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DOI: http://doi.org/10.30827/eticanet.v25i1.31247
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IMPROVE TEACHERS' INNOVATIVE DIGITAL SKILLS
ACROSS EUROPE: THE ROLE OF IDEAS PROJECT
Mejorar las competencias digitales innovadoras de los docentes en Europa: el
papel del proyecto IDEAS
Ana Afonso
ana.afonso@uab.pt
https://orcid.org/0000-0001-6701-0922
Laboratory of Distance Education and eLearning (LE@D, UAb), Universidade Aberta (Portugal)
Centre for Informatics and Systems of the University of Coimbra (Portugal)
Isabel Cristina Carvalho
isabel.carvalho@uab.pt
https://orcid.org/0000-0002-0499-7464
Research Centre for Arts and Communication (CIAC-UAb), Universidade Aberta (Portugal)
José Bidarra
jose.bidarra@uab.pt
https://orcid.org/0000-0002-2082-5996
Research Centre for Arts and Communication (CIAC-UAb), Universidade Aberta
(Portugal) &
Laboratory of Distance Education and eLearning (LE@D, UAb), Universidade Aberta (Portugal)
Lina Mogardo
lina.morgado@uab.pt
https://orcid.org/0000-0002-4973-6727
Laboratory of Distance Education and eLearning (LE@D, UAb), Universidade Aberta (Portugal)
Antonieta Rocha
mariaa.rocha@uab.pt
https://orcid.org/0000-0003-1189-9261
Laboratory of Distance Education and eLearning (LE@D, UAb), Universidade Aberta (Portugal)
Recibido: 10/07/2024
Revisado: 10/10/2024
Evaluado: 12/11/2024
Aceptado: 26/11/2024
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Resumen
El proyecto ERASMUS+ de Educación y Habilidades Digitales Innovadoras
(IDEAS) tenía como objetivo mejorar las habilidades y competencias digitales
de los profesores respondiendo directamente a la Prioridad Estratégica 1 del
Plan de Acción de Educación Digital de la UE (2021-27). Consistió en el diseño
de un curso de formación del profesorado de 30 horas con micro-credenciales,
consistente en un conjunto de herramientas digitales con 14 micromódulos,
utilizando modelos de aprendizaje adaptativo con el apoyo de los Mentores
IDEAS e implementando un programa piloto que fue probado y evaluado. Para
llevar a cabo el diseño instruccional del curso, se realizó un análisis de
necesidades basado en una revisión de la literatura y una encuesta de
referencia para evaluar las fortalezas, debilidades y necesidades de los
profesores en la implementación de la pedagogía digital. Tras identificar las
necesidades de los profesores, se concibieron, diseñaron y pusieron a
disposición contenidos específicos en una plataforma que permite el acceso a
la sociedad del conocimiento. El estudio mostró cuatro áreas de competencias
digitales que necesitaban formación, y se elaboró un perfil del alumno tras un
análisis de carencias de las 99 respuestas. Estos datos sirvieron de base a un
programa piloto con 80 profesores de Formación Profesional y Educación
Superior para probar la funcionalidad del conjunto de herramientas digitales, la
plataforma de aprendizaje electrónico, el diseño, la calidad y el impacto de los
contenidos. El análisis de los datos indica que los profesores participantes
mejoraron sus competencias digitales y facilitaron experiencias de aprendizaje
innovadoras en sus prácticas.
Abstract
The Innovative Digital Education and Skills (IDEAS) ERASMUS+ project aimed
to improve teachers' digital skills and competencies by directly responding to
the EU's Digital Education Action-Plan (2021-27) Strategic-Priority 1. It involved
the design of a 30-hour micro-credentialed teacher training course consisting of
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a digital toolkit with 14 bite-sized modules using adaptive learning models with
the support of the IDEAS Mentors and implementing a pilot program that was
tested and evaluated. To carry out the course's instructional design, a needs
analysis was conducted based on a literature review and a baseline survey to
assess teachers' strengths, weaknesses, and needs in implementing digital
pedagogy. After identifying teachers' needs, specific content was conceived,
designed, and made available on a platform that allows access to the
knowledge society. The study showed four areas of digital competencies
needing training, and a learner persona was profiled following a gap analysis of
the 99 responses. This data informed a pilot program with 80 Vocational
Education and Training and Higher Education teachers to test the functionality
of the digital Toolkit, the e-learning platform, design, quality, and impact of the
content. Data analysis indicates that participating teachers improved their digital
competencies and facilitated innovative learning experiences in their practices.
Palabras Clave: Pedagogía digital; competencias digitales; formación del
profesorado online.
Keywords: Digital pedagogy; digital competencies; online teacher training.
Introduction
The COVID-19 pandemic revealed a general recognition of teachers' lack of
preparation across all education cycles. The difficulties experienced highlighted
the need for digital education programs to promote and develop digital
competence among teachers worldwide. Recent studies (Afonso et al., 2020;
Spilker et al., 2021) revealed the existence, among the teaching class, of
knowledge gaps regarding digital skills and almost a full absence of digital skills
in general regarding Distance Learning. Digital pedagogy and teacher training
are crucial to improving the quality of education in the digital age.
According to Bećirović (2023, p.1), "digital pedagogy encompasses teaching
and learning in online, hybrid, and face-to-face environments and digital
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technologies are positioned to serve as vital drivers in the transformation and
reform of education." In a broader sense, it implies not only the instrumental use
of technology in teaching-learning but also the reflection on how its use will
impact and transform the teaching-learning process, that is, the enculturation of
technology use in educational practices to enhance or to change the learning
experience.
