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Although there exist several alternative frameworks and standards for describing the digital competencies expected from teachers, there is a lack of Web-based assessment tools that allow authentic, reliable and valid assessment of these competencies. This paper addresses the design challenges related to a software solution for self- and peer-assessment of teachers’ digital competencies. The empirical part of the paper describes the participatory design process and results from the first user testing of a Web-based self- and peer-assessment tool DigiMina, which supports teachers in building and sharing a personal competency profile. In DigiMina, the competencies are assessed by a teacher herself or by her peers using the performance indicators that are based on the competency model NETS for Teachers created by the International Society of Technology in Education.
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... The research includes both technological tools and instruments developed with the purpose of digital competence assessment. This includes fully developed platforms [16,17], digital competence scales [18,19], and tools developed within international projects [20]. ...
... In four of the studies DigComp was used as the framework for evaluation instrument development [29,41], in all instances a digital competence tool development was not included. Two of the studies were based on the ISTE standard for teachers [16,25]. The use of alternative frameworks and models further shows that there is a lack of common understanding when describing digital competence, which often influences the instrument design and the digital competence assessment results. ...
... To provide a clear answer on the second research objective, we looked into the development of digital competency assessment tools and tests. The analysis of the research revealed [16,20] that, until now, very little has been done to critically evaluate ICT literacy skills in higher education. Thus, it was important to introduce and develop an innovative way to measure the level of such skills that would be internet-delivered and computerized. ...
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The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.
... H. Poldoja, T. Valjataga, M. Laanpere and K. Tammets developed an interesting web tool DigiMina which supports teachers in creating and sharing their competence profile. DigiMina also evaluates teachers using efficiency indicators based on the NETS competency model for teachers, designed by ISTE [208]. ...
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The objective of this monograph is to investigate and solve the academic problem of developing information and communication competence of teachers, who work in the system of military education, in the process of distance learning. It analyzes Ukrainian and foreign experience in developing information and communication competence of teachers in the area of military education. The study substantiates the essence and structure of the basic concept «information and communication competence of teachers of military education system» as well as justifies and experimentally proves the professionally-oriented model and methods of teachers’ information and communication competence development in the system of military education during distance training. This book provides methodical guidelines including developed criteria and indicators for diagnosing the development of information and communication competence of teachers of the system of military education. This monograph is intended for teachers who work in the system of military education, as well as those scholars and readers who are interested in the formation and development of information and communication competence.
... Four studies were about developing digital platforms for professional development: Goeze et al. (2014) examined how video case-based learning can promote teachers' analytical competence to become immersed, to adopt multiple perspectives, to apply conceptual knowledge, and to describe pedagogical situations. Similarly, Põldoja et al. (2014) addressed the design challenges of a software solution for self-and peer-assessment of teachers' digital competencies. Finally, So et al. (2009) designed an online platform where teachers can share vivid images of their practices with peers. ...
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Participatory design is a well‐known approach that involves stakeholders in designing technologies and other innovations. In education, participatory design is especially advocated for involving students with special needs. However, less attention has been paid to how participatory design can help in collaborations with teachers. This paper presents a systematic literature review of participatory design studies conducted between 2007 and 2017 that involved teachers. A comprehensive compilation of studies was collected from fourteen search engines and databases. Participatory design studies that involved teachers were analysed, organised and synthesised to produce an overview of the studies. The studies were organised into three thematic categories by research topics: (1) environments, (2) practices, and (3) technologies. Studies focusing on environments included for example teacher involvement in designing physical buildings and technologies that were integrated into the environment. Studies focusing on practices considered professional communities, instructional planning, and professional development programmes. Studies focusing on technologies included for example teacher involvement in designing assessment and monitoring tools, educational games, learning and teaching applications, security and safety technologies, and technology for special needs. This systematic literature review provides a solid starting point for future participatory design research involving teachers.
... Por su parte, Põldoja et al. (2014) señalan que, los estándares de competencias digitales juegan un papel importante en el desarrollo profesional de los docentes, dado que son un buen referente respecto a lo que debe saber y enseñar, lo que los estudiantes deben conocer y dominar y lo que la institución debe favorecer (Mengual y Roig, 2012). ...
