 Good afternoon those who are in Europe and good morning those who are more you are in other continents, maybe Canada, USA and other countries. Today we continue the series of Eden webinars dedicating to discuss the challenges that all of us are facing in time of pandemics. The series of Eden webinars have been greatly recognized by academic community because they allow us to re-discuss the most emerging issues to stay online together and to prepare to take our time to prepare for action in shaping a higher education 4.0 so you can follow these series of webinars regularly through Eden social media and communication channels. The 3D case of actually solving of modernization and education in Europe has been dedicated in European distance and e-learning network and we are very happy now to share this experience with all participants of the webinars. Today's webinar is dedicated to the topic that is one of the most urgent topics as demonstrated the discussions among academics and professionals in Europe and the global world and we raise a question today for ourselves and for the participants of the webinar. Do we develop digital competencies or digital skills? The reference of our webinar today is Ditch.com Edu framework Digital Competent Educator framework that actually helped us to balance our way through the storm. The webinar was based on the story that started in 2017 when Ditch.com Edu framework was introduced in Europe in Europe for education institutions helping all of us to Identify the main areas of digital competencies for educators despite of the fact which level they represented school, adult, vet or higher education. In recent years we witness ourselves how important Ditch.com Edu served to keep the balance for us as consultants, as experts, as teacher trainers, as professors in higher education during the pandemic storm. There is even a more pressing need to operationalize existing competence models and to clarify how we have used them, how it is used now and how it may be used by educational organizations in Europe and beyond. Competence framework is another key work in our webinar. We still remember in Europe discussions taking place in 2004, 6 and 8 in the framework of tuning academy in competence framework in vet discussions in colloquial for higher education that describe the competence elements knowledge skills attitudes responsibilities These frameworks are very well forgotten and from time to time we need to come back to them to re-investigate the application of the new models in line with existing ones that served for the case. Another fact is that there are brilliant proposals by European projects funded by the European Commission in Europe that bring already their proposals and ideas on how to develop competence frameworks for the on. Finally, we need to re-address the models to see how these developments still argue for teacher but also for student agency and not only in Europe but on the global world. So these questions, these discussions brought us together today for the webinar. We prepared several polls for you while we will be introducing ourselves to you. Before that, even we would like to ask you what is the biggest need that you as participants of today's webinar as educators experience in digital competence development. Could we please open the poll for the participants now? Please choose the challenge that you experience most, finding digital competence development programs, creating digital resources for teaching and learning, teaching and learning process, assessment in digital learning, empowering learners, developing learner digital competence. Please use one of these. Let's have five more seconds for your choices. I hope everyone could answer the poll and come down five, four, three, two, one. Please show us the results. So we see that creating digital resources for teaching and learning and assessment in digital learning raise highest challenges for you. Let's see how they will be addressed in today's webinar. Finally, I'm very happy after this introduction to introduce the speakers, the panel members of today's webinar. First of all, I would like to introduce Anastasia Konomo, who works at the Joint Research Center of the European Commission. She's leading self-report teachers, the self-reflection tool based on the European framework for the digital competence of educators and Beachcom at the project. She led a number of projects in teachers, continuous professional development and learning, working at Cyprus Pedagogical Institute. I'm also very happy to introduce our global speaker today in this panel, who is Dr. Nicole Johnson, Research Director at the Canadian Digital Learning Research Association. Her research focuses on the tracking and development of digital learning at the national level. I'm very happy to introduce your team from Eddico project represented here by the coordinator, Jochen Ehrenreich from DHBW, Cooperative State University of Baden-Wuttenberg. His research focuses on higher education strategy adaptation to micro credentials and online learning. Dr. Yasmin Diaboyan, Program Manager at Stifter Web Band in Berlin. Her work focuses on digital and supportive teaching, student participation and innovation processes in higher education. And last but not the least, Stefano Menon from Project Manager at Fundaciona Politecnico di Milano. His focuses on innovation of the tactics, working transpositely with different target groups from kindergarten to higher education and lifelong learning. My name is Aidan Avomangavi-Ciné. I am the president of Digital Learning and also I come from Beatles Magnus University in Lithuania and work together with this team in a wonderful Eddico project. So let's start our short presentations and I would like to invite Jochen to introduce the first and very important Eddico approach using Ditch Compadre to support the development and certification of the digital components of educators. Eddico approach, please Jochen, the floor is yours. Thank you, Irina. I