Organisational road map models
BFI Wiens organizational road map aims to use opportunities offered by progressive digitisation in vocational education and training in an optimal way. Digitisation is progressing at an ever-faster pace in all areas of life, especially in education and training. BFI Wien has recognized that the success and acceptance of our services in the future will also depend on the form and extent to which our services take up the possibility of digitisation in a modern way and use it optimally to achieve the best possible learning results/outputs. In order to achieve this goal, the BFI wants to use best practice examples, formulate clear intermediate goals and involve all staff members in the process, so that digitisation at BFI Wien can continue to develop the competence of staff, didactic methods of our courses and the technical equipment of our training locations.
VISION 2023 – DIGITAL ROAD MAP
- Competitive with regard to the digital needs and expectations of our target groups
- Diversified digital learning offers, including new teaching approaches (various forms of blended learning) and use of new technologies (e.g. cyber classrooms)
- Increased digital competence of trainers and other staff
- Work processes and teaching increasingly benefit from digital innovations
“DIGITAL” Status 2019
- The courses and projects cover aspects of digital competence, but not (yet) in a systematic way.
- Awareness and competence is steadily growing, but determined also by type of project, composition of trainer team, and available infrastructure.
- Real progress in the adoption of digital teaching methods often happens where there are highly motivated individuals who do not mind spending extra time and effort.
Training courses for staff provided through BFI’s own trainer academy:
- EBMOOC digital competence
- Lynda video courses
- “And Action” video training
- Use of mobile devices in training
- Digital education (types, planning, management)
- e-Tools in training
- Social media
- MS Teams
ROAD MAP – BFI WIEN – DIGITALISATION
DEVELOPMENT PROCESS IN DETAIL – STAFF DEVELOPMENT
Participation / Responsibilities
| Participation/Responsibilities | ||
| 1 | Management | General Management, department + area managers |
| 2 | E-Learning Management Team | This team works in cooperation with the international department, pedagogical and quality managers, HR- and IT-Team. It is responsible for evaluation, training development and implementation of trainings. |
| 3 | Project managers | Responsible for evaluation/feedback and coordination of staff training course implementation. |
| 4 | Team preparation proposals | Link: Communication to Employment Service and Management as well as E-Learning Management Team regarding inputs of digital learning. Especially important for the tendering department, according to the percentage of e- learning units accepted by our client. |
| 5 | Trainers | |
| 6 | Course and Training Participants |
Initial steps and actions
TRAINING SCHEME OF BFI VIENNA
Intentions: BFI’s socio-educative role in vocational training and the general incentive of providing education for persons with different types of educational background and levels requires the organization and the staff to act as facilitators in development of learner’s digital competence.
Target group: Project managers (3), Team preparation proposals (4) & Trainers (5) and all other BFI staff members
- Basic competences: Trainers are able to use different kinds of digital tools, such as software and devices and have appropriate ECDL competences (ECDL, digital trouble shooting – use of devices, Moodle, MS Teams, various online programmes)
- Standard competences: Trainers are able to design digital contents (course concept development) and apply it in their courses, communicate and collaborate using digital technologies, handle information and data, and are aware of data security and the digital identity.
- Further competences and exchange – is based on the further development of the organizations digitalization process.
BFI SCHEMES
Scheme 1: (1) Basis modules for basis competences (ECDL, computer and online fit trainings): half-day presence courses or webinars with an additional Q&A session. (2) Additional Tutorials and instructions for the different e-learning tools (software) are also provided in digital form (asynchronous) and available for the whole organization.
Scheme 2: (1) EBMooc on standard competences with a focus upon methods and didactics for distance learning. (2) Workshop/Webinars (Input) for focus themes on a regular basis (i.e. quarterly) and after some exploration time corresponding meetings with peer group or partner followed by a session with focus on the outcomes and findings.
Scheme 3: Exchange between staff members and department: (1) Strategic groups (2) Expert groups
ISQ is a private Portuguese organization with over 50 years’ experience working in engineering, technical and regulatory inspections, training, and R&Di.
As it is a large company with around 1500 employees and a vast number of departments, for Learning Path project and for its definition of the organisational plan in the development of digital skills it was decided to focus only on the training department (ISQ Academy) and in the development of trainers digital skills.
This organisational roadmap presents the strategy used in ISQ to promote the development of digital and pedagogical competences to the trainers that collaborates with our training department, independently of being internal or external collaborators, and at the same time to comply with the minimum quality standards demanded in the company.
Here we present the requirements that need to be fulfilled for the hiring of new trainers ate ISQ, the mandatory training provided to trainers after they are hired, the activities for Continuous Professional Development and also the training methods that are currently being practiced in ISQ. There are training technicians that are always available to support trainers in any doubt that may arise.
