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Sent to my colleagues to answer

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Digital Stepping Stones | Digital Skills Self-assessment

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Digital Stepping Stones is a free self-assessment tool that helps you check how digitally literate you are. Check your digital skills in just 15 mins.

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Learn more about your personal strengths and the areas where you can enhance the ways in which you use digital technologies for teaching and learning

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Learn more about your personal strengths and the areas where you can enhance the ways in which you use digital technologies for teaching and learning. Answer the 22 questions of this self-assessment to receive detailed feedback with useful tips and the key milestones on your personal roadmap to innovating teaching.

This tool will help you to reflect on your digital competence as an academic teaching in higher and further education.

If you work in primary, secondary or initial vocational education and training, we recommend that you use the following version of the tool: https://ec.europa.eu/eusurvey/runner/DigCompEdu-S-EN

If you work in adult education or provide continuous professional development, we recommend that you use the following version of the tool: https://ec.europa.eu/eusurvey/runner/DigCompEdu-A-EN

Please note that, by using this tool, you agree to EUsurvey's rules on data protection.

Start

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EUSurvey home

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Learn more about your personal strengths and the areas where you can enhance the ways in which you use digital technologies for teaching and learning. Answer the 22 questions of this self-assessment to receive detailed feedback with useful tips and the key milestones on your personal roadmap to innovating teaching.

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Designed for use by a person or team engaged in digital capabilities work. It gathers together evidence from across the organisation, and helps you to establish priorities for development

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A method of seeing how computer technology might impact teaching and learning.

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People from across the education and skills sector had been talking about the need to provide greater flexibility for students long before the pandemic raised questions about the future of learning. Our work on Education 4.0 highlights how educators are already making the most of digital technology to achieve more flexible options for study.

The pandemic has triggered a re-think about the role of technology in education and has led to accelerated plans for incorporating digital into teaching and learning.

Our feature on digital transformation explains how digital technology can be incorporated to change the way we provide and deliver education. However, as we start transforming the way we do things, we must remember that innovation doesn't have to be all about using the most advanced technology.

Know where you want to go

When you plan a journey, you need to know your destination. In this respect, a digital strategy is not different. Planning to adopt technology has always started by asking questions like 'why do we need this technology?' or 'what do we want technology to help us achieve?'. More detail about these questions and other considerations can be found in our quick guide, how to shape your digital strategy.

Most people will have been using technology for some time and there will be established and emerging digital practice. However, how do we know if this practice is transforming the way we deliver our curriculum? And, how can we find out?

Explore digital teaching and learning models

These models can help you identify what technology has become established within your organisation and whether it is starting to bring about organisational change. A few models you may already be familiar with are the TPACK (technological pedagogical and content knowledge) or the RAT (replacement, amplification and transformation) model.

The SAMR model

Another model that has gained attention in recent years is the SAMR (substitution, augmentation, modification and redefinition) model. This model was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

The diagram below explains the four categories.

The first two categories, substitution and augmentation, describe a situation where the technology is either directly replacing an existing process or has replaced an older technology, but with little gain. Think about how interactive whiteboards replaced overhead projectors. Ok, the technology was more advanced, but the teaching mostly remained the same. Where digital use matches substitution or augmentation, the technology is said to be enhancing the existing teaching practice.

The next two categories, modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation.

Using the SAMR model in practice

Talk to teachers and they'll tell you that their overriding desire for technology is to see it transform the student experience. So, how can teachers use SAMR to achieve this?

We could use SAMR to carry out simple benchmarking exercises against the available technology for learning and teaching. However, there's a risk that this diverts our attention to the technology rather than the outcome of our effort to change the way we deliver learning and teaching.

A more useful exercise would be to use SAMR as an audit tool to assess how the use of technology is shaping teaching and learning practice. This would provide valuable insights for individual teachers, while at a departmental level, leaders could use the output to create a rich picture of practice.

Use the model to inform next steps

Once we know how technology is shaping our learning and teaching practice, it can be used to inform plans for innovation.

Start by asking 'how can we use SAMR to extend our practice and improve the student experience?'. Teachers could use their audit to select one example where their use technology is just substituting or augmenting their practice. Next, teachers can be supported to explore how they can use the same technology more creatively, so that their practice is shifted to the next category, eg from augmentation to modification,so that the overall student experience is improved.

We started by saying that we don't need to turn to the most advanced technologies to achieve our digital ambitions. In the same way, it's helpful not to see SAMR as hierarchical - that redefinition is the goal for the application of all technology. There will be situations when it's appropriate for technology to substitute or modify an existing practice.