will share my screen. So I will give you a short overview on the Eddico project. The title is Support the Development and Certification of the Digital Competences of Educators. And here you can see the project partners. It is an Erasmus Plus project co-funded by the European Union. And we have partners in Germany, Malta, Finland, Lithuania, Italy and Spain. And we have three project aims. The first is that we will have created a learning maturity model for digital education competence that we are presenting in this webinar and discussing with you. And then based on this learning maturity model, we will create a self-assessment and recommendation tool for digital competences of educators. And this tool will then recommend learning opportunities for educators. So we are also creating a directory of learning opportunities for digital education. And the challenge that we are facing there is actually what we are discussing is should all the competences actually be open in a way that they are free or should we include fee-based offerings as well. So to get a first overview on the topic, we conducted interviews with educators and asked them what do they need? What do they want? What do they use? How do they learn? How do they develop their digital competences? How do they relate to digital tools? And are they familiar with digital competence frameworks? Most of them are not familiar with digital competence frameworks. And we found out that we should focus on informal short learning opportunities because teachers are reluctant to enroll in CPD courses due to lack of time and lack of incentives. Instead, they prefer learning by doing or problem-based learning collaborative learning, soft training. As an example, a university professor from Germany said, when I take a formal CPD course, then I still have to do the same amount of teaching. So my to-do list just gets longer. This is why I carefully judge whether I actually need this CPD course or not. Already now, I know how I could improve my teaching, but this would require that I put more time and effort into it, which I cannot afford to do because I have other obligations. However, educators do see the potential of digitization and the transformative power it has. So they are curious of the possibilities and are very well aware that it affects all university roles, teachers, administration and students. And then I hand over to Stefano to tell us what we actually, which competences we added to the DitchCom Edu framework. Thank you, Jochen. So I'm going to share my screen. Okay, you should see now my screen. Well, let me say first of all, good afternoon to all of you and good morning also because I'm happy to see that also some people from the Americas have joined. So it's hard time for you in the early morning. And I will start from Jochen's presentation to create this link for my speech, because I think it's important to say that the interviews were carried out to most of them before the pandemic. And the answers that we received, maybe now if we are going to interview the same people after one year and a half could have changed because obviously the pandemic has increased the interest and the approach to the digital learning for most of the teachers. So it would be interesting to make this check. But what was interesting for us was to have the confirmation that there was a break between the tools that are available, the frameworks that are available in the organization of the competencies for the development of digital competencies of the educators and of the teachers and the the ways that teachers used to select supporting materials to get introduced and trained. So somehow Epico is going to try to find a systematic approach to this, let me say problem or issue that is regards the link between the actual level of competencies and the expected one. But back to us, the first point of our project was to make a kind of selection of the competencies that should be taken into account for the creation of the supporting materials that will come later. And we decided to create this kind of competence metamodel, which obviously started from the competitor, but we went through a lot of other competence frameworks that we have been able to select during our projectivities. We made a comparison and based on this, we found out that some competencies could be of interest for the for the teachers, also if actually not already present in the in the the competitor. We obviously started from this structure. And I have to rush so we don't go to much in the deep, but you have the possibility to assess this as a source directly from the website. And I think Kevin already shared the link to the resource. So now I go very fast. When we work on the the competitor, then we had to make a selection of the main proficiency levels that we could use in order to make it feasible for a matching with the learning tools. And we we arrived to a report that were that is also available in the project at the core of the website, where you can find all the comparisons between the decomposed framework and all the other frameworks that we have been able to to analyze. Moving from this, we arrived to our proposal. We want to stress the fact that this proposal is not a revision of the decomposed we don't we don't mean to do such a complex activity. Our aim is to increase the possibility of the decomposed to have direct links to the supporting materials to the supporting programs that can obviously support teachers in in the acquisition of their competencies. And we arrived to this new proposal where we have added some potential competencies. Yeah, you can't see very well. But if I move to this one, you see in bold, there are some new bullets and this is our proposal. And what is interesting is that we selected health as a very important area that was not fully covered in our opinion by the actual framework. And this was done also before the pandemic. And I think we think as well that with the pandemic, the importance of the health competencies