this need to be taken into account when there are limitations in available bandwidth, especially in smartphones using mobile data and not WIFI.

Part 4: Consider possible restrictions related to copyright and legal provisions: Use a trailer that can be easily found and has no copyright infringement laws for watching it.

Things to consider: First, YouTube is limited to what copyright restrictions allow. If students are determined to focus on certain clips that are not available on YouTube due to copyright infringement laws, then teachers will have to procure these clips on their own.

Part 5: Select the suitable digital content for the given learning objective and situation

In this recipe, we’ve chosen My Big Greek Fat wedding movie because it shows general English situations in a funny and relatable way.

Using recipes adapted to Area 2 of the Framework

This chapter describes how to use recipes adapted to the DigCompEdu framework for the implementation of the digital pedagogy.

Selecting digital resources for Listening Comprehension – Level A2

Using and modifying digital resources – Level A2

Part 1: The teacher considers the specific learning objective and selects the new resources to be used: My Big Fat Greek Wedding trailer. The teacher will create questions based on the video.

Things to consider: At A2 level the teacher will not be able to cut or embed exercises in the video. The teacher will just create a listening comprehension activity.

Part 2: Use office software to create worksheets to enhance the vocabulary skills: Create a worksheet with questions for the learners based on the video

Part 3: There is no restriction on originally produced questions or worksheet, so you don’t have to think about copyright laws.

Part 4: Create a digital presentation of the task : A task description will be created and posted on the Facebook site with the link to the video and the worksheet/questions. The learned structures can be later practiced in the face-to-face class

Things to consider: The teacher needs to have created a closed Facebook group or if the group is not willing to use social media, the teacher will need to collect mail addresses and create a class mailing list.

How to manage, protect and sharedigital resources – Level A2

Part 1: Share educational content (original worksheet) via Facebook or e-mail.

Things to consider: If using facebook, make sure the Facebook group is closed, For mailing, students have agreed about mail list policy in the class, if not they need to have agreed about the mailing list.

Part 2: Include links in the shared content: On facebook, share a pdf/word document in a closed group via messaging. By email, add an attachment to send to all the recipients.

Things to consider: The teacher needs to think about and form a structure on how to discuss and provide the necessary information in class about the content to be shared, the images, links and property rights.

Part 3: Take measures to protect sensitive data and resources: GDPR should be agreed before the creation of a Facebook group/the creation of a mail list

Things to consider: The teacher includes a preparatory session on GDPR with students.

Part 4: Share information with colleagues. The teacher shares his/her experience with other teachers

Things to consider: Involve other staff members in the concept of digital pedagogy.

Assessing Recipes under Area 2 in the Framework

This chapter describes how to assess/classify recipes adapted to the DigCompEdu framework for the implementation of the digital pedagogy.

As stated previously, in the classification of recipes, we are considering the specific digital competence area and the necessary minimal mastery level of digital competences.

In this sense, our example recipe on “Using Youtube videos for English SLA” covers Area 2 of the framework. It focuses on the selection of the teaching situation, the content to be digitalized and the digital tools to be used for the specific learning group. Further, it requires a minimal digital mastery of A2 and describes the steps needed for proper selection of materials and teaching situations.

How to classify the mastery level:

The six levels represent the different stages under which educators’ digital competences typically develop through implementing digitalization in their classes.

The levels are described as: A1 Newcomer, A2 Explorer, B1 Integrator, B2 Expert, C1 Leader and C2 Pioneer.

The framework offers detailed information about the proficiency levels and the characteristics applied to the different competence stages

In the following part you can find the Area2 of educator’s digital competences (= digital resources: selecting, creating, modifying)

The Newcomer barely uses the internet to find resources for their lessons, uses digital resources but doesn ́t change them in any creative way and safes data but only for him/herself.

Example: A co-teaching situation in which one trainer is at least an integrator and the second a newcomer: The integrator will create and structure a teaching situation that uses digital pedagogy and will encourage the newcomer to participate in the digital experience by giving the A1 trainers small tasks to be fulfilled that the integrator will control. Example: Trainer B1 embeds one exercise in a learning platform and explains trainer A1 how to enter the platform and show students where to find the exercise.

The Explorer is able to use simple research strategies to find material to use in his/her class, uses certain software and programs to design worksheets and presentations, is able to use simple share methods like emails and links and is aware about copyrights with no deeper knowledge.