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Applying the SAMR model to aid your digital transformation

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People from across the education and skills sector had been talking about the need to provide greater flexibility for students long before the pandemic raised questions about the future of learning. Our work on Education 4.0 highlights how educators are already making the most of digital technology to achieve more flexible options for study.

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Excellent alternative to Powerpoint. Create your own or access ready made ones from their library

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Great for fun and assessing learners knowledge

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Create presentations, infographics, quizzes

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Genially, the platform for interactive animated content

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My Favourite and what I used to create this!

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Innovate inside the box: Empowering learners through UDL and the innovators mindset

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Innovate inside the box: Empowering learners through UDL and the innovators mindset

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A very interesting and inspiring read & easy to read

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We use cookies to give you the best possible experience. By using our website you agree to our use of cookies.

1. Categories:

2. Teaching Resources & Education

3. Teaching Resources & Education

4. Educational Strategies & Policy

5. Educational Strategies & Policy

6. Organization & Management Of Education

7. Organization & Management Of Education

Description

The answer to creating innovative teaching and learning opportunities lies within you.

Every educator faces constraints--from budget restrictions to predetermined curriculum to "one-size-fits-all" mandatory assessments. The question is, how can you, as a teacher or administrator, ensure that regulations and limitations don't impede authentic learning?

In Innovate Inside the Box, George Couros and Katie Novak provide informed insight on creating purposeful learning opportunities for all students. By combining the power of the Innovator's Mindset and Universal Design for Learning (UDL), they empower educators to create opportunities that will benefit every learner. Couros and Novak show you how to . . .

Leverage the Core of Innovative Teaching and Learning with a focus on developing meaningful relationships.

Develop the 8 Characteristics of the Innovator's Mindset in your students--and yourself.

Use UDL to proactively design learning experiences that foster voice and choice while addressing barriers that impede learning.

Create learner-driven, evidence-informed learning experiences that provide all students with options and choices to maximize success.

"No one articulates a more compelling, a more urgent, or a more motivating vision of education--for both teachers and their students--than George Couros. No one articulates how that vision can be reached--for every student and teacher--more daringly, more practically, and more inclusively, than Katie Novak. Having them together in one book not only helps us reimagine the goals and practices of education, it reminds us of why we ever wanted to be teachers at all."

--David Rose, PhD. CAST's cofounder and chief education officer, emeritus

"An incredible book! Innovate Inside the Box speaks to educators who are the change agents in their sphere of influence."

--Sarah Thomas, PhD, founder of EduMatch

"George and Katie's combined talents as spectacular storytellers drive this book. You will feel like you are flying through it and then realize how deeply you are learning."

--Loui Lord Nelson, PhD, author of Design and Deliver, and podcast host of UDL in 15 Minutes
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Product details

Format Paperback | 308 pages

Dimensions 150 x 229 x 20mm | 431g

Publication date 14 Aug 2019

Publisher Impress, LP

Language English

ISBN10 1948334127

ISBN13 9781948334129

Bestsellers rank 26,612

Review quote

"Innovate Inside the Box builds upon the big ideas and framework in Innovator's Mindset, but goes much deeper. As a Teacher-Librarian who supports many subject areas, I appreciate the many practical takeaways, ideas, and classroom examples grounded in Universal Design for Learning which can be found throughout, but especially in Part 2. I also really love how the authors' voices and experiences are complementary and yet very different. Innovate Inside the Box is an absolute must read."

Jennifer Casa-Todd, Teacher-Librarian and author of Social LEADia

"Innovate Inside the Box is the missing link between what people think innovation in the classroom is and what it can actually be. As a principal, I watch my teachers struggle with our expectations are for our students, inside a system that we all see the flaws in, but are still yet measured, evaluated, and judged by. Teachers know that they can do better by kids, but they don't necessarily know where to start. The not knowing how to do both, meeting the expectations of our current environment but also challenge and motivate our students is answered within this book. Instead of seeing those as two absolutes, Couros and Novak provide powerful examples of "and". Using the examples and allowing the discussion questions to guide you down the path that Innovators Mindset started...Innovate Inside the Box will be what allows everyone to win, but most especially, our students."
Amber Teamann, Principal, Wylie ISD