The notion of digital pedagogy conveyed in the project is implementing a digital
pedagogy framework to address the gap in digital competencies among
Vocational Education and Training (VET) and Higher Education (HE) teachers.
The gap analysis emphasised the need for teacher training programs that are
tailored and personalised to fit the needs of teachers in terms of time availability
and difficulty level.
The IDEAS pedagogical framework combines online and in-person instruction,
adopts a hybrid modality, and focuses on creating personalised and compelling
learning experiences using online resources, educational apps, and digital tools.
Thus, it incorporates constructivist, socio-constructivist, and connectivism
principles, implemented through microlearning and "assessment as learning"
strategies. Furthermore, it highlights the importance of personalised learning
paths, self-assessment, and mentoring in improving teachers' professional
practices and digital competencies.
Digital technologies are increasingly present in educational contexts, and
teachers need to be able to use these tools to improve learning and student
engagement and prepare them to succeed in a technology-driven society.
However, there are still many challenges, including developing teacher training
programs that fit their needs in a tailored and personalised way regarding time
availability and difficulty level.
This article presents the digital pedagogy framework implemented in IDEAS, an
ERASMUS+ project, to address the gap in digital competencies identified in a
population of VET and HE teachers. The article includes a Literature Review
(theoretical framework), the IDEAS Methodology (procedures and tools used to
develop, implement and evaluate the IDEAS course), feedback on the project's
pilot, an overall discussion, and some final remarks.
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Defining the IDEAS Project
The IDEAS Project is an ERASMUS+ project (a partnership involving four
European countries - United Kingdom, Malta, Denmark, and Portugal) to
develop a direct response to the Digital Education Action Plan (2021-2027)
1
call
and address its Strategic Priority 1: "Helping develop a high-performing digital
education system" - "digitally competent and confident teachers and education
and training staff".
IDEAS's partners are based in Europe and consist of two VET Colleges from
the UK - Southeastern Regional College and Forth Valley College; a Danish e-
learning/Adult Learning organisation with adaptive learning expertise -
Copenhagen Business Academy; a Higher Education Institution from Portugal -
Universidade Aberta, with expertise in distance and on-learning education, and
B&P Emerging Technologies Consultancy Lab Ltd. - a technology company with
expertise in Artificial Intelligence. The IDEAS project was based on the partners'
digital and pedagogical expertise. It was developed specifically to meet the
rapid shift to distance/blended learning due to COVID-19. It aims to supply VET
teachers with the digital knowledge and skills they need to be flexible in their
teaching and assessment approaches and prepared for education in the 21st
Century.
Using an adaptive learning platform enabled teachers to access personalised
training based on their individual needs, thereby taking responsibility for their
Continuous Professional Development (CPP) and reinforcing their commitment
to lifelong learning.
The project's innovative aspects lie in developing a micro-credentialed teacher
training course offering bite-sized modules that are flexible and adapted to
individual professional development needs. IDEAS aimed to improve teachers'
digital skills and competencies through a 30-hour micro-learning teacher
1
https://education.ec.europa.eu/sites/default/files/document-library-docs/deap-communication-
sept2020_en.pdf
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training course, and its innovative aspects consisted of developing 14 bite-sized
modules that are flexible and adapted to individual professional development
needs. It uses adaptive learning models to enable teachers from any curricular
area to increase their digital competence and skills using a personalised micro-
credentialed training package with support from IDEAS Mentors, thereby
encouraging a commitment to lifelong learning.
2. Methodology and Empirical Study
The research methodology adopted was guided by a pragmatic perspective and
a mixed approach (qualitative and quantitative). Design-Based Research (DBR)
was used as a research methodology as it is suitable for environments that
integrate educational technologies (Costa, 2007) and combine theory and
practice. It also justifies the use of different data collection techniques. As well
as being an interactive approach with cycles of intervention and improvement in
new cycles, it involves establishing partnerships between the researcher and
participants (Anderson & Shatuck, 2012). The purpose of the DBR was to
analyse a real problem in real contexts and use a cyclical nature approach
(Parker, 2011; Hoadley & Campos, 2022) with four phases: analysis, design,
development and implementation. The various cycles are described below.
2.1. Phase 1 Analysis of a Practical Problem: Literature review about
teachers' digital skills
The first phase consisted of analysing a practical problem (diagnosis) based on
a literature review, namely the lack of digital skills in the use of technology by
teachers.
The pandemic context highlighted and sped up the process of change in
teaching practices and culture. Thus, sharing teachers' digital educational
experiences worldwide promoted the emergence of virtual learning or/and
practice communities where teachers got involved. Through this involvement,
we enculturate into new practices (Afonso, 2016).
The growing importance of digital skills in the international agenda is evidenced
in DigComp Europa (Punie et al., 2013), which provides a digital competence
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framework to ensure the implementation and integration of digital competence
in society in general and education in particular. Furthermore, it encourages
teachers to acquire and develop digital skills to enable the cultural appropriation
of digital technologies in education (Cassundé et al., 2017; Uerz et al., 2018).
