 So Andrea in Amorato de Santos is from the Joint Research Centre at the European Commission, and her role largely involves research and policy support around ICT for learning skills and around open educational resources. And she works on the Digcomp EDU framework for higher education, and she's going to talk to us about some current developments with the framework. So over to you Andrea. Thank you very much Rob. Good afternoon everyone. It's such a pleasure to see so many people gathering online for this morning's event. Thank you very much Rob for the kind invitation to speak to you today. And today I will take you behind the scenes with me really I think that's the goal, because I know that you are all, or at least most of you very familiar with the framework already. So I will focus on current developments and news for you that I think may be of interest. Okay. As Rob just said, I am a scientific officer, senior researcher at the Joint Research Centre. I'm based in Spain, in Seville. I'm speaking from the south of Spain right now. And in there I've been looking after the higher education side of the Digcomp EDU framework, and also the tools that we use to support them. And I'm going to talk through a bit more about the tools because I think I have some news for you today. So before I start, so in order just to give a general overview of the framework, we now have a video that we have recently produced on the Digcomp EDU. So I will play the short video for you so it works also as a means of introduction for anyone who is not very familiar with it. Okay, so let's hope the sound works now. Digital transformation is happening all around us, changing many aspects of daily life from entertainment and retail to how we work, learn and communicate. Teaching is also impacted by this digital change. Education plays a key role, preparing learners for the challenges of an increasingly digital world. Educators through the education and training system need to be confident and competent in using digital technologies in their profession. Many national and international projects define digital skills for educators and support teachers to acquire them. The European Commission has worked with education authorities, educators and other experts to develop a shared definition of educators digital skills. The European framework for the digital competence of educators, also known as Digcomp EDU, is used widely in Europe to discuss educators digital competences to help them embed technology in teaching practice and facilitate reflection on their digital competence. Digcomp EDU maps educators key digital competences under three pillars. The first describes how teachers use technology in their work to collaborate with colleagues, parents and others and to support their professional development. The second pillar describes educators digital competence related to pedagogy. It is about using digital technologies and resources efficiently and effectively to support teaching learning and assessment. The third pillar focuses on helping learners develop their digital competences so that they can use technology in confident, critical and creative ways. Digcomp EDU is for educators in all levels of education from early childhood to higher education, adult learning, general and vocational education, as well as non-formal learning contexts. It helps inform education policy, supports regional and national initiatives on digital competences and can be a guide for governments, organizations and training providers to create digital competence programs for educators. The framework includes a progression path describing six stages of technology use, from awareness and exploration to leadership and innovation, guiding educators on how to further develop their skills. Using the framework, the European Commission with experts from across Europe is building a free online tool which will enable educators to reflect on their digital skills, help them identify their strengths and where they can improve further. Join us and find out more about teaching and learning in the digital age. Brilliant. So as you see, there are very few views, you know, so far for this video, only 165 because it's a recent production. So I'd like to invite you to please have this copy of this URL for the moment in case you want to access the video and, you know, and share it, perhaps we could share it on the chat so everybody can save it. We have also worked towards the inclusion we have prepared subtitles in all European languages, in order to make it more inclusive so I really hope that this is going to be useful for you know. Okay, so and as you realize towards the end of the video there was an announcement of a tool. No so far, as you know, we, we have the framework now which is the theoretical definition of what it means to be a digitally competent educator plus the six areas that we are going to work well and that you're going to work with later on today in the second part, but based on this framework, we have been using the checking tool that I think that most of you are familiar in which to have questions that you can go through that self reflection and towards the end of it you have a report know you have a report on your skills. So now apart from the checking tool which is a tool that is ever evolving. So we are building a new tool called selfie for teachers. Okay, so some of you may know that we already have a selfie tool, not called a selfie, but selfie as it is nowadays is based on the decomp org framework. And it's for schools, mostly for schools know, and now selfie for teachers is going to be like a twin tool for selfie for schools but specifically for teachers, in which the questions in there are based on the deep company do framework. It's similar to what is happening now with the checking, but with a more robust platform. Okay, so this is going to be launched in September this year and I'm going to invite everyone to to be part of this launch event in September. But I have to say that for the moment we are planning a launch of this tool only for school the school education sector. Okay, but hopefully in a couple of years we plan to add to the latest I hope no I can't say for sure but hopefully it's going to be soon extended to the higher education sector. So for me it's very important that you know from now that you are going to start hearing a lot about selfie for teachers selfie for