George's first book, The Innovator's Mindset. I had never read a professional development book that made me feel like I was having a conversation with the author. I had never read a book that was as interactive and had me researching people and ideas as George shared them. Innovate Inside the Box takes the ideas in The Innovator's Mindset and expands on them by providing actionable ideas we can take and apply inside our own educational boxes. Katie Novak is an expert in Universal Design for Learning and the strategies she shares to make sure we are empowering all learners is a great compliment to George's message. Katie and George show us that the path to empowered learners starts with strong, positive relationships but that is the floor, not the ceiling, and the sky is the limit when we consciously plan for the needs of our learners."
Allyson Apsey, Elementary Principal and author of Through the Lens of Serendipity

"This book is so much more than a tool for educators! It speaks to the essence of truly helping individuals. Whether you're a student, teacher, specialist, principal, or does work in any capacity with students, it shares the importance of relationships and how this variable benefits all in the learning environment."

Vincent Taylor, Author of "If Instruction Isn't Engaging, I Quit" and Academic Coach at Cedar Hills Elementary

"It's not often you can find a book that pulls at both your intellect and emotion. The stories of triumph and struggle mixed with the push every educator needs to enhance learning in their particular area for all makes Innovate Inside the Box an instant classic in my eyes. It reminds everyone that whatever role you play in working with students, you have a tremendous impact on learning AND lives. We need educators. We need them to feel valued. We need them to keep learning. We need them to understand that it's ok not to be perfect and when they feel empowered to grow, they will. Innovate Inside the Box will help them get there."
Joe Sanfelippo, PhD, Superintendent, Author, Speaker
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Rating details

135 ratings

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Innovate Inside the Box : George Couros : 9781948334129

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We use cookies to give you the best possible experience. By using our website you agree to our use of cookies. Categories: Teaching Resources & Education Teaching Resources & Education Educational Strategies & Policy Educational Strategies & Policy Organization & Management Of Education Organization & Management Of Education The answer to creating innovative teaching and learning opportunities lies within you.

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Tool designed to help embed digital technologies into teaching, learning and assessment

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Discover the digital potential of your school

Is your school making the most of digital technologies for teaching and learning? SELFIE is a free, easy-to-use, customisable tool to help schools assess where they stand with learning in the digital age. Watch the short video introducing you to the benefits of the SELFIE tool.
Ready to start using SELFIE? Register or sign in

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Is your school making the most of digital technologies for teaching and learning? SELFIE is a free, easy-to-use, customisable tool to help schools assess where they stand with learning in the digital age. Watch the short video introducing you to the benefits of the SELFIE tool. Ready to start using SELFIE?

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very easy to use and students can make a video in response to yours

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Create a personal emoji of yourself on the app

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Bitmoji is your own personal emoji. Create an expressive cartoon avatar, choose from a growing library of moods and stickers - featuring YOU! Put them into any text message, chat or status update.

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If your web address is too long shorten it using this site

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URL Shortener, Branded Short Links & Analytics | TinyURL

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Create short and branded links with TinyURL. Track link performance, import or purchase branded domains, and run campaigns with bulk link shortening.

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I will consult with colleagues and management to develop this further

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I will consult with colleagues and management to develop this further

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Developed on Padlet also

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This poster formed the basis for my inquiry which maybe of interest

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This poster formed the basis for my inquiry which maybe of interest

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FELTAG is a movement within the FE and Adult Skills sector aimed at a new approach to developing e-learning and the role of technology generally in supporting education.

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Remit: education without barriers

FELTAG is a movement within the FE and Adult Skills sector aimed at a new approach to developing e-learning and the role of technology generally in supporting education. Rather than a series of imperatives, it seeks to remove barriers to natural progression, meaning FELTAG affects every training organisation who can now progress not through new funding but by the removal of impediments.

The FELTAG Special Interest Group provides a forum for discussing the major challenges and areas for change that come with the removal of barriers. The SIG promotes discussion and knowledge- and resource-sharing through a dedicated Jiscmail discussion list and occasional webinars and events.

Read the FELTAG manifesto.