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El presente artículo describe la creación, validación y fiabilidad del instrumento ad-hoc que permite conocer la autopercepción de competencia digital de los futuros docentes (CDFD). Se elaboró teniendo en cuenta los estándares DIGCOMP de Ferrari (2013), UNESCO (2008) y ENLACES (2008) y la validez de contenido fue validado mediante juicio de expertos, las cuales permitieron verificar los ítems obtenidos, así también modificar o eliminar dichos ítems. El resultado es un instrumento de 40 ítems, distribuidos en áreas de conocimiento como: la pedagogía, el área de conocimientos técnicos, el conocimiento de los aspectos sociales, éticos y legales y el uso de las TIC para la formación profesional docente. La fiabilidad obtenida en el instrumento mediante la prueba de Alpha de Cronbach fue de 0.978. En tanto la validez de contenido emitida por parte de los expertos fue de 0.959.
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Research goals: analyze of the scientists experience of Estonia for the design of digital learning ecosystem for massive online courses and distinguish the main stages and tools for the design of massive online courses. Research objectives: define the basic concepts of the research “Digital learning ecosystem” and “massive online courses” according to the analysis of scientific publications of Estonia scientists; describe the main stages of designing digital learning ecosystem for massive online courses, based on the experience of foreign researchers, including Estonia; define the basic requirements to tools for creating digital learning ecosystem and provide examples of such tools. Object of research: lifelong learning. Subject of research: creation of digital educational ecosystem massive online courses for the development of teachers’ information and communication competency. Research methods used: analysis of scientific publications. Results of the research. The study found that the world’s educational systems become the relevance massive open online courses. These courses are characterized by mass production and distribution of knowledge that takes place in the context of open online education by using information and communication technologies, including cloud computing. For the implementation and effectiveness of these courses is necessary to create a special digital learning environment. Digital learning ecosystem is the result of a combination of network tools such as software, platform and other ICT users and their use by users with competences acquired through continuous use of these services in their daily and professional activities. The main conclusions and recommendations: 1. Massive open online courses are a significant solution for of the individual lifelong learning. Infrastructure such courses should provide maximum flexibility for the main activities of their members, in particular, practice, research, study. 2. The problem of designing massive open online courses can be solved through the creation of such digital learning ecosystem that will form a combination of network tools such as software, platform and other ICT users and their use with competencies acquired through continuous use of these services in daily and professional activities. 3. According to the analysis researches of Estonian scientists the digital learning ecosystem can be created through online tools that will support the creation of electronic educational resources, joint use of electronic educational resources the participants of the educational process, re-use of electronic educational resources the participants of the educational process, review and remixes all four components.
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Agile requirements: discovering what your users really want. With this book, you will learn to: Flexible, quick and practical requirements that work Save time and develop better software that meets users' needs Gathering user stories -- even when you can't talk to users How user stories work, and how they differ from use cases, scenarios, and traditional requirements Leveraging user stories as part of planning, scheduling, estimating, and testing Ideal for Extreme Programming, Scrum, or any other agile methodology ----------------------------------------------------------------------------------------------------------Thoroughly reviewed and eagerly anticipated by the agile community, User Stories Applied offers a requirements process that saves time, eliminates rework, and leads directly to better software.The best way to build software that meets users' needs is to begin with "user stories": simple, clear, brief descriptions of functionality that will be valuable to real users. In User Stories Applied, Mike Cohn provides you with a front-to-back blueprint for writing these user stories and weaving them into your development lifecycle.You'll learn what makes a great user story, and what makes a bad one. You'll discover practical ways to gather user stories, even when you can't speak with your users. Then, once you've compiled your user stories, Cohn shows how to organize them, prioritize them, and use them for planning, management, and testing. User role modeling: understanding what users have in common, and where they differ Gathering stories: user interviewing, questionnaires, observation, and workshops Working with managers, trainers, salespeople and other "proxies" Writing user stories for acceptance testing Using stories to prioritize, set schedules, and estimate release costs Includes end-of-chapter practice questions and exercisesUser Stories Applied will be invaluable to every software developer, tester, analyst, and manager working with any agile method: XP, Scrum... or even your own home-grown approach.ADDISON-WESLEY PROFESSIONALBoston, MA 02116www.awprofessional.comISBN: 0-321-20568-5