teachers, but you should know that this is not for higher education at this very moment. At the moment we keep on using the checking tool. Okay, until we launch the selfie for teachers for higher education right. Okay, now, and that has been also revision process for the questions that are that are in the self reflection tool, both for school education and for higher education for school education before we had 22 items knowing the tool. The questions were 22 based on 22 items. And now it has been revised and we have a new tool that is going to be launched alongside self for teachers with a new bank item of 33 items in total so there has been an increase in the number of items and questions in the tool. Okay, and that's going to be launched in selfie for teachers now with higher education which I think is the main goal of everyone joining the subject this seminar today. Please correct me if it's if I'm wrong. Okay, but I think that's the focus today. We have also made a revision of the checking questions. And now we have 25 questions before it was 22 now we have 25 and we have included another area on those questions based on another framework that we have developed at the GRC, which has become again very relevant which is the open a do framework a framework for for open education, and it's specifically focusing on higher education because it talks about it's a framework about open as a tall levels of a higher education institution, but also about open science open date research open educational resources open pedagogies that are very important for inclusion, and there is a dimension in there I'm going to show you that is about recognition. And I know that in Ireland you have a big initiative on micro credentials that fit very well with the recognition dimension of the framework. So we have expanded a little bit. The scope of the questions in the checking tool to include a section based on the G company do framework which is very much focusing on the higher education sector. Okay. So before I go there to show you a little bit more of what has changed changed, I just would like to invite everyone for the ones who are not part yet of the G company do community you can see the address over here. So for us, it's open for everyone. We are going to start a series of webinars very soon because we want to make this community, a bit more live so if you join there, you'll get the news of what is going on and hopefully you'll be able to participate in the webinars that we will start very soon. Okay. Now, let me go through show you a little bit of the opening the framework. I don't know how many of you are already familiar with this framework but we have developed it back in 2016. It's a three year research project in which we were at the time responding to the need to know to a communication of the European Commission about the need of for universities and knowledge to be more open. And one thing that we did was to expand a little bit more on the concept of open educational resources and but looking into it in relation to open education, which is a broader concept so we had, we proposed in this framework a working definition for open education, right, because if you ask anyone what is open education for you you're going to have different answers, everyone has a different idea for some it's open science for others it's open educational resources so on so forth. It's important to propose a working definition so that's what we do in this framework and we also have here 10 dimensions for open education as I have briefly mentioned, in which we would include in the content dimension everything related to all we are talking about is open education, and in relation to the, to the jicompe du framework you know that relates to area two, which is digital resources right so it would be kind of dealt with within the content dimension, although obviously the jicompe du framework was being published and after was published afterwards the open edu came first. And then we talk about open pedagogy is what it means to be an open institution an open educator, as I mentioned recognition everything related to learning paths micro credentials collaboration between universities it was designed, firstly for universities it can be used across sectors right because it's very easily adopted. So the dimensions here in the center are considered the central dimensions the core dimension that we call of open education. And the four dimensions in the outwards we consider them the transversal dimensions, meaning that they, they, the dimensions outwards technology strategy leadership and quality are actually supporting the core dimensions at all times, but we have to take into account that all dimensions are being interrelated with one another. They do not really work alone so if you're talking about content. It's obviously related to pedagogy because we use content and pedagogy together know we have to have our ways of teaching. At the same time with the support of technology, hopefully also with some strategy behind it which can be individual or institutional with quality because it's an important dimension. So you know it's always to bear in mind that they work together. Okay. And of course I can I can talk to you further about this if you wish but I want to move on to show you. Let me see if I can scroll down a little bit to show you that we have here's the report if anyone is interested to read through the framework. I must also say that the full framework is in the annex of this report so please have a look at the annex because there you have questions to take you know if you are checking the strategy of openness of your institution of or your research group or even your own practices. So as you see this is a support framework for higher education institutions and then in 2019, we have published another report based on the, the opening to framework for focusing on academics on the actual lecturers and researchers so how can you actually be an open academic right so this this one is focused is focusing on the 10 dimensions but proposing a reflection a self reflection for academics on how they could have their practices more open so very briefly. This is not online but you also have a self reflection tool inside of this report okay. And how does it actually relate to the new to the new version of the company do that we have and this is what I want to show you very briefly. This is the