related is as increased is visibility and importance with some other competencies that have been described. In this simple way, for each competence, we have selected the three main levels. You see, we didn't choose all the six levels, but this is explained later by our colleague, because then we are going to create a matrix that is going to make it more complex. But anyway, we decided to create very short and clear sentences that somehow should be coherent with the actual descriptions of the decompado. And all this work should be then used for the realization of the output two and then output three, when we're going to select the related teaching resources. I don't know how much time I have. But maybe I can, for example, just stop on one of these competencies. For example, please, it's very interesting, I think. Okay, so I can use micro credentialization that is a competence. We think it's a competence that is increasing in terms of importance. We know that micro credential in the last years have become very, very important, always more popular, and most of all, very effective in relation to the market needs, to the needs of the trainees that have to get trained on new competencies that were not existing or available before, new mix of competencies that were not thought before. And micro credentialization somehow is going to answer also to these questions. So are teachers able to design badges, credentials that contain all the available information to facilitate the recognition of intermediate achievement? Maybe yes or not. We have selected the three main levels, and we suppose that at basic level, the teachers should be able to use the existing systems to issue digital credentials, designing the micro credentials on the levels of micro and micro curriculum, and the links and the metadata between the credential and the digital curriculum in a virtual learning environment. So this should be the most simple activity that should be able to manage teachers. But then when we improve the competence, maybe we should be able to use and explain credentializing systems to design and issue digital credentials, consulting on the process of designing digital credential and peer reviewing micro credentials developed on the micro and micro curriculum level, and reviewing as well as updating the metadata for credential on learning outcomes, assessment methods in QF levels and so on. From ITC systems such as the digital curriculum in a virtual learning environment. And the last level, so the pioneer should be able to create and implement a digital micro credential strategy for the organization. So where it should be a company that is able to look forward for the new need that arising from the market and from the digitalization of our society, aligning the assessment strategy with digital credentializing, designing a curriculum in a way that individual elements of models can be issued as micro credential and that outside credentials can be recognized towards this curriculum. Also, this is a very important point, the possibility to create new mix of activities and recognitions, training colleagues in designing micro credential on the levels of micro and micro curriculum level and preparing the metadata for the credential, supplying from ITC systems such as a digital curriculum in a virtual learning environment. Okay, this is a typical description that we have created for all the new competencies. But we know also that some of the competencies that we have selected don't find everybody on the same position. So I would ask to our Eden manager if you can launch the poll where we want to ask you which of the competencies that have been selected in this meta model by Eddico as additional proposal to the competitor are for in your opinion to be added. I think I have to interrupt my presentation. Okay. Thank you, Stefano very much. Please, could we have the second poll for participants of the webinar? So you see now the question that Stefano asked, please indicate your preference gamification micro credentialization recognition agile working health well being being safe and legal online active learning artificial intelligence. Please cast your votes. Five, four, three, two, one. We would like to see the results. Stefano. Thank you. Yeah. Thank you. My fear was that gamification at like a zero score. But I see that some of you selected gamification. So I'm very happy for this. And active learning is the is one of them. The competence that is the most selected competence is not strange. But let me say we it's not it doesn't be an added at the end, but not because we thought it is not important. But because it was already somehow available in another subset of competencies in the company. But this is good for us to see that also for for other people in this panel was an important competence. And then I see that many of them have been selected. So I'm happy to see that somehow there is a good score for for each of them. Thank you. Thank you very much, Stefano. Indeed. So we had several proposals already for the measurement of maturity of competencies. Of course, on the basis of the initial measurement technique of maturity. But now we will have a very interesting proposal introduced by Yasmin Diabarian, a French teacher, on learning maturity model for ditch comp a do. And I would like to pay your attention that this reference is exactly the reference to the competence concept and definition used in Europe and recently in Kaloa Academy. Please, Yasmin, the floor is yours. Thank you, Irina. Hello, everyone. I'm happy to take over and introduce you to our learning maturity model for digital education competence. And as the meta model that Stefano just introduced, the learning maturity model is also part of Etikos project phase one in which we are creating an organizational paradigm for digital education training content, content which will then serve as the foundation for Etikos central output, the learning directory for quality, high quality digital education training