Lessons learned from Creation of Digitally Competent Educators SLP
Bastos, G., Cendon, E., Firat, M., Juutinen, Sanna, Kananen Päivi, Uotinen, Virpi, Zarebski, M. (2021). Lessons learned from Creation of Digitally Competent Educators SLP. In G. Ubachs (Ed.), 2021 Envisioning Report for Empowering Universities (pp. 48-50). European Association of Distance Teaching Universities. https://empower.eadtu.eu/images/report/Envisioning_Report_for_Empowering_Universities_2021_5th_edition.pdf
© 2021 the Authors
[Introduction] Mismatch of competences and socio-economical results of this issue is recognized as an important problem for higher education institutes (HEIs) in Europe. To cope with this issue HEIs need to create new more flexible and modular structures. In this context, a European HEIs are encouraged to create micro-credentials and short learning programmes (Futures et al., 2020). European Short Learning Programmes (E-SLPs) are one of these new and flexible structures suggested by an EU Project funded under Erasmus+ Programme, Key Action 3: Support for Policy Reform, Initiatives for Policy Innovation, "Forward Looking Cooperation Projects". SLPs have potential to respond to market needs and to reduce mismatch of competencies. At best they provide flexible and scalable building blocks for degrees, are open with non-stop enrolment and offer flexible learning paths with progressive accreditation. As an output of the e-SLP Project, the short learning programme Digitally Competent Educators (DCE) was developed by University of Jyväskylä (JYU), Finland, FernUniversität in Hagen (FeU), Germany, Universidade Aberta (UAb), Portugal and Anadolu University (AU), Turkey between years 2019-2020 (Truyen et al., 2020). The SLP is based on the Digital Competence Framework for Educators (DigCompEdu) published by Europeans Commissions Joint Research Center (Redecker, 2017). It combines six competence areas of the DigCompEdu and aims to develop and foster educators' digital competences in teaching and learning. The competence areas of the DigCompEdu framework were combined in a new innovative way in three modules each addressing a specific level of expertise within the framework – from newcomer to explorer, from explorer to integrator and from integrator to expert (Redecker, 2017). To speed up the planning process, this modification of DigCompEdu competence areas was originally suggested for the partners by the University of Jyväskylä. The DCE programme is targeted at the continuous professional development and lifelong learning for educators at various levels and several education areas. It comprises three modules, covers EQF levels 6-8, is cumulative, flexible, fully online, and scalable. Each module equals 5 ECTS with a workload of 135 hours and a duration of 8 – 10 weeks. The programme is embedded into an existing degree programme at each of the partner university. In addition, separate modules can be completed individually or as certified SLP. In this paper, we present the lessons learned from a 2 years' experience of collaboration, communication, and administration of DCE short learning programme in an international setting. ...
PublisherEuropean Association of Distance Teaching Universities
Parent publication ISBN978-90-79730-43-8
Is part of publication2021 Envisioning Report for Empowering Universities
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Related funder(s)European Commission
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