actual must the new master document that I'm showing you that's why I told you I would take you behind the scene with me because this is going to be made available in our web page very soon because we are. In the web page right now, and we're going to put this master version over there and as you can see for higher education, we now have areas seven. No, which is open education, and we have so the first part of this area let me see if I can navigate it through. Okay, the first part of this of this area seven we are focusing on finding and using open licenses and digital resources so actually this is why I said to you this is very much related to area two so we can always look at this and try and find it back map it against the digital framework because there is this transversality also between the two frameworks right. So it's about open educational resources and it has progression levels from from zero to six now so we have more answer options than before. So now we have six possible options zero taking zero are the points here giving to someone who knows nothing we had to take into account that some people know very little about that subject area know, and these applies for the entire framework nowadays from zero to six options now. This has been changed because we have revised the questions in there using the blooms digital taxonomy I don't know how many of you are familiar. Okay, sorry to interrupt there I'm just I'm just wondering. I'm, we're still seeing the practical guidelines screen is that correct or do you want to show us the other. No, I want to show the other are you not seeing the other one. No, we're still seeing the practical guidelines. Oh, okay. If you want to stop your sharing and then start your sharing again maybe or. Yes, I'll do that. Sorry to interrupt you now and thanks to Fiona. Let me try again. Okay. If not, I'll just talk through it and very soon we'll be able to have the actual documents so it's not a problem whatsoever. Let me see if you can see it now. Can you see it now. Yeah, thank you. Oh perfect. Much better. Okay, so I was telling you that we now have six answer options know and whereas we had fewer options before. So we have increased some answer options we have revised the questions to add a better a better progression level of complexity. So if you choose the zero you know if you choose the first options it's because you have not as many as much competence on that subject area and as you increase if you if you reach for example if you choose as an answer. Option five and six it means that you are more competent okay so we included we revised the way there was a progression in the levels in there using the blooms digital taxonomy as a model, but obviously we had to adapt to the taxonomy as well because it was not enough for us to cover, you know, all the cognitive engagement necessary to be represented in there right so we had to adapt to the taxonomy. So we have done these adaptation of the other questions we have included the area seven that also deals not only with OER I'm not sure if I can scroll down because it seems that my screen is stuck, but it also deals with some of the those dimensions pedagogy and the last one is research which is talking about open access open data research based on open data so everything that relates to higher education okay and we have tested these new piloted this new questions using the checking tool with 10 universities in Spain we had about 563 exactly participants taking part of this piloting and we are now launching a full national initiative a full national self reflection for universities in the second week of April in which we have more than 90 universities participating so nearly 100% of the universities in Spain taking part in this national exercise. And so we do psychometric analysis to validate the question so this is why we did this pilot right, but we already have countries interested in doing it also at a national level. To Switzerland we've been talking to to you guys in Maryland you know, and we have many other countries already interested in this new version that we are going to release. As soon as we have the webpage ready so I take it one or two weeks more, and we are going to have this new version that you can download and use it's going to be available in the tool. Okay. I think do I have another couple of minutes or how are we doing for time because it like. Another another three minutes there Andre brilliant okay so okay so I just want to show you, let me see if I can still show my screen because now I'm not sure. Okay so I've just told you about the Spanish know the experience with crew I can you see my screen. If you just want to stop that sharing and then start again. I have to stop stop and do it again. Okay. Okay, can you see it now. Yes, perfect. Okay so crew is kind of a national. It's called the. I do not know how to translate it could be the National Association for Spanish for directors of Spanish universities really know so first type of National Association for Spanish universities and they are taking part, they have helped us in this. The collaboration with us revising you know what we had changed in this questions and piloting. So I have to acknowledge crew for that and that's our first experience as a result, we plan to publish the full results of this. And so we have a summer when we finish the data collection, and also we have a paper we are producing a paper explaining in details. The methodology taking for revisiting the tool, the questions etc because some researchers and people that are doing research are very interested in knowing about this more. Let's say scientific processes behind it now. And finally, I just wanted to mention you that not only that but we also have a collaboration with matter read, which is part. The research of the Santander universities the Santander Bank, which you may be familiar with. And they have been using this tool also in Latin America with more than nine countries and we'll now start using in Latin America the new version of the G comp do tool in the checking using the checking tool for universities in Latin America. But in their case, they have just built a new platform exclusively for that. Okay, so I'll stop sharing my screen. And I am here to to answer any questions you may have and thank you very much for your attention. Thank you very much, Andrea. I'm just going to pause the recording.