Assessing Recipes

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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 characterisations 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 shearing 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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