At this point, because of the pandemic situation, and also to provide a different liberty in the training practices in the future, ISQ Academy is moving to Hybrid learning. ISQ equipped training classrooms with videoconference equipment and smart boards so they can offer not only face-to-face training but also include people that are from home and from other ISQ Academy facilities across the country.
IMT Digital 2024
The OSZ IMT organizational road map model aims to integrate the standards of the Federal competence standards for digital literacy “Bildung in der digitalen Welt”, in short the “KMK competencies” into the internal curricula of our educational programs.
These standards were published in 2016 by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, the so called KMK, and implement the DigComp Digital Competence Framework in a national framework. This framework is the obligatory basis for digital literacy in the German educational primary and secondary educational system.
Digital strategy “IMT Digital 2024”
The so called “Medienentwicklungsplan” (i.e. “media literacy development strategy”) is core document streamlining all our efforts in terms of digital literacy competences for students. It integrates our strategy on curricular implementation with the required infrastructure and CPD activities to support classroom activities fostering digital literacy. It describes our overall digital strategy, thus we named it “IMT Digital 2024”.
It consists of the chapters “constraints and organisational profile”; “pedagogical strategy”; “CPD strategy”, “technical requirements”, “support and maintenance planning” and “external stakeholders”. Its structure is given by the legislative requirements to obtain funding from the “Digitalpakt”, a Federal initiative to fund schools for digital infrastructure and technologies.
A first version was drafted in August 2019 and it will be discussed and agreed in the general meeting with all teachers in March 2020. In the next years, the strategy will continuously evolve and adapted following the needs of our organization. There will be no final version but agile iterations depending on the evaluation and needs of the stakeholders using a PLAN-DO-CHECK-ACT scheme.
Development process in detail
Implement competences in internal curricula
The “IMT Digital 2024” strategy also includes a process to implement the KMK competencies for digital literacy within all educational programmes. A first step was to do a gap analysis on digital literacy competencies as our students bring them in starting their vocational education, and the requirements defined by the individual professions and the proficiency level of the educational program. In theory, most competences should have been covered by primary and K12 education, but we observe a certain gap as emphasis on vocational level is different than in general education.
The competency areas with the highest gaps will be added to our internal curricula on the first hand. Part of the planning process is to implement the activities in all subjects, as studies show that the sustainability of teaching digital literacy is strongly related to an interdisciplinary approach.
Additionally, this allows to reduce the workload on individual teachers: not every teacher needs to be able to be an expert in all digital literacy fields, educators can focus on areas which fit best to their specific subjects and expertise.
Conduct CPD
CPD activities are defined using the DigCompEdu framework taxonomy and are strongly linked to the DIGITAL LEARNING PATH strategy: we define certain building blocks which link the student’s digital literacy to classroom activities and the required competences for educators to implement them. Those activities are provided in workshops during the year, additionally a “Digital Teaching” track is offered at the annual CPD day.
Implement classroom activities
Based on the planning of the educational programs, the responsible managers for curricular planning provide some best practices examples for classroom activities. Those activities are either integrated in the curricula, e.g. using digital project management tools, or presented in regular teacher’s meetings, such as the use of quiz tools for formal assessments.
Provide required infrastructure
Funding via the Federal “Digitalpakt” initiative can be requested once per fiscal year. Thus, all investments are bundled in packages and distributed in a five year timeframe. This also allows to update the requirements within the PDCA cycle and to adopt new technological possibilities during the process.
Evaluation organization using SELFIE
Within the “IMT Digital 2024” strategy, we combined different tools for assessment and evaluation within the DigCompEdu framework. SELFIE is used for regular evaluation of overall implementation of the strategy.
Update digital strategy / Assess and update educational programs
Using the insight gained with the SELFIE tool, the digital strategy “IMT Digital 2024” is updated and the educational programs are checked again to include recent demands of corporate partners and curricular requirements.
