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A last resource that we have used is WhatsApp, although this application is very well known, we also find it very interesting, because thanks to the fact that it allows us to record audios and share them among us, it was very easy to do the job.

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Another useful resource is this website where you can find many useful sounds forvideos, it allows you to download sounds for free and without copyright.

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The first resource is this video editor that allows you to add different video and sound tracks, it is an application that can only be used on iOS devices and comes installed as standard. It is very easy to use, you drag the videos or audios to the track and trim them.

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Channel, A. A. B.-O. [@AnnieandBen]. (2019, julio 17). Match the cards | spooky monsters fun games for kids | learning cartoons by Annie and Ben. Youtube. https://www.youtube.com/watch?v=mr7uvYfmh10

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Match the Cards | Spooky Monsters Fun Games for Kids | Learning Cartoons by Annie and Ben

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Materiales para el piloto del proyecto DALI. (s/f). Google.com https://sites.google.com/view/dalipilotos/inicio

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Materiales para el piloto del proyecto DALI

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DATA FRAMEWORK ON DATA LITERACY IN SPANISH

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DATA FRAMEWORK ON DATA LITERACY IN SPANISH

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https://www.dropbox.com/s/qxahkqg79so1i8s/DALI_VersionFinalMarcoSP.pdf?dl=0

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DALI FRAMEWORK ON DATA LITERACY IN ENGLISH

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DALI FRAMEWORK ON DATA LITERACY IN ENGLISH

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https://www.dropbox.com/s/wcsf3hkrz4cwjof/DALI_Framework_FinalVersionEN.pdf?dl=0

DALI_Framework_FinalVersionEN.pdf. (s. f.-b). Dropbox. https://www.dropbox.com/s/wcsf3hkrz4cwjof/DALI_Framework_FinalVersionEN.pdf?

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Green Simple Pros and Cons Active Investing Infographic

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https://playspent.org/

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Think you’ll never have to ask for help? Here’s your chance to prove it.

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Here you can download the books that were created during the Taccle2 project. The books in ePub-format Want to see how it all started? Check ...

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TASK 5:  Exploring Tasks with Digitalsfor Fostering Transversal Competencies

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TASK 5:  Exploring Tasks with Digitalsfor Fostering Transversal Competencies

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Attwell, Graham (2007). The Personal Learning Environments - the future of eLearning? eLearning Papers, vol. 2 no. 1. ISSN 1887-1542.

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Link: https://www.commonsense.org/education/videos/protecting-your-students-privacy-on-social-media

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Protecting Your Students’ Privacy on Social Media | Common Sense Education

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Simple Ways Teachers Can Protect Student Data Privacy

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Privacy can be a complex, intimidating topic. But there are some steps any teacher can take to better protect their students' data when using online tools.

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Canva. (s. f.). Free Design Tool: Presentations, Video, Social Media | Canva. https://www.canva.com/

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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EUROPEAN FRAMEWORK FOR DIGITAL COMPETENCES 

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EUROPEAN FRAMEWORK FOR DIGITAL COMPETENCES 

# data[].attributes.body
https://op.europa.eu/en/publication-detail/-/publication/50c53c01-abeb-11ec-83e1-01aa75ed71a1/language-en

European Commission, . Joint Research Center, Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2, The Digital Competence framework for citizens: With new examples of knowledge, skills and attitudes. https://doi.org/10.2760/115376

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DigComp 2.2, The Digital Competence framework for citizens : with new examples of knowledge, skills and attitudes.

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Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation.

# data[].attributes.body
https://www.dropbox.com/s/qxahkqg79so1i8s/DALI_VersionFinalMarcoSP.pdf?dl=0

DALI_VersionFinalMarcoSP.pdf. (s. f.). Dropbox. https://www.dropbox.com/s/qxahkqg79so1i8s/DALI_VersionFinalMarcoSP.pdf?dl=0

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DALI_Framework_FinalVersionEN.pdf. (s. f.-b). Dropbox. https://www.dropbox.com/s/wcsf3hkrz4cwjof/DALI_Framework_FinalVersionEN.pdf?

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https://youtu.be/o55VcjHipPI

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Pecha Kucha Night Valencia - Pepe Romera

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http://taccle2.eu/wp/books-2

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Here you can download the books that were created during the Taccle2 project. The books in ePub-format Want to see how it all started? Check ...