Published research on digital literacy shows significant growth. This growth
accelerated between 2014 and 2016 (Roda & Morgado, 2019). By 2016,
DigComp updates to include "new vocabulary and streamlined descriptors for
better-scoped competencies" (Brande et al., 2017, pp. 13-14), such as: 1)
Information and Data Literacy; 2) Communication and Collaboration; 3) Digital
Content Creation; 4) Safety, and 5) Problem Solving.
Educational digital competence concerns the knowledge teachers need to make
appropriate judgements for effectively integrating technology in the teaching-
learning process. From this perspective, teachers need to identify the limitations
and potential of technology and the best communication techniques,
reformulating pedagogical practices to enable the creation of new experiences.
Furthermore, Coutinho (2011, p.7) considers that digital competence requires a
"teacher's understanding of the pedagogical techniques that allow technologies
to be used in favour of the construction of knowledge by the student and not as
a support for the teacher to teach". Increasing focus on digital competence
demands high teacher preparedness levels (Scherer et al., 2019), thus
promoting the development of a framework of required knowledge domains to
deploy digital technologies into teaching practices effectively.
The European Commission (Redecker, & Punie, 2017) launched the European
Framework for the Digital Competence of Educators (DigCompEdu). This
scientifically based framework describes what it means to be a digitally
competent educator by systematising the crucial digital skills for all educators,
defining a common European framework to help the development of digital
competencies specific to educators in Europe, for all levels of education,
including formal and non-formal learning environments. The proposed matrix
establishes the digital skills and competencies educators need in contemporary
teaching environments with different target audiences but a common goal:
effectively generalising a dynamic matrix of digital competence towards an
increasingly digital society (Kampylis et al., 2017). The framework is constituted
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by a total of 22 educator-specific competencies for teaching, around six areas:
1) Professional Environment; 2) Sourcing, Creating and Sharing Digital
Resources; 3) Managing and Orchestrating the Use of Digital Tools in Teaching
and Learning; 4) Digital Tools and Strategies to Enhance Assessment; 5) The
Use of Digital Tools to Empower Learners and 6) Facilitating Learners' Digital
Competence.
Basilotta-Gómez-Pablos et al. (2022) emphasise the need for personalised
training programmes that address the diverse levels of digital competence and
needs of teachers, which should enable and validate the recognition,
accreditation and certification of the digital competencies teachers acquire.
2.2. Phase 2 DESIGN. Data Collection: Survey, Gap Analysis, Learner
Persona
2.2.1. The Survey
The survey was developed as a data collection tool, using the SELFIE
2
model
and circulated to vocational and higher education teachers to determine their
current digital literacy and skills needs. The survey analysis facilitated an
understanding of the current state in terms of digital competence and skill;
identified the gaps between the required new digital skills and demands of
education considering the move to virtual/blended learning; defined course
outline modules needed to improve teacher digital competence; and identify the
digital toolkit to support online teacher training. The survey analysis informed
the course's instructional design process based on the baseline survey results
and feedback from relevant stakeholders.
Teachers from IDEAS partners representing educational institutions (United
Kingdom, Denmark, and Portugal) undertook an initial baseline survey using the
EU's SELFIE self-assessment tool to determine their current level of digital
competence and skills. 99 teachers answered the survey (Appendix 1 - Digital
Competences Survey), aged 40 to 59 years old (Graph 1), and the majority are
female (Graph 2). Almost half the respondents teach in Denmark (48.5%; Graph
3). Nearly 40% of the respondents teach for 20 or more years (Graph 4). Most
2
https://education.ec.europa.eu/selfie
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of the sample (Graph 5) is teaching in the financial area, either Business and
Finance (33%) or Economics (18%); curiously, only 4% teach in the field of
Education. Most of the respondents teach adults (Graph 6) and are enrolled
part-time (37%) or full-time (33%). 25.3% of respondents affirm that 11-25% of
the courses they teach are online/at a distance, and 24.2% teach online or at a
distance 26-50% of their courses (Graph 7). When questioned about the
presence of digital technologies in their teaching practices (Graph 8), most of
the respondents affirmed they have been using it for 6-9 years (19.2%) or 10-14
years (19.2%), and the majority (45.4%) has been using it for the past three
months (Graph 9). In addition, presentations, videos, digital quizzes/polls, and
online learning environments are the most used digital technologies (Graph 10).
Finally, 47.5% of the respondents rate their digital competence in teaching level
as moderately high, while 34.3% rate it as average (Graph 11), which points to
the need to increase digital literacy.
2.2.2. GAP analysis
The GAP analysis was carried out to inform the instructional design process of
the course based on teachers' strengths and weaknesses in implementing
digital pedagogy. The baseline survey developed identified operational
characteristics that allowed the instructional design to create and develop the
pedagogical model and course design, learning content, strategies and
interfaces, and some different situated circumstances and practices, allowing
connections to specific student profiles (Brouns et al., 2017; Lilley et al., 2012).
The survey addressed the respondents' self-assessment of their strengths and
weaknesses in using digital technologies in education through a 22 items
questionnaire representative of the 22 competencies in the DigiCompEdu
(Redecker & Punie, 2017) (Appendix II GAP Analysis).