Stakeholders
| 1 | School management | Board of principal, vice-principal and department managers |
| 2 | Steering committee | principal, vice-principal, representative of digital literacy team, subject department management level and curricular responsible level, head of IT coordination team |
| 3 | Digital Literacy Team | |
| 4 | CPD manager | |
| 5 | Quality & development manager | Responsible for implementation, monitoring and evaluation of school development, part of school management |
| 6 | Subject department management level | |
| 7 | Curricular responsible management level | |
| 8 | Teaching staff | |
| 9 | Student’s council | |
| 10 | Students | |
| 11 | Corporate instructors |
Initial steps and reoccurring actions
| Time | Responsible | Participants | Action | Details |
| Initial steps | ||||
| March 2019 | 1, 3 | everyone | First SELFIE evaluation | |
| October 2019 | 1, 3 | 1, 5, 6, 7 | Workshop at annual closed meeting | |
| February 2020 | 1, 3 | 1, 5, 6, 7 | Workshop on digital literacy for Students | Presentation of overall road map, naming responsible people per educational program |
| March 2020 | 8 | Presentation of digital strategy | Formal introduction and vote on strategy | |
| Reoccuring events | ||||
| Weekly | 3 | Meeting of digital literacy team | Continuous support and monitoring of curricular and technical implementation | |
| On ad-hoc basis | 3 | 7, 8, 9 | Evaluation on possible technological and spatial implementation of investments | Small task force groups investigate available solutions on market and decide on products and learning environment |
| Monthly | 1 | 2 | Meeting of Steering committee | |
| On ad-hoc basis | 3 | 1, 3, 4, 7, 9 | Preparation of SELFIE evaluation | Decide on question sets, add questions for organizational needs, engage participants |
| Yearly | 1, 8, 10 | SELFIE Evaluation | ||
| Yearly | 4, 8 | Track “Digital Teaching and Learning” at yearly CPD day | Three to four parallel sessions at CPD day, offered in two slots | |
| Yearly | 3 | 2, 8 | Report to bi-annual general meeting (spring term) | Send preliminary report by mail, present outline a meeting, discuss questions |
| Yearly | 1 | 1, 3, 5, 6, 7 | Re-evaluation of current status “integration of digital literacy into internal curricula planning” | Meeting / workshop |
Digital Competence Scheme at TAKK Tampere Adult Education Centre
TAKK’s organizational road map’s purpose is to ensure that all TAKK teachers/trainers have the necessary digital skills and competences needed in their work. The necessary required digital skills and competences are defined according to TAKK’s operations and following the DigCompEdu competence areas.
TAKK is a versatile, multi-sectoral vocational institution, which requires versatile digital tools and competences. In addition to the common organizational tools and applications, different fields/departments operate with different tools and methods. Hence, the competence requirements also vary within the organization as well as between individuals. In practice, this means that it is not reasonable to determine the common organizational digital tools and competences in too detail, but instead allow the fields/departments to determine their field-specific requirements for skills and competences themselves. As a result, TAKK has defined some basic competences mandatory for all teachers, but from thereon the organizational fields/departments determine their field-specific competence-requirements according to their needs.
The overall goal is to ensure that all teachers are able to utilize and apply digital technology in their teaching according to their needs, and the needs of their students, in order to achieve the best possible learning results. Furthermore, the overall objective is to maintain and support teachers’ continuous personal development (CPD), so that it becomes an innate part of their every-day work. Digital tools and methods continue to develop – and the crucial aspect in digital competence development is the ability to learn and adopt new tools and methods as needed.
In order for TAKK to reach these objectives, the organization leaders have agreed on certain crucial factors:
- digital competence development (organizational and individual) is integrated in the organizational strategy
- the leadership/management of TAKK is committed to digital competence development
- CPD is enabled and supported by managers
- teachers’ individual learning paths
- TAKK offers flexible and versatile possibilities for CPD activities (trainings, self-learning possibilities, mentoring, experimenting etc.)
- managers enable and encourage collaborative learning and sharing
- managers enable possibilities for experimenting and acceptance of trial and error
The table below is an example of the mandatory key competences required from TAKK’s teachers. After this, each teacher designs their own individual learning path based on their individual learning needs and interests. The forming of the individual learning path is supported by the manager and a concrete plan for implementation is scheduled according to realistic possibilities. Each teacher proceeds along their own path with small steps according to the time and resources available. Progression is reviewed with the manager during scheduled check-ups and the path is updated as needed.
TAKK’s Digital Training Scheme:
- Compulsory trainings on mandatory competences
- Face-to-face trainings
- Online training sessions
- Online courses for individual learning
- OpenBadges used as form of validation (still in progress)
- Open internal digital trainings timetable, organized twice a year
- About 10 themes per semester, themes selected according to current needs and eg. based on teachers’ questionnaire results
- Different methods applied, but emphasis on trainings where teachers do themselves, not just listen, as well as encourage conversation and cooperation
- Usually in the afternoons, 1-1,5 h
- Both face-to-face trainings and online. Some are recorded.
- Active support by Digimentors, collaboration
- TAKK’s Digimentor-Teams-channel, encouraging developing together, supporting each other, experimenting & sharing
- Digimentors are TAKK’s employees who show interest and are active in digital tools & methods
Focus Points for 2020-2021 (according to DigCompEdu):
- 2.2 Digital Resources: Creating & modifying
- 3.3 Teaching and learning: Collaborative learning
- 3.4 Teaching and learning: Self-regulated learning
- 4.1 Assessment: Assessment strategies
- 4.2 Assessment: Analysing evidence
- 5.3 Empowering learners: Actively engaging learners
Target levels of competence / proficiency levels:
- competence measured according to DigCompEdu proficiency levels (A1-C2)
- mandatory competences include a certain level of competence, depending on the program/tool in question
- objective is not to have all teachers at the same competence level, but to assure a minimum level of competence (proficiency level A2)
- objective is for all teachers to develop their competences towards the next proficiency level
Digital Competences of employees at VUC Storstrøm
Mandatory:
- Fundamental competences: Competences that must, in principle, be acquired before employment or change of function.