Example: our example described above

The Integrator is able to customize his/her search strategies, selects and filters the results concerning basic criteria as well as the learners needs/interests to create material on a more advanced level (integrate animations, links, integrative elements etc..) as well as advanced sharing strategies (uploading, embedding in a website), knows how to deal carefully with sensitive content (exams etc.) and has basic knowledge about the copyrights.

Example: The role of the B1 trainer explained in A1

The Expert finds and adapts digital content using complex criteria (e.g: apps/games for the learners, can give recommendations on resources etc.), can modify and integrate advanced digital resources (e.g. interactive games) and knows about licences and what and how far he/she is allowed to adapt and shares resources on a professional level (integrating resources in the digital environment, in protecting personal/sensitive data uses copyright regimentations correctly).

Example: For selecting materials, the trainer is not restricted to existing materials but creates original in an existing learning platform and adapts the platform to the needs. In our example, he/she could use, for example, a quiz app (e.g. kahoot) to create an own quiz about the trailer.

The Leader not only uses traditional search engines but also other resources (e.g. collaborative platforms), evaluates the data found, contextualises the data in class, has advanced strategies to create and adapt resources (e.g. interactive worksheets, games, apps etc.) and publishes digitally those resources.

Example: The trainer (together with some colleagues) creates or modifies an online learning platform (wiki/blog) where the learners can work together. In our example, the trainer could use the Moodle platform and incorporate tasks about the trailer or other trailers for the students to solve at home or in groups. On the platform, you also can track the students’ progress.

The Pioneer is able to guide his/her colleagues on resource strategies and the selection of resources, has a storage of resources and shares them, creates his/her own interactive digital resources (apps, games) and publishes digital resources professionally.

Example: The trainer builds an app adapted to his educational needs with tasks for the students.

So in our example educators considered as explorers need to be aware of “the potential of digital technologies and are interested in exploring them to enhance pedagogical and professional practice. They have started using digital technologies in some areas of digital competence, without, however, following a comprehensive or consistent approach. Explorers need encouragement, insight and inspiration, e.g. through the example and guidance of colleagues, embedded in a collaborative exchange of practices.”

Regarding transversal areas for area 2 the educator will need to:

– use digital technologies and be aware of digital search possibilities

– be able to transmit the expectations and goals of the digital activities to the learners

How to classify the different areas of competence:

The areas of digital teaching competence refer to the different stages of the teaching and learning situation. As exposed above areas 2 to 5 could be resumed as:

2. Digital resources: The ability to select digital resources that are adapted to the learning context, the learning goals and the individual needs the learners have.

3. Teaching and Learning: The active use of digital devices and materials as well as embedding digital learning methods in class.

4. Assessment: Evaluating the digital learning progress

5. Empowering Learners: Encouraging learners to actively engage in the digital teachings.

This example focuses on recipes that are classified in the area of digital teaching competence focussing on the selection process. We are not going to consider how to implement the materials in the classes or how to present the teaching situation. We will neither consider the encouragement of the learners or the assessing process; rather, we will just focus on how to select digital resources and a teaching situation with consideration of all the implications of area 2 described in the framework.

For a complete implementation of the selected tools in the class, we need to analyse the same teaching situation in the areas 3 to 5 at the same digital level. These areas refer to describing and planning the teaching activity, the assessment methodology for the exercises and activities regarding the engagement of learners throughout the learning process.

Our example described above could be easily expanded in the other areas in the following way.

Area teaching and learning: For example, the trainer could (with the help of an integrator or expert) create a quiz with a quiz app (e.g. kahoot) about the trailer for the students to solve. Or, as an explorer or integrator he could use one of the existing quizzes, (e.g. film trailer or another topic depending on the learning aim).This way,leaners can actively use a digital device to learn. When the trainer is accustomed to the app, he/she can try to create an original quiz to further develop his/her competences.

Assessment: The described app also shows the learners and the trainer what they did incorrectly. It also shows who completed the exercise the fastest and who had the most points. So, teacher and students can directly see and evaluate the learning process and can even repeat the quiz several times to see if they are improving.

Empowering learners: The same app can be used for students to practice at home. They can repeat the quiz, or they can try other quizzes for practice. Later, at a higher digital level the learners could create their own quizzes in groups for their classmates to solve

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