Organisational road map models

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

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