content. So maybe the stock has a quick reminder where we are set in the project and where the learning maturity model is located. On a very basic level, you could say that the learning maturity model sets out to further operationalize ditch comp a do by breaking the competence dimensions down into the three categories or as you may learning domains of knowledge, skills and autonomy, responsibility, which we refer to as attitudes and of course maybe as a side note and as Stefano already mentioned, it also sets out to extend this comp and in the sense that we've added those four new competence subsets and one entirely new competence dimension. By breaking the competence dimensions down into those three categories, by doing that, we use the Kelohe competence structure as I already just mentioned and also the structure that's been used in the European qualifications framework for life of learning, EQF, and repropos and labels, generic competence levels for digital education competence. By aligning our our structure to Kelohe QF, we we pursued to or we tried to ensure a compatibility with existing work and for example as as done in the tuning Kelohe frameworks, for example on for teacher education and on all the while and of course acknowledging that for example Kelohe provides an overview of whole subject areas and is therefore based on a progressional paradigm for bachelor's, master's, doctorates and our ethical progression paradigm is based on continuing professional training for educators. Maybe as another info or explanation, what did we mean with knowledge or what do we mean with knowledge skills and attitudes? For us we also use the EQF definitions, Kelohe definitions, so knowledge is theoretical and and or factual knowledge skills is the application of knowledge can be both cognitive or practical and I think a very and we all agree in the concept of a very very important essential category also the attitudes category or as also non-responsibility in autonomy which refers to the ability to apply knowledge and skills autonomously and also with responsibility and we went as has been done in other places I might have to add and we we went with the for us more aptly more apt term at attitudes. I think the proficiency levels Stefano has already touched upon a little and we apart from the dimensions and the learning domains we also structured the learning maturity model according to three proficiency levels and we've we've used descriptors that have been used at IndigCom at you but and as has been mentioned to try in order to try to reduce complexity and allow us to make the matching of the learning maturity model learning outcomes and the learning resources additional opportunities more feasible we went with the three the three proficiency levels you see on the bottom explorer expert and pioneer. Here you can see a screenshot of the learning maturity model it's dimension one professional engagement subset one and just to give you a little idea what our model looks like and all together we've the model consists of I looked it up 261 cells and so we have 29 competence subsets and then for each of them we have three categories, smaller skills and attitudes as well as three proficiency levels. The main work of the matches has been done by the medical consortium of course as has been mentioned needs to be re-emphasized heavily based on IndigCom at you but we've also tried at various stages of the process to include stakeholders and to also get active in the IndigCom at you community of practice and we're also planning several stakeholder online stakeholder workshops and we'll upload a feedback form shortly on our website where we would like to invite of course all of you to submit feedback and get involved in the validation process and I would stop right here and hand over to Nicole. Thank you very much Yasmin. Yes indeed now we come to the moment when we invite our global partner Nicole Johnson from Canada Digital Learning Research Association. As you see this webinar has a lot of shadows of research and we go quite deep into the concept of competence but we also had a very interesting discussion in preparation to the webinar and Nicole's ideas were shared with us on how the pandemic highlighted the need to develop digital competences and not only among teachers right Nicole please so the floor is yours. Okay perfect I'll just share my screen here there we go okay so everyone should see it's here so one of the things that I've been doing over here is I've been involved in about oh I'd say more than 10 I think it's 12 different research studies since the start of the pandemic so it has been a very very busy year and a bit and in these studies which were done through the Canadian Digital Learning Research Association where I'm the research director, Bayview Analytics in the United States where I'm a research associate and then also Royal Roads University where I work as well and I was delighted to be asked to be part of this panel today because what I've been seeing in my research has really highlighted the need for digital competence development so to get into that we see it among teachers but we also see it among students and in this slide I've shared a quote from a senior administrator in Canada and this is part of our one of our reports that we put together and I had interviewed provosts and BP academics in Canada in the fall of 2020 and asking them what were their most pressing needs what were they seeing going on in their campuses and one of the things that I heard several times was this discovery that students who we assume have grown up with technology and have these proficiencies did not necessarily have the skills that are needed to learn with technology so in a sense they know how to create a TikTok video they know how to text with their friends or interact with their friends on social media however that doesn't necessarily transfer to the skill of being able to engage with a professor online or to have a meaningful discussion with classmates