scholarly journals DESCRIPTION OF EDUCATOR’S DIGITAL COMPETENCE

2019 ◽  
Author(s):  
Nataliia Morze ◽  
Oleksandr Bazeliuk ◽  
Iryna Vorotnikova ◽  
Nina Dementiievska ◽  
Olha Zakhar ◽  
...  
Keyword(s):  
Higher Education ◽  
Digital Competence ◽  
Education Development ◽  
Innovative Teaching ◽  
Digital Society ◽  
Proficiency Levels ◽  
Competence Framework

Description of educator’s digital competence contains standards of structure and digital competence levels required for successful professional engagement of educators under the conditions of digital society development as well as dictionary of used terms. Description of educator’s digital competence is developed according to Concept of pedagogical education development, European framework documents on digital competence - DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Digital Competence Framework for Educators (DigCompEdu); Report made by participants of the project Erasmus+ Modernization of Pedagogical Higher Education by Innovative Teaching Instruments (MoPED).

Adapting a Face-To-Face Competence Framework for Digital Competence Assessment

2011 ◽  
Vol 7 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
M. Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Knowledge Creation ◽  
Learning Experience ◽  
Competence Assessment ◽  
Formal Learning ◽  
Digital Competence ◽  
Face To Face ◽  
Competence Framework

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this paper, the authors address how digital competences can be developed through formal learning. The authors examine and demonstrate the design of a web 2.0 learning experience implemented at the Universitat Rovira i Virgili, which developed both digital competences and management knowledge. The authors argue that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, the digital workers of the future.

scholarly journals INNOVATIVE TEACHING AND BEST PRACTICES: UKRAINIAN UNIVERSITIES

2020 ◽  
pp. 1-68
Author(s):  
Nataliia Morze ◽  
Svitlana Vasylenko
Keyword(s):  
Higher Education ◽  
Pedagogical Practices ◽  
Digital Competence ◽  
University Leadership ◽  
Innovative Teaching ◽  
University Teachers ◽  
University Departments ◽  
Educational Culture ◽  
Leadership Support ◽  
Current Assessment

The purpose of this study was to identify the most used, popular innovative technologies, best pedagogical practices; comparison with the experience of EU universities and the creation of recommendations that will enable Ukrainian partners in the future to prepare applicants for higher education competitive in the labor market. This study was conducted to implement one of the goals of the project - effective cooperation between the pedagogical sector of higher education in Ukraine and the EU, school teachers and their associations. The Ukrainian participants of the project faced the task: to formulate an understanding of the necessary aspects for creating a profile of student competence in new disciplines, to build profiles of digital competence of teachers and lecturers based on the exchange of knowledge gained from EU partners. As part of the project tasks, an analysis of the level of educational programs and best pedagogical practices, issues of community importance, exchange of pedagogical experience between university teachers and university departments, technological features of university leadership support for teachers' innovation, student involvement in research and project activities, use of technical means by teachers of Ukrainian universities - project partners, current assessment systems and priority areas of educational culture.

scholarly journals Ways to improve the motivation of university teachers to develop their digital competence

2018 ◽  
Author(s):  
Nataliia Morze ◽  
Svitlana Vasylenko ◽  
Mariia Gladun
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Advanced Training ◽  
Digital Competence ◽  
Innovative Teaching ◽  
Internal Motivation ◽  
University Teachers ◽  
Educational Trends ◽  
Definition Of

The article is devoted to the problem of increasing the motivation of teachers of higher education institutions to the level of their digital competence (DC) in the conditions of digitalization of education in Ukraine. The authors determine the components of the «digital competence» of academic staff and outline directions of its development. The article describes the results of the survey on the definition of the level of the DC of university teachers, which was attended by the teachers of the Borys Grinchenko Kyiv University and five others Ukrainian universities - partners of the MoPED project (Modernization of Pedagogical Higher Education by Innovative Teaching Instruments - №586098-EPP-1- 2017-1-UA-EPPKA2-CBHE-JP). One of the objectives of the study was to identify the needs of university teachers to familiarize them with educational trends and innovative pedagogical technologies when organizing a system of advanced training. The authors developed a questionnaire and conducted a survey of teachers. The article gives an analysis of the results of the survey, systematized information on the relevance of trends, provided basic recommendations for the universities for organization of training teachers in order to enhance their internal motivation to develop their digital competence.

scholarly journals INTRODUCTION OF INNOVATION TECHNIQUES IN THE HIGH SCHOOL

2018 ◽  
pp. 65-68
Author(s):  
O.M. Boichenko ◽  
Yu.V. Sidash
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Modern Society ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Education Development ◽  
Innovative Teaching ◽  
Medical Institutions ◽  
Intellectual Activities