Get involved

Join the discussion list: sign up to FELTAGSIG@jiscmail.ac.uk

Select recent webinars and meetings

Alistair McNaught, with Peter Kilcoyne and Teresa McKinnon, 'Promises and lies - The role of open educational resources in inclusive practice', 15 June 2017 - RECORDING

Daniel Scott, 'New course design for reflective learning' webinar, 22 February 2017 - RECORDING

Joy Howat, 'The Learning Lab: Making use of emerging technology to support digital literacy-in-action', 24 January 2017 - RECORDING and SLIDES

FELTAG SIG meeting at ALT Annual Conference, 7 September 2016 - PDF of notes on proceeedings

Summary of Skills Funding Agency's actions from the FELTAG report - 12 April 2016 RECORDING and SLIDES

Find out more about the Blended Learning Consortium - 6 May 2016 RECORDING

# data[].attributes.attachment_link.description
FELTAG is a movement within the FE and Adult Skills sector aimed at a new approach to developing e-learning and the role of technology generally in supporting education. Rather than a series of imperatives, it seeks to remove barriers to natural progression, meaning FELTAG affects every training organisation who can now progress not through new funding but by the removal of impediments.

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@tel4fet @udlchatie #ThisIsFET

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This was created on genially

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Learners Personnas

Jack, Male, 20

Saoirse, Female, 19

Jack lives in a small village, has a mild general learning difficulty and has completed his LCA and QQI L3. He will be progressing to a PC Maintenance course with NLN and hopes for a career as a Computer Technician.He is a frequent YouTube visitor for tutorials on IT troubleshooting. He is a very visual learner and likes to learn online by watching demonstrations. He has very good broadband and has a PC. He uses social media, apps, gaming sites and shops online. He feels he is a confident user of digital media and loves it. He is open to the option of becoming a YouTube resident.Benefit of improving his digital capabilities:As Jack wants to be a Computer Technician, being introduced to more digital technologies will greatly enhance his knowledge and employment opportunities. As he uses social media and websites alot, improving his IT security will benefit him presonally & professionally. If he had the option of more interactive and creative assessments & induction, it would make learning easier and more fun as he is a very visual learner.

Saoirse lives outside a small coastal town and has an intellectual disability. She has completed her LCA. She is rurally isolated. She has poor broadband, an old PC and relies on her phone a lot. She uses social media to stay in touch with friends and shops online. She loves horses and would like a career working with them. She is a resident on her own YouTube channel uploading videos. She loves learning new things and is very interested in the digital world but access to technology makes it difficult. She is very sociable and would love to learn more about technology for personal use and around working with horses.Benefit of improving her digital capabilities:Saoirse would benefit greatly in her personal life. Using social media more will open more doors to her in the horse world as she is ruraly isolated. This may give her more employent opportunities.As she uses social media alot and is quite vulernable, improving her IT security will benefit her personally. She loves designing and art so if she had the option of more interactive and creative assessments & induction, it would make learning easier and more fun.

Luca, Male, 19

Luca lives outside a small town and has Asperger's Syndrome. He has completed his LCA. He loves animation and gaming and would love a career in either. He recently gota smart phone and uses whats app, does not use social media but would like to, uses YouTube for funny videos and music as a visitor only, uses gaming sites and would like to learn about gaming testing. He has poor broadband and has an iPad and PC. He needs a lot of individual support and would love to use technology more to develop his social skills and confidence.

Ben, Male, 24

Ben lives outside a small village and has mental health issues and psychological disorders. He is an early school leaver and is out of education for a number of years. He isrurally isolated, has good broadband, smart phone and a PC. He listens to podcasts on mindfulness and CBT on Spotify & YouTube as a visitor and is interested in current affairs. He is very keen to gain certification with a view to a career in Psychology. He would like to use digital technologies to share strategies to support people with similar mental health issues

Benefit of improving his digital capabilities:Ben would benefit both in his personal ife and when he goes to higher education. He can use digital technology across a range of mediums for his benefit. Having more interactive and creative assessments and induction incorporates more variety for him and will benefit his career.

Benefit of improving his digital capabilities:Luca would improve his communication skills and confidence. Learing to use his smart phone for daily tasks would enhance his life. Improving digital skills will help with his career choice. As Luca is introduced to social media, knowing how to keep safe on line will be very important for him as he could be vulnerable online. As he is very creative, gaining knowledge of digital technologies and making assessments and induction more creative and interacive will help him hugely. As he has communication difficulties, a better variety of assessment methods would benefit him hugely.

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Learner Personnas by elaine.morris on Genially

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Learners Personnas Jack, Male, 20 Saoirse, Female, 19 Jack lives in a small village, has a mild general learning difficulty and has completed his LCA and QQI L3. He will be progressing to a PC Maintenance course with NLN and hopes for a career as a Computer Technician.He is a frequent YouTube visitor for tutorials on IT troubleshooting.

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This is the poster you got this QR code from

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Email me at elaine.morris@nln.ie