either asynchronously or synchronously and so that's very important to keep in mind as we are developing this is it's not just a need amongst instructors and professors and faculty but students need this too so in many ways we're going to find that instructors are going to probably need to play some sort of a mentorship role in helping students navigate this new demand for digital and as we'll see it's likely that the digital needs are going to increase over time in faculty and this is looking at a bird's eye view of all the different research studies that i've done we saw that faculty very noticeably experienced that steep learning curve at the onset of the pandemic we saw faculty feeling overwhelmed stressed out many faculty were teaching online for the very first time so prior to the pandemic the research that was done showed that a minority of faculty had experience with online teaching but there were many people who said oh i don't need to learn that that's for the people who like teaching online i don't need to know about that and that all changed in march of 2020 in Canada especially a lot of the institutions provided professional development over the summer months so we had a semester that was an intense learning a rapid transition to what we refer to as emergency remote teaching which was delivered online but in the Canadian context we knew many institutions knew by June going into summer that they were going to continue the 2020-2021 academic year online so they provided or recommended a lot of professional development and one of the things I heard in my interviews from senior administrators was that there was an unprecedented uptake so faculty were very interested in learning how to teach online effectively and then what we saw when we interviewed faculty in the fall is that the majority of them felt prepared to teach online interestingly any type of professional development was good professional development we asked them about the professional development that they took whether it was having access to an online resource hub or having mentorship being part of a community of practice attending webinars or having asynchronous materials that they could engagement any type of that was ranked as effective and with a very little margin of difference in terms of what was in other words nothing was more or less effective than the others from what we could see it's also important to note that along with developing digital competences to recognize that some faculty may also experience barriers with access to technologies so we do need to we cannot assume that faculty will necessarily have a computer at home that would support their needs that they would have the internet capabilities that they would need or at least in Canada that's what we saw and that was in major cities as well as remotely so the last main slide I want to share is just illustrating the importance of having these discussions about the development of digital competences in the fact that it's very likely we're going to see increased technology over time so this what we did a pre-survey of institutions in Canada prior to doing our major national survey and one of the questions we asked was we gave them a selection and we asked them what was the likelihood whether they agreed it would be likely over the next 12 months for a series of items so we saw as you can see from the chart that there's there's a trend towards digital so whether it's hybrid offerings whether it's having a greater use of digital technology in class whether it's a greater use of digital materials the only thing that we we don't see as being likely is fewer online offerings and from the qualitative data that I've engaged with what I see or that I've engaged with is I've seen most a trend towards hybrid learning we see that at the student level in the U.S. as well we see it at the faculty level in the U.S. in Canada people do not want to be forced into either only in person or only in line what we're seeing is a trend towards people wanting choices now that they've had the opportunity to experience learning online and having that flexibility so before I hand it over I've got I've got a couple links where I do have the publications that have come out of the research that I've done and I'll pop those in the chats the chat box in a moment and then I also have my email if anyone's interested in that further research and so with that I will stop sharing my screen and hand it back thank you very much Niko please post the links to the chats as they're not available through the big window in the center so we had a couple of brief presentations I also took all the questions that were arising from the chat and also questions and answers went up and we will come to them in a very few minutes but now I would like to invite Anastasia economic from joint research center to reflect on what you've heard from the proposals and an ideas express but also we're very keen to know what is happening how a ditch comp ed develops and we know that you don't wait for some proposals but move further so please Anastasia the floor is yours and we are really waiting for your information and ideas thank you Irina on the first of all thank you for the opportunity to participate in this interesting panel and provide some first reflections to initiate the discussion by the participants I hope it's of great importance for us at JRC and the ditch comedy team to listen how the framework has been implemented and used in different contexts projects like the call can provide very useful insights for us and of course suggestions could exceed our mission on how to progress collectively they work down and of course to think about the next steps on which comedy and actually this is the purpose of which comedy as a confidence framework to provide a common reference for educate us digital confidence and as such we see in which comedy to serve for I mean ID a reference framework to to serve our training with service and initial pictures education