- Specific VUC Storstrøm professionalism: Competences that are necessary to work with VUC Storstrøm’s systems.
- Specific VUC Storstrøm, upper secondary: Competences necessary to develop own practice and co-develop the professional learning communities.
Not Mandatory:
- Other competences: Competences are linked to specific job functions, or competencies that the individual wishes to strengthen for other reasons
| Description of competences: AVU-teachers | ||
|---|---|---|
| Niveau:
a, b, c |
Frist for gennemførelse | |
| ITC-pedagogical competences | ||
| Competences described in “Teachers’ IT competencies” (VUC info sharepoint) | b | Introduction period |
| Advanced competences described in “Teachers’ IT competencies” | c | As soon as possible |
| Communication between teachers and students in Canvas and Team | b | Introperiode |
| Use smartboard with sound (and Airtame if teaching in Næstved) | c | Before next semester |
| Teaching with screencast and video tutorial, embedding in Canvas for own materials and for the students’ production | c | as per prior agreement with manager
|
| Copy teaching materials in Canvas from one subject to another and share/retrieve materials from the Commons | c | Before next semester |
| Knowledge of Office 365 as a collaboration tool including Team | b | Introduction period |
| Mastering of Office 365 as a collaboration tool | d | As soon as possible |
| Description of competences: HF-teachers | ||
|---|---|---|
| Niveau:
a, b, c |
Frist for gennemførelse | |
| ITC-pedagogical competences | ||
| Competences described in “Teachers’ IT competencies” (VUC info sharepoint) | b | Introduction period |
| Advanced competences described in “Teachers’ IT competencies” | c | As soon as possible |
| Communication between teachers and students in Canvas and Team | b | Introduction period |
| Use smartboard with sound (and Airtame if teaching in Næstved) | c | Before next semester |
| Teaching with screencast and video tutorial, embedding in Canvas for own materials and for the students’ production | c | as per prior agreement with manager
|
| Copy teaching materials in Canvas from one subject to another and share/retrieve materials from the Commons | c | Before next semester |
| Knowledge of Office 365 as a collaboration tool including Team | b | Introduction period |
| Mastering of Office 365 as a collaboration tool | d | As soon as possible |
| Supplement to competence description: Teachers in distance learning | ||
|---|---|---|
| e didactics | ||
| Knowledge of e-learning didactic principles and models | a | Before start |
| Can use digital collaboration tools: Office 365 | b | Introduction period |
| Can evaluate and select web 2.0 tools which support collaboration, communication and learning activities | b | Introduction period |
| Specific for Canvas | ||
| Modules with the possibility of creating controlled learning path | a | Before start |
| Pages | a | Before start |
| Mediasite to record, edit, share media files. | b | Introduction period |
| Editing images, change resolution and size | b | Introduction period |
| Record sound and use audio files as assignment in Mediasite (in Canvas) | b | Introduction period |
| Use Speedgrader to give feedback on assignments | b | Introduction period |
| Video Production | ||
| Comprehensive user of Mediasite with knowledge of the possibilities that are for example quiz and statistics | b | Introduction period |
| Screencast from PC and SMART Board | b | Introduction period |
| Supplement to competence description: Teachers specialized in Dyslexia | ||
|---|---|---|
| Niveau:
a, b, c |
Frist for gennemførelse | |
| e didactics | ||
| Knowledge of e-learning didactic principles and models | a | Before start |
| Evaluate and select programs and web 2.0 tools that can support the individual dyslexia | a | Before start |
| Use iPads in teaching and instruct students in the use of iPads and special programs | b | Introduction period |
| Relational competences | ||
| Can analyze the situation of the student through conversation | b | Introduction period |
| Can guide the student in setting goals and choosing the means to achieve goals, including choosing special programs | b | Introduction period |
| Supplement to competence description: Teachers with Company classes | ||
|---|---|---|
| Contact Kristian Madsen or one of the consultants
|
Niveau:
a, b, c |
Frist for gennemførelse |
| ITC-pedagogical competences | ||
| Ability to acquire new IT skills and competences at short notice | a | Before start |
| Ability to orientate in relation to new opportunities for using digital media and programs | a | Before start |
| Apply Polycom and global classroom didactics | a | Before start |