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Support document for a better undestanding of the evolution of technology in education

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Ryan M. Patton & Melanie L. Buffington (2016): Keeping up with our students: The evolution of technology and standards in art education, Arts Education Policy Review, DOI: 10.1080/10632913.2014.944961

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1. (2022, 14 abril). DALL·E 2. OpenAI. https://openai.com/dall-e-2/

LINK: https://openai.com/dall-e-2/

2. Lexica Aperture. (s. f.). Lexica. https://lexica.art/aperture

LINK: https://lexica.art/aperture

3. Text To Image - AI Image Generator. (s. f.). DeepAI. https://deepai.org/machine-learning-model/text2img

LINK: https://deepai.org/machine-learning-model/text2img

4. Stable Diffusion Online. (s. f.). https://stablediffusionweb.com/

LINK: https://stablediffusionweb.com/

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Aditya Ramesh, Prafulla Dhariwal, Alex Nichol, Casey Chu, Mark Chen
Engineering, Design, Product, and Prototyping
Jeff Belgum, Dave Cummings, Jonathan Gordon, Chris Hallacy, Shawn Jain, Joanne Jang, Fraser Kelton, Vishal Kuo, Joel Lehman, Rachel Lim, Bianca Martin, Evan Morikawa, Rajeev Nayak, Glenn Powell, Krijn Rijshouwer, David Schnurr, Maddie Simens, Kenneth Stanley, Felipe Such, Chelsea Voss, Justin Jay Wang
Comms, Policy, Legal, Ops, Safety, and Security
Steven Adler, Lama Ahmad, Miles Brundage, Kevin Button, Che Chang, Fotis Chantzis, Derek Chen, Frances Choi, Steve Dowling, Elie Georges, Shino Jomoto, Aris Konstantinidis, Gretchen Krueger, Andrew Mayne, Pamela Mishkin, Bob Rotsted, Natalie Summers, Dave Willner, Hannah Wong
Acknowledgments
Thanks to those who helped with and provided feedback on this release: Sandhini Agarwal, Sam Altman, Chester Cho, Peter Hoeschele, Jacob Jackson, Jong Wook Kim, Matt Knight, Jason Kwon, Anna Makanju, Katie Mayer, Bob McGrew, Luke Miller, Mira Murati, Adam Nace, Hyeonwoo Noh, Cullen O'Keefe, Long Ouyang, Michael Petrov, Henrique Ponde de Oliveira Pinto, Alec Radford, Girish Sastry, Pranav Shyam, Aravind Srinivas, Ilya Sutskever, Preston Tuggle, Arun Vijayvergiya, Peter Welinder

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DALL·E 2 is an AI system that can create realistic images and art from a description in natural language.

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Robinzon, D. (2016, 9 junio). Creating Comics: Visual and Verbal Thinking in the Ultimate Show and Tell. https://www.academia.edu/26025163/Creating_Comics_Visual_and_Verbal_Thinking_in_the_Ultimate_Show_and_Tell

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"Cave art" video.
National Geographic España. (2019, 3 julio). Arte rupestre 101 | National Geographic en Español [Vídeo]. YouTube. https://www.youtube.com/watch?v=iclFmP79BkI

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Arte rupestre 101 | National Geographic en Español

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Ed Future. (2021, 8 diciembre). Área 1. Compromiso profesional [Vídeo de YouTube]. YouTube. https://www.youtube.com/watch?v=NH1rvwBblo4

Ed Future. (2021, 8 diciembre). Área 2. Recursos Digitales [Vídeo de YouTube]. YouTube. https://www.youtube.com/watch?v=KbAMiDdhPZU

Ed Future. (2021, 8 diciembre). Área 3. Enseñanza y aprendizaje [Vídeo de YouTube]. YouTube. https://www.youtube.com/watch?v=SleEbhIJCac&t=5s

Ed Future. (2021, 8 diciembre). Área 4. Evaluación y retroalimentación [Vídeo de YouTube]. YouTube. https://www.youtube.com/watch?v=tN34e-Rvwzs

Ed Future. (2021, 8 diciembre). Área 5. Empoderamiento [Vídeo de YouTube]. YouTube. https://www.youtube.com/watch?v=lB_9eXQ7J14

Ed Future. (2021, 8 diciembre). Área 6. Desarrollo de las competencia digital de los estudiantes [Vídeo de YouTube]. YouTube. https://www.youtube.com/watch?v=w4Dy_aZey0g

https://www.um.es/cute/Marco-DigCompEdu.html

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El Marco de competencias digitales para educacores (DigCompEdu por sus iniciales en inglés) es un marco de trabajo estandarizado, que integra conceptos, prácticas y criterios que permiten enfocar un tipo de problemática particular: el desarrollo de las competencias digitales docentes. Este marco ha sido elaborado por el Joint Research Centre de la Comisión Europea y nos sirve de referencia, para enfrentar y resolver nuevos problemas relacionados con la digitalización en la educación.