programs development of educational resources like you're doing already guidelines for teacher qualification and so on I mean the framework of professionalization as Irina mentioned is quite wide and could be it would be of great value to to see all these ideas and suggestions as I said to guide us through next steps as already mentioned by many of you the framework has been published back in 2017 and since then a few things have changed not only relation to technology but also relation to digital competences and policy measures the recent pandemic forced many education systems turning to online teaching and as mentioned as well this emergency remote teaching and to be able to respond to this urgency some teachers or schools or systems were not fully prepared as we know also from OCD study recently I need to mention that now at the JSC the European Commission we are developing a self reflection tool these are teachers to identify their needs and doubts but also strengths in order to further develop it's I need to say here that is not the assessment in terms of a tool that can lead into certification as the one that you're discussing about but a tool that will guide teachers through a journey to design their own learning paths towards their professional development and Nicole mentioned how important it is to have in-person personalized learning experiences so we'd like to encourage teachers to take the initiative to design their own learning paths and of course if if they would like to to share the anonymous data that they have in order to help a group of teachers maybe that would be the school a region an institution to and design training programs material and so on but as Stefano says new trends new pedagogical needs the pandemic as well showed us that we need to consider competences that are there in the in the framework but maybe we'd like them to be more prominent in this effort so developing a tool is a process that we did not to revise the framework of course it's as you said it's a very complex and long process that involves a lot of stakeholders experts validation process but that was not the scope of the tool but for the tool we try to put into relevance what is there in the framework for teachers to be able to self-reflect and then uh in collaboration with experts as well we developed 32 items reflecting the six areas and 22 competences from the framework and we just finished the pilot and actually the pilot confirmed the 32 items in relation to the six areas and competences of the framework um of course our real question is whether both the framework but also this self-reflection tool contributes significantly to the development of digital competence for teachers of this we cannot really answer it it would take some time we need to to measure this impact but however we can already draw some useful conclusions so what kind of other supportive actions can be there to facilitate the teachers and in order to further develop so I think that the suggestions that we heard and also what you're mentioning about the the certification this self-assessment approach with problem solving or even the the material the resources organized curated into the areas of them of the framework actually in the focus group discussions with the piloting teachers they mentioned how important it was for them to receive an individual feedback by the tool with specific suggestions how to level up so in the mention how important it would be for them to link these suggestions to specifically and so your work is very relevant and we're looking forward to the next steps for you as well I hope these initial thoughts and insights are helpful to to discuss very further with the participants thank you and congratulations for the work done Anastasia I would like to ask a question that we received that from a participant because I think that you already on the way in answering it Mark Kava from Africa actually asks a question if African context where online instructional strategies are infantry stage how can experts change the negative attitudes of instructors and students regarding digital teaching my question to you would be the new tool that you are developing and assisting teachers to identify themselves in digital framework levels and maybe maturity levels maybe areas of competencies do you think that could be a kind of support for teachers in order to change their attitude to recognize maybe a little bit of their competencies and start being more confident with themselves would that tool help to change the negative attitude towards positive thinking what do you think yes I mean that's the aim of the tool to support and facilitate teachers and of course to to have a tool that is relevant to different profiles of teachers both the ones that they feel a bit unsecure but also they must feel more confident this tool aims at the primary secondary education teachers for now so it aims at this group of teachers and we believe that by providing the teacher with the opportunity to decide on what kind of professional development professional learning needs it's very important so the tool actually allows a teacher at any point of time I mean maybe I'm a teacher in Africa South Africa maybe I'm a teacher in Europe Canada that I would like to see because of certain needs that I have for my teaching to see what kind of competencies I need to develop so I can initiate this reflection on my own go through it get the feedback report and get suggestions to level up at the same time maybe a group of teachers want to identify their needs as a group and a group as I said could be a school could be a region it could be maybe a subject specific group so the teachers there they take their individual self reflections and they agree to share their own data so the aggregate data can reinforce the design of training material or even training programs and actually this was also mentioned as an important point for teachers in the piloting countries that it provided that to provide also this