Regarding communication competence through combined digital media, 42.4%
of the respondents regularly select, adjust, and combine digital solutions to
communicate in the educational context. In terms of the competence of
collaboration through digital technologies, 47.5% use digital solutions to
collaborate in and out of the educational context. Concerning the development
of digital skills/collaboration for the development of digital skills, 36.4% are
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interested in using digital technologies to improve their educational practices,
while 28.3% are involved in helping others develop their digital teaching
strategies. However, only 36.4% understand which areas of their digital
competence need to be improved/updated and look for development
opportunities (Identification of digital competence gaps). When asked about
their competence to search and filter information about digital resources, 36.4%
articulate information needs, search for data, information and content in digital
environments, access and navigate them and select resources suitable to the
learners' group. Concerning the competence to create and reuse digital
resources, 59.6% can create and adapt different types of digital resources
according to the needs of their educational practice. However, only 21.2%
systematically protect sensitive data by combining different security methods,
highlighting the need to develop personal/sensitive data protection
competencies. Though 64% of the respondents refer to using digital tools and
strategies in their educational practices, and only 23.2% use it to implement
innovative pedagogic strategies, evidencing the need to develop competencies
in using digital devices, tools, and technologies to create innovative educational
practices and engage, individually and collectively, in digitally enriched learning
environments (Innovation and using technology creatively).
Regarding competencies of supporting a safe, inclusive online environment,
39.4% regularly monitor and analyse their students' online activities, but only
18.2% regularly intervene with motivating/corrective feedback, highlighting the
need to develop the competence to use proper regulation and feedback
practices to support more engaging, safe, and inclusive digitally enriched
learning environments. 94% of the participants evidence competencies to
promote digitally enhanced collaborative work among their students, and 90%
evidence competencies to empower digitally mediated students' self-regulation
through digital tools/artefacts. While 70% use some digital tools to assess
students, they do not do so systematically regarding competencies for adopting
a digital assessment culture. Concerning the competence of using learning
analytics for student success/comprehensive data analysis to promote students'
success, 70% use the data to assess students needing support. However, only
11.1% affirm to intervene based on that information, and 19.2% consider that
only performance and grades are relevant data. Hence, it evidences the need to
develop competencies of understanding and using learning analytics to profile
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students' needs and inform solutions for students' success. Only 13.1% of the
respondents systematically use digital approaches when providing feedback,
highlighting the need to develop competencies using digital forms of effective
feedback aligned with a digital assessment culture in educational practices.
55% of the respondents globally understand the need to consider accessibility
issues regarding digital teaching and learning practices, but only 14% seem to
fully address the need to adapt the task/completion form to address students'
access needs. Therefore, there is a need to develop competencies for
understanding accessibility issues and implementing digital accessibility
patterns in educational practices. Though 70% of the respondents try to
address students' specificities when designing learning activities, only 10%
systematically adapt their teaching practices to address students' learning
needs, hence the need to develop competencies in Designing personalised
learning experiences.
By using some digital tool/technology to engage students in learning activities,
86% reveal competencies in promoting learning engagement through digital
technology, and 75% evidence information literacy competencies by using
some strategy to elucidate students about the validity of information sources.
Only 38.4% of the respondents are concerned with promoting communication
outside the learners' community, revealing the need to develop competencies in
promoting networking skills within their teaching practices. 49.5% affirm
intentionally integrating digital content development assignments as part of the
learning process, envisioning future skills development, which implies the
development of competencies in authoring digital content. 67% of the
respondents are concerned with addressing and implementing codes of digital
conduct in their educational practices, evidencing competencies in setting
conduct in digital environments. 54.5% of the respondents only occasionally
encourage students to use digital technology in problem-solving situations,
revealing a gap in the competence to adopt and implement creative digital
problem-solving in educational practices.
In sum, the survey analysis revealed 9 competence gaps that need to be
addressed in teachers' training to endorse innovative digital education and skills
(Fig. 1).
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Fig. 1 Competencies endorsing teachers' innovative digital education and skills (source: the
authors)
The previous analysis identified the learner personas' 4 main areas of digital
competencies in need of training, thus, the focus of the IDEAS course (Fig. 2).
Fig. 2 Main areas of competence in need of training (source: the authors)
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2.2.3. Defining the IDEAS Learner Persona
Learner personas are fictional profiles representing the target audience we are
designing a learning program for. They must reflect the findings of the baseline
survey and have operational features allowing instructional designers to create
and develop the pedagogical model and course design, learning contents,
strategies, and interfaces, and some different situated circumstances and
practices, enabling connections to specific learner profiles (Brouns et al., 2017;
Lilley et al., 2012).
A learner persona representing the target audience was profiled and inspired
the design of learning activities and experiences in an innovative micro-learning
training program.
Data analysis reveals that IDEAS's Learner Persona, ages 40-59, teaches an
adult population for 20 or more years in areas other than education, mainly at a
distance. Has been using digital technology in teaching for the last 6-14 years
and quite often in the last three months (at the time of the survey). The digital
technologies used are presentations, videos, digital quizzes/polls, and (non-
specified) online learning environments. The learner persona considers having
a moderately high level of digital competence. However, it needs the training to
develop the previously identified four areas of competencies: technical,
communicative/collaborative, safety and accessibility and pedagogical.
2.2.4. The IDEAS Pedagogical Framework
A Pedagogical Framework (PF) is a set of principles, theories, and practices
that guide the design and implementation of educational programs, providing a
structure for designing teaching and learning activities that support students'
learning and a roadmap for effective teaching and learning (Laurillard, 2012). It
comprises five core elements: the teacher's role, the student's role, the learning
environment, the teaching-learning activities, and the assessment and feedback
mechanisms. It is essential for effective learning design, ensuring the teaching-
learning process is coherent, structured, and purposeful.
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Fully online or hybrid learning programs often embrace social constructivism
and connectivism as learning theories. Social constructivism (Vygotsky & Cole,
1978) emphasises the importance of providing students with opportunities for
social interaction and collaboration in physical and virtual learning environments
(VLE). This approach helps to foster a sense of community and support, which
enhances students' engagement, motivation, and learning outcomes. Similarly,
connectivism is a theory of learning where learners are part of a larger learning
ecosystem, where they can connect with others, access information, and
engage with different perspectives (Siemens, 2005). Additionally, it highlights
the role of technology in facilitating learning, mainly through online networks,
social media, and other digital tools. By incorporating connectivism principles in
the PF, we can create learning experiences that are more collaborative,
networked, and responsive to the needs of today's learners.
The right combination of both theories learning principles provides opportunities
for social interaction, collaboration, and networked learning, thus creating a
more engaging and supportive learning environment. Moreover, digital tools and
networks can help prepare students for the challenges of the 21st Century,
where connectivity, collaboration, and lifelong learning are increasingly
important, creating more effective and relevant learning experiences in today's
fast-paced, interconnected world.
Social-constructivism and connectivism learning principles, together with those
implemented by a higher education (HE) institution in its pedagogical model
3
(Pereira et al., 2007), provide the IDEAS pedagogical architecture, conveying a
model of self-paced learning with peer support and guidance that is framed by
the concept of a CPD
4
Academy and supported by an online Virtual Community
of Practice (VCoP) and a Mentorship program, under the paradigm of lifelong
learning. Additionally, it provides resources and suggestions for ongoing
3
Pedagogical Model principles of Universidade Aberta (Pereira et al., 2007): i) student-centred learning;
ii) time-place flexibility; iii) diversified interaction (teacher-student, student-student, student-content); iv)
promotion of digital inclusion.
4
CPD stands for ‘Continuous Professional Development’ and broadly refers to the process of continuing
your professional growth (Padwad & Dixit, 2011). The IDEAS project embraces CPD in education, as a
holistic longer-term process, through which teachers continuously develop as professionals, as
individuals, and as a community.
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professional development to help teachers stay current on best practices and
improve their teaching skills.
The IDEAS PF is oriented to help increase digital teaching skills and, therefore,
addresses the needs of teachers. It relies on combining online and in-person
instruction, adopting a hybrid modality, creating more personalised and
compelling learning experiences, and providing tips for using online resources,
educational apps, and digital tools to enhance teaching and learning.
Based on the responses to the survey, modules and digital resources were
created, tested, and reformulated to meet teachers' expectations. Following gap
analyses, defining the Learner Persona and the Pedagogical Framework, a 30-
hour course on digital teacher training using adaptive learning models
supported by these conceptual tools was defined.
2.3. Phase 3 DEVELOPMENT. IDEAS Digital Toolkit
The IDEAS PF is implemented by the Digital Toolkit (DT) to support online
teacher training and a wide array of digital resources to help teachers along and
beyond the learning experience. This DT (Fig. 3) encompasses all IDEAS
courses/modules, the SmartLearning platform hosting them, the IDEAS-BOT,
the digital pedagogical strategies suggested through the VCoP, the IDEAS
Mentor program and all the available resources.
Fig. 3 IDEAS Digital Toolkit (source: the authors)
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The instructional design process of the 30-hour micro-credentialed digital-skills
teacher training course using adaptive learning models, was informed by the
GAP analysis and addressed the four areas of digital competencies identified
on the results of the baseline survey. The curricular design of the course
consisted of 14 autonomous learning modules (cf. Table 1); participants could
take all (the total number of modules) or only the ones they considered relevant
to their journey.
Table 3 IDEAS Modules/Courses and the addressed digital competence area (source: the
authors)
Digital Competences Identified
Pedagogical (adopting a digital
assessment culture, using learning
analytics for student success,
designing personalised learning
experiences).
Communicative/collaborative
(providing digital feedback,
promoting networking);
Safety and accessibility (supporting a
safe, inclusive online environment,
understanding accessibility issues)
Technical (authoring digital content,
creative digital problem-solving)
Microlearning is a "learning strategy designed using a series of short learning
content and short activities that make a mini course. It is also called bite-sized
learning because it utilises small, well-planned, bite-sized chunks of units or
activities." (Alqurashi, 2017). In this sense, IDEAS courses/modules constitute
digital-based microlearning environments that observe the following principles in
their design: small content nuggets, short length, and single learning outcomes
per nugget.
Considering that a well-designed microlearning environment enhances learners'
confidence in their capabilities to learn the content in a digital environment, all
modules developed have the same design and structure: maximum of 2 hours
of workload for each module completion; the first section is an introduction
providing an overview of the topics; the second section is a self-assessment
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quiz (so the learner can decide if it is necessary to complete the module or just
parts of the module, or, instead, move on to another one); tailored content to
their specific needs in that area of study; learning activity within the module
provides an opportunity for "assessment as learning"
5
, empowering participants
to measure themselves via continual reflection, questioning and ongoing
personal assessment as they journey through; a series of topics follows, within
3 to 7 content sections with varied learning resources (videos, texts) and
formative learning activities for each section; extension activities and resources
are available at the end of the modules for those who want to go deeper into the
subjects and, a final assessment quiz (graded) where the user can answer
questions related to the learning. The digital learning resources format used
varies within the modules but has the same design template for coherence. The
videos produced for the 14 modules are available on the e-learning platform
and the IDEAS YouTube channel
6
.
To assist the participants in navigating the modules and topics, a chatbot
named IDEAS-BOT
7
was developed by the IDEAS project's partner B&P
Emerging Technologies Consultancy Lab Ltd.. The Chatbot IDEAS-BOT uses
artificial intelligence to guide teacher training, stimulating innovative,
personalised, and impactful digital education for students learning. It is
embedded in the IDEAS modules and provides help in 3 areas: technical
support, content-related assistance, and content-related questions. The IDEAS-
BOT was developed exclusively for the project.
2.4. Phase 4 IMPLEMENTATION. Teacher Training and Piloting
A crucial part of the IDEAS project was the implementation of a pilot to test and
refine the functionality, design, content and quality of the IDEAS teacher training
e-learning platform, DT and pedagogical approaches, VCoP (Wenger et al.,
2011) and network with other teachers from partner organisations as well as
more experienced digital education experts.
5
“Assessment as learning” provides a transformational element, allowing personal and natural decision-
making around assessment practice that suits participants best, and encourages participants to own their
learning journey and remain active (Mezirow, 2000).
6
https://www.youtube.com/@ideaserasmusproject2542/videos
7
https://www.ideas-bot.com/
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The pilots' core activity was the training of 80 (16 + 64) teachers from the
partner countries with a double goal: i) developing teachers' digital competence
and ii) providing feedback on improvements to both technical and content
aspects and accompanying DT. Furthermore, the pilot provided valuable
resources and guidance for teachers on implementing digital technology in their
teaching practices and prepared the IDEAS-Mentors to assume the role of
digital mentors within their organisations. The contents were amended where
needed, and additional resources were created due to the continuous
evaluation cycle and teacher progress feedback through the pilot. IDEAS Digital
Tool provided a framework for the development and practical implementation of
the effective use of digital pedagogy and benefited from the experiences across
partner countries and feedback collected from the pilot evaluation process.
2.4.1. Teacher Training Event: IDEAS Mentors
Each partner undertook different strategies to recruit and select suitable IDEAS-
Mentors and subsequent mentees. For the pilot, 16 teachers became IDEAS-
Mentors and mentored 64 teachers within their organisations. Additionally,
partner mentors met the IDEAS-Mentors monthly to report on progress and
disseminate the training to more teachers within each institution. All teachers
provided continuous feedback throughout the pilot phase and highlighted areas
for improvement through the digital forms provided. These teachers were also
crucial in actively participating in the VCoP by encouraging other teachers to
join and share their knowledge and digital practices.
Before assuming the responsibility to train and mentor a further four teachers
regarding the practical application of the e-learning course in teaching practices,
the IDEAS-Mentors received in-depth training (as previously described). Each
participant undertook a Needs Analysis survey to determine their current level
of digital competence and skill and identify learning needs. The adaptive
learning models applied combined with the micro-credentialed structure of the
course conveyed a personalised learning experience designed to meet the
specific needs of the individuals. Thus, the proposed approach ensured that
teachers were directed to relevant material to meet their needs with a clear
pathway for CPD. Teachers were provided with the tools and strategies to roll
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out the IDEAS pedagogical approaches within their organisations. Teachers
could put their new knowledge into practice to reinforce their understanding and
further prepare them to conduct the pilot phase. The programme will become a
permanent and evolving tool for upskilling VET and HE teachers in the UK,
Portugal, and Denmark, with the potential for further impact across Europe.
After the development of the IDEAS e-learning platform, the training of IDEAS
Mentors on the functionality and application of the content was one of the core
activities of the project's implementation phase. This training event was
conceived to train teacher participants on the platform's functionality,
administration and content quality in preparation for the pilot stage. Developed
and facilitated by the IDEAS partners [deleted for review], it was an in-person
intensive three-day Learning and Teacher Training programme with 16 Mentors
from across four partner organisations. The Training covered mentoring models
and approaches to use with project mentees, a comprehensive overview of the
project and associated performance measures, the VCoP and the chatbot. At
the end of the training, the new IDEAS-Mentors were able to:
demonstrate understanding of key objectives and measures of the
project;
understand the functionality of the e-learning platform;
effectively navigate the e-learning platform;
have a working knowledge of the tools and associated
pedagogical strategies;
apply the learning from each module (tools and associated
pedagogical strategy);
select and apply peer mentoring strategies to deliver training and
coaching;
use methods of classroom/lesson observation and provide
effective feedback;
review the evaluation feedback, making recommendations to
improve the content;
drive engagement with the platform through the community of
practice.
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Additionally, the training allowed IDEAS-Mentors to network, communicate, and
share best practices, providing in-depth feedback on the format, content, and
structure of all modules for data capture and review by the IDEAS project team.
2.4.2. Pilot programme: The Mentees
The institutions recruited 64 participating teachers through an open, transparent
and fair process. The selection was based on the applicant's commitment to the
project and ability to use, disseminate and exploit their training beyond the
project's duration. Participants evaluated the platform and content and
highlighted improvements before the commencement of the pilot phase.
Continuous evaluation by participating teachers throughout the pilot phase
ensured the delivery of a robust, quality-assured e-learning platform and
innovative learning experience.