At present, one of the main features of modern society is its development on the basis of innovations, therefore the purpose of this publication is an attempt to characterize the means, forms and various methods of innovative students’ teaching in higher medical institutions of Ukraine, to reveal the specifics of their use in an interactive environment. Modern methods of teaching profiled disciplines among graduates of higher educational institutions are a constant source of observation of foreign and Ukrainian scholars, as many students from near and far abroad are currently receiving education in Ukraine. To ensure the fulfillment of this task there are such documents as a State National Program "Education (Ukraine XXI Century)", the National Doctrine of Education Development (2002), the Law of Ukraine "On Higher Education" adopted in 2014, and the draft Concept for the Development of Education Ukraine for the period 2015-2025 and the draft Strategy for the reform of higher education in Ukraine until 2020 [1]. These documents provide a significant reform of the educational process in order to form a creative professional with a deep knowledge of teaching discipline, strong skills and abilities through the "training of applicants for higher education with modern scientific knowledge using the latest educational and information technologies." Thus, the introduction of modern innovative technologies into the educational process of universities is necessary, first of all, this is connected with the necessity of improving the teaching process, the degradation of the existing traditional educational process, and radical transformations and complex modifications. In time, pedagogy applies a large number of different innovative teaching methods that direct students to the qualitative learning of knowledge, and the development of their intellectual activities, the formation of skills and critical thinking skills, the ability to independently process information, acquire qualities that will be useful in future professional life.

scholarly journals BUILDING THE DIGITAL COMPETENCE TEACHER PROFILE BY INNOVATIVE TEACHING INSTRUMENTS

2020 ◽  
pp. 1-71
Author(s):  
Nataliia Morze ◽  
Mariia Boiko ◽  
Viktoriia Vember ◽  
Oksana Buinytska
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Digital Competence ◽  
Higher Education Institution ◽  
Innovative Teaching ◽  
Knowledge And Skills ◽  
University Teachers ◽  
Teachers And Students

This report on the MoPED project contains the results of designing the digital competence of teachers, in particular, developed models of standards of digital competence of university teachers and teachers. The report presents the results of a survey of teachers and students of higher education institutions and teachers of secondary education institutions on their attitudes to digital competence and the composition and content of digital competence of teachers, which was conducted under the project. Models of digital competence standards of a teacher of a higher education institution and a teacher of a general secondary education institution have been built. The levels of digital competence of a university lecturer are determined and certain knowledge and skills are determined for each of them. The standard of digital competence of the teacher which consists of 5 components is offered and requirements to each of them are described in detail.

scholarly journals Digital competence framework for higher education students: suggesting approach derived from relevant publications to vietnamese institutions

2021 ◽  
pp. 101-111
Author(s):  
Mai Anh Thơ ◽  
Huynh Ngoc Thanh ◽  
Ngo Anh Tuan
Keyword(s):  
Higher Education ◽  
University Students ◽  
Digital Transformation ◽  
Theoretical Research ◽  
Digital Competence ◽  
Education Students ◽  
Key Competencies ◽  
Digital Competencies ◽  
Important Time ◽  
Competence Framework

Nowadays, digital competence is recognized as one of eight core key competencies for lifelong learning. University students, in the context of education digital transformation, necessarily possess digital competence to be able to study and work in today's open and global educational environment. To develop digital competencies for students, the most important, time-consuming and labor-intensive first step is to determine the conceptual definition and an appropriate digital competence framework. For countries conducting digital transformation in the later stages like Vietnam, inheriting the achievements of previous countries is the optimal and smart choice. Using theoretical research methods, this article synthesizes the concept and structure of digital competence in higher education context from relevant publications, as a basis to suggest an approach in selecting a digital competence framework that is suitable to develop digital competence for university students in Vietnam.

scholarly journals When online learning is a must: a case study of emergency remote teaching in higher education

2021 ◽  
Author(s):  
Ingrid Noguera ◽  
Paloma Valdivia
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Digital Competence ◽  
Innovative Teaching ◽  
Health Crisis ◽  
Face To Face ◽  
Online Pedagogies ◽  
Faculty Of Education

The health crisis caused by COVID-19 has urged face-to-face universities to adapt to the distance-teaching mode. This research seeks to analyse teaching and learning strategies and experiences during the confinement period in the context of the Faculty of Education of the Universitat Autònoma de Barcelona (N=29 teachers, 227 students). The results reveal that design of the course has reproduced face-to-face practices tending towards content-based learning. Lecturers have experienced difficulties deriving from a lack of digital competence and literacy in online pedagogies and students with reference to the paradigm shift that affect their role and tasks. In conclusion, there are pedagogical and technological changes that are here to stay and that the future of higher education will be hybrid. Teachers are predisposed to continue learning about the use of digital technologies and innovative teaching methods while there is a need to incorporate such competences into educators’ educational programmes.

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