collaborative approach for learning the professional learning which is quite important for teachers as we know also from Tali so I do hope that we will succeed to motivate teachers and as I said to be relevant for the different profiles of teachers that we have thank you very much maybe Rina I should mention here that because I think Nicole was mentioning about higher education educators as well that we have a tool as well for higher education that we are currently used with Spanish universities so in case there is some interest we can also provide some information there and also that on the 16th of June we will have a webinar presenting the digital tool so I will paste in the chat there are some links for you to to reach thank you and I have a very much related the question that from the audience but also from our panel members but maybe I would ask Jochen but also any other who would like to respond when actually our digital competencies expire what factors influence successful teaching and learning when you are not digitally confident when your competencies are recognized what else Jochen would you like to reflect on that well there has been a discussion in Germany about the expiration of credentials and competence certification and the answer is they never expire legally so the question is when do they need an update when do we recognize that we will need to further develop them and I hope that the tools that we are developing in our projects and that the JRC is developing are helping teachers to find out when they might want to update their digital competencies and where they can find the appropriate resources for this and Jochen the other half of this question you mentioned already a part of it resources is what actually are the biggest challenges now that you see because you've been leading a group of researchers and academics in higher education in order to go hand in hand with digital competence framework and then maturity levels and then resource finding what do you think is the biggest challenge is still existing well from our interviews and from our experience not many educators are aware of the existence of digital frameworks at all so those frameworks are tremendously helpful but if they are not known then to not enough people can actually use them and for us in Europe as I mentioned we are talking about open education resources and we need to acknowledge that for the learning resource to be kept updated and to be maintained it needs some revenue source be it participation fees or be it public funding but it's not enough to just create an online course and then put it online and leave it for five years unchanged it needs maintenance thank you very much and the final question because we have only one minute left goes to Nikon the part of the question was already answered by you Nikon in your presentation asked by Mark Kava who asked if pandemic assisted online teaching or not and how it will remain I think we saw it from your final slides and statistics that it will increase but the question that also comes from Sandra how faculty management should get overview of digital competencies of teachers I think goes in line with the discussion that we have how management should ensure the digital competencies do not expire that's a that's a very good question and I think right now too there especially we see in Canada and the US a bit of tension right now between administration and faculty as you know there's you know there's an equal interest in moving forward with flexible learning and incorporating more digital but how that gets done and whether instructors can have that autonomy over their own practices and to what extent does administration intervene is a bit of a touchy subject I've certainly found with that said I think that Sandra what you ask is a really good question because how how do administrators faculty management get a sense of what's happening and I think it's providing those professional development opportunities for faculty to show up and perhaps asking in that context of what would be most helpful to you to get a sense of maybe where they're wanting the skills but then I also think there's the you know regularly surveying faculty is a good sense with the caveat that they're already overloaded so short short surveys are effective in that also using directors of teaching and learning centers and creating communities of practice I think especially as we get to a learning context that's becoming more and more decentralized you'll have more people working from home working in different environments the concept of community comes in so much more and that there's a climate where people are encouraged to work together where it's okay for someone to say hey I I really don't know how to do this could somebody help me I think that's going to lead to an environment where administrators and management can get a sense of you know where faculty need additional support going forward thank you very much for all dear panel speakers for Unicor, for Anastasia, for Yasmin, for Stefano and for Jochen very much for your contributions thank you for all participants I'm sorry not to have time to ask each of you what was the takeaway from this webinar but for me that was definitely that we have to come to measure our competences in terms of knowledge skills attitudes responsibilities that we should share that we should grow together share together and we are looking forward for supportive tools to motivate our teachers to self assess to find resources to identify the maturity level of their digital competences and to try to be together in this storm in the pandemic we will have our next session in Eden annual conference taking place on the 21st, 24th of June those of you who do not know about the conference please visit Eden website and I hope that we will meet you there in the meantime thank you very much for all attendees for the panelists for your support and interest in digitally competent educator frameworks and models thank you and bye bye