2.4.3. Pilot Results Discussion: Modules Learning, Mentors and Mentees
Regarding the pilot results, the analysis of learning logs created to gain critical
feedback from all mentors and mentees as they progressed through modules
were analysed. Mentees completed evaluation forms at the end of each
module, allowing them to rate the learning experience, suggest improvements
to enhance content and highlight technical challenges. Additionally, mentors
and mentees met monthly over three months, and discussions during these
sessions used the mentor and mentee reflective practice logs, allowing both to
reflect on how their professional practice changed because of IDEAS and the
effect it had on students, colleagues and stakeholders. Finally, mentees
completed a mentee experience feedback form, allowing them to report back on
the pilot project.
During the testing, some modules received minor changes but kept the original
setup and design of the courses. The analysis of the feedback collected is on
the following lines.
By the end of the pilot, 114 participants (mentors, mentees and others)
registered for the courses and completed the proposed activities. To evaluate
the pilot program feedback on the learning, the structure and format of content,
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the format of training resources and e-assessment from participants (mentees
and mentors) was collected through a series of digital logs and forms made
available: Learning Logs (57 responses); Reflective Practice Log (10 mentees
and 11 mentors' responses); Module Evaluation Form (266 responses) and
Mentee Experience Feedback Form (30 responses). This analysis aimed to
gain insights into the pilots' overall satisfaction with the program, their
perceptions of its effectiveness, and their suggestions for improvement.
Pilot program feedback provided valuable insights into the effectiveness and
areas for improvement in training resources, content structure and e-
assessment methods. We observed a significant level of participation and
completion, indicating a high level of interest and engagement on the part of the
participants. The Microsoft Teams and Accessibility modules stood out in the
positive responses to the learning experience, demonstrating their relevance to
participants' needs in these areas. The self-assessment feature at the
beginning of each module was highlighted as a valuable tool for participants to
identify areas for development, allowing for a more relevant learning
experience. The structure and format of the training content and resources were
well received, and the variety of formats used, including video presentations
and interactive tasks, was highlighted.
The monthly meetings between mentors and mentees facilitated reflective
practice, making it possible to identify and target the changes needed for
continuous professional development and positive change in educational
practices.
For the Pilot programme to test the functionality of the e-learning platform,
design, quality and impact of the content (phase 1), 64 mentees tested the
programme. Each of these mentees was asked to complete the modules that
seemed most interesting, either for professional development or just for
personal enrichment. Furthermore, the design of the course, based on
microlearning courses, did not require - for certification and completion of the
course - the completion of all 14 modules, but rather the completion of those
that were important to each participant (mentee). However, the results show
that 55.6 per cent of mentees completed all 14 modules (herein designated M)
of the course (Table 3) with gains for their teaching practice. "l learned about a
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number of different tools that can be used within the classroom and students
can be introduced to additional support tools prior to courses/ classrooms
starting" (M1); "I learned what a digital story was, and the accessibility unit was
really helpful." (M2); "I learned new skills and knowledge that I didn't know, and
also refresher skills and knowledge that I don't think about on a daily basis. It is
good to be reminded of these." (M3).
In addition, the remaining mentees chose the modules that seemed most
relevant to them on an individual level, which resulted in a preference for some,
highlighting the module Accessibility (46 Mentees): "Accessibility training
showed me some new functions that I was unaware of. I can now use these
within the classroom as and when required." (M4); "Look at a range of ways I
can include formative E-assessment in my daily practice (online and face to
face)" (M5); "I will review my materials for Accessibility moving forward" (M6).
The mentees also pointed out the Teams module "Will archive my Teams,
however, I had to go to the MS Teams help site to do this, although probably
just an oversight in module creation" (M6; "I love using TEAMS so I will make
sure and check and facilitate the APPS more often" (M7).
When asked what they will do differently in their professional practice as a result
of their learning experience, the mentees mentioned different aspects "The use
of Flipgrid, Nearpod and other tools to enhance the classroom environment for
the learners"; I will look to embed the digital skills tools for research, this will be
beneficial for graded unit and research classes; consider how my students read
from Whiteboards and screens give them short sharp breaks; I will try to
make time and work on the skills I have learned and bring these to my teaching
practice. Gradual steps. For example, I know a lot already (and learned new
skills during Covid - working from home), but I could improve again.
Mentees commented on what they learned from the completed modules. In
general, mentees repeatedly commented on the learning they had achieved on
module completion. The most popular modules included Microsoft Teams and
Accessibility. Concerning the domain of knowledge of the perceived learning,
for some of the mentees, the learning related to specific digital skills, while for
others, it related to the learning and teaching strategies associated with the
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digital tool, and, finally, some referred to the development of the transversal
skills. The modules helped teachers reflect on their learning, which will impact
both them and their students.
Finally, although some participants were initially apprehensive regarding their
digital skills, they found the content accessible.
2.4.4. Feedback on the structure and format of content and training resources
Mentees mainly commented positively on the range of formats used in module
content, for example, the effective use of video presentations. The self-
assessment at the start of each module was positively rated since it allowed
mentees to identify what skills they had and which they could develop. Mentees
commented positively on the effectiveness of the interactive tasks in helping to
revise the information, though some had limited access to Moodle sites where
they could practice for the modules needing Moodle content. Mentees
commented favourably on the modules on Accessibility and Microsoft Teams.
Notably, the terminology and language used were considered precise, and the
positive comments on the benefits of the pedagogical approaches used. Finally,
extension activities were perceived to be beneficial.
2.4.5. Feedback on e-assessment
Although they recognised the benefits and positive impact of the course on their
learning, Mentees admitted the lack of time was a restriction to more impactful
learning. However, mentees were pleased with the content, format and
structure, even if some noted the relevance of specific content to vocational
areas. The mentees found the course a useful programme, with the self-
assessment pointed out as an effective tool to identify their training needs,
being able to build on their current skills, allowing them to tailor the courses
based on their current needs. Concerning final assessments, mentees
commented that these were straightforward and playful. The programme's
benefits extend beyond developing new skills to the opportunity to refresh and
strengthen existing skills. In addition, mentees highlight the transferability of
learning to different contexts and languages. Finally, it is noteworthy that
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mentees have begun implementing the learning within their professional
practice.
2.4.6. Mentors feedback
Mentors commented positively on the experience they had supporting their
mentees. The positive aspects noted included: witnessing the development of
mentees' skills; the opportunities to reflect on learning and teaching with the
mentees; having a group approach to mentoring was identified as motivating
and, the perception of the mentoring experience as improving the mentors' skills
while supporting the mentees learning process. Also, the mentors noted the
positive impact the learning was having on the mentees' professional practice.
Mentors used various strategies and media to scaffold the mentees' learning
(in-presence meetings, zoom videoconferencing, WhatsApp groups, Waklet or
chatrooms), allowing tailored peer support and feedback. This effort positively
impacted the perception of the strength of the mentor-mentee relationship,
including the supportive encouragement provided. However, some constraints
were noted: the busy schedules of mentees and mentors and the fact that some
mentees did not use social media or engage the VCoP. Also noted was the time
taken to solve some errors flagged in the content, which was sometimes
frustrating for the mentees.
In summary, the mentoring process was beneficial to both mentees and
mentors irrespective of how experienced they were, and most mentors wish to
incorporate more reflective practice into their everyday roles as teachers. The
sense of community experienced between mentors was also a strength of the
pilot.
3. Final Remarks
The IDEAS pedagogical model was implemented through microlearning and
"assessment as learning" strategies that allowed the creating personalised
learning experiences and, thus, enhance the development of digital
competencies. The self-assessment component of the modules proved to be an
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effective tool to identify and address the needs of each teacher according to the
specificities required to effectively support and prepare their students to
succeed in a technology-oriented society. This demonstrated the importance of
personalised learning paths in professional development. The evidence,
comments and feedback from participants indicated positive results in improving
their professional practices, specific digital competencies, and transversal
competencies. Along with this pedagogical component, a DT was developed to
support and promote learning.
The project integrated a mentoring program from a scaffolding perspective,
which supported participants in their learning process and digital transformation
of teaching practices. The use of personalised, micro-accredited training
modules, coupled with the guidance of IDEAS Mentors, has resulted in greater
teacher involvement and a commitment to lifelong learning. The uniqueness of
IDEAS digital pedagogy lies in its ability to balance digital training and
personalised mentoring support, making it an innovative approach to
professional development.
Another factor considered was the busy schedules and lack of time, which were
limiting factors for some participants and most teachers' daily lives. The micro-
credentialed teacher training modules are designed to be delivered online in a
relatively short and compact period and are formally accredited.
Although it was not the project's focus, an IDEAS Virtual Community of Practice
(VCoP) was created to support teachers in sharing educational experiences and
practices. We noticed that after the end of the project, the VCoP is still active
and sharing experiences.
According to the evaluation and feedback received from participating teachers,
this project has significantly impacted their digital literacy and pedagogical
practices, showing the programme's effectiveness. To summarise, the main
benefits highlighted by participants in the IDEAS project are:
Flexibility: Teachers can learn independently and tailor the course
content to their professional needs, choosing the necessary modules.
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Relevance: Micro-credential courses are designed based on identified
gaps in teachers' digital competencies, ensuring they address areas most
needing improvement.
Accessibility: Being delivered online, these courses are accessible from
anywhere, reducing barriers to participation.
Personalisation: The modules used adaptive learning models to support
teachers' specific needs, creating a personalised teaching-learning
experience.
Assessment as learning: Self-assessment components of the modules
help teachers to identify and address their specific needs to support their
students in a technology-oriented society.
Mentorship Support: The project incorporated tools to share educational
experiences and practices among peers, promoting collaborative learning.
Formal accreditation: Micro-credential courses carry formal accreditation,
providing teachers with tangible recognition of their newly acquired digital
skills.
While this study provides valuable insights, we are aware of some limitations
that should be recognised and addressed in future research. The study is
confined to the scope of the consortium's work and within its partnership
sample; it will be important to extend the experience to other contexts and
countries.
Continuous technological change and development require systematic training
and updating the digital competencies needed to respond to these
transformations. As this is a pilot program test, it will be important to analyse its
effectiveness and impact in the long term.
Further developments of the IDEAS project are to apply for formal certification
of the course through the lifelong learning micro-credentialed program of
Universidade Aberta (Portugal) and the replication of the pilot, thus increasing
the IDEAS Mentors network.
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Funding
IDEAS project received funding from Erasmus+ Key Action 2 VET, under
project grant 2020-1-UK01-KA226-VET-094452.
Disclosure statement
No potential conflict of interest.
Data availability statement
The data within this article are available from the corresponding author upon
reasonable request
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