Algunos de los beneficios que nos aporta contar con el marco DigCompEdu:

Brinda una base sólida que puede servir de guia para el diseño de políticas de enseñanza en todos los niveles educativos,

Es un modelo que permite integrar rápidamente un instrumento concreto para trabajar la competencia digital docente, adaptado a las necesidades del contexto, sin tener que desarrollar una base conceptual para este trabajo.

Aporta un lenguaje y una lógica comunes que pueden ayudar al debate y al intercambio de las mejores prácticas entre países.

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competencia digital docente
digcompedu
competencia digital
cute project
universidad de murcia

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El Marco de competencias digitales para educacores (DigCompEdu por sus iniciales en inglés) es un marco de trabajo estandarizado, que integra conceptos, prácticas y criterios que permiten enfocar un tipo de problemática particular: el desarrollo de las competencias digitales docentes.

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UCAVILA. (2022, 4 noviembre). Competencia Digital de los Educadores #DigCompEdu [Vídeo de Youtube]. YouTube. https://www.youtube.com/watch?v=F_TuQgcTsD4

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Competencia Digital de los Educadores #DigCompEdu

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Redecker,C. (2018, Noviembre 27). DigCompEdu: the European Framework for the digital competence of educators [Diapositivas de Slideshare]. European Commission Joint Research Centre (JRC-B4).

https://www.slideshare.net/ChristineRedecker/digcompedu-the-european-framework-for-the-digital-competence-of-educators

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The European Digital Competence Framework for Citizens, also known as DigComp, is a tool to improve citizens' digital competence.
DigComp has been developed by the JRC initially on behalf of DG EAC and, more recently, on behalf of DG EMPL as a scientific project based on solid scientific underpinning and iterative consultations with stakeholders.

First published in 2013, DigComp provides a comprehensive conceptual model of what are the elements that makes us digitally competent based on the following working definition digital competence refers to the confident, safe and critical use of, and engagement with the full range of digital technologies. These can be used for dealing with information and data, for communication and creative expression, collaboration, content creation, and task performance and problem-solving in all aspects of life.

Revised in 2016, to fine tune the vocabulary, the framework has been updated this year to further detail how the this competence develops in different levels of proficiency.

The basic framework: 5 areas and 21 competences.

The five areas are described as follows:
1) Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content.2) Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one's digital identity and reputation.3) Digital content creation: To create and edit digital content To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system.4) Safety: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use.5) Problem solving: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.

DigComp is widely used:
At European level
Key Action of 2016 SKILLS COM
Measurement of Digital Skills (->Digital Skills Indicator of Digital Agenda Scoreboard)

At Member State level (used by 14 MS and 5 regions in Spain)
For curricula review, Teacher Training, student self-assessment
Policies: Digital Skills strategies, policies, initiatives, reference tool
EMPL: jobseekers self-assessment, development of training offers & certification for employees and jobseekers
Multiple translations

Based on the reference conceptual model published in DigComp 2.0, DigComp 2.1 presents 8 proficiency levels and examples of use applied to the learning and employment field.
Originally, proficiency was defined in three levels (basic , intermediate and advance), but time proved the need for a more fine grained progression, of how we learn to swim in the digital ocean.

DigComp 2.1 expands progression to 8 proficency levels, according to increasing
-complexity of tasks
-autonomy of the learner in doing things
-cognitive load

Following Blooms' taxonomy, action verbs (remebering/understanding/applying/creating....) are used to define the progression

22 competences in 6 areas. Many of them interrelated.

The pedagogic core of DigCompEdu: Areas 2-5

DigCompEdu emphasizes that the real power of Digital Teaching and Learning lies in shifting the focus of teaching from the teacher to the learner. Thus allowing learners to take ownership of their learning. For the teacher this means that apart from direct instruction in the form of frontal teaching, which will have its role to play as well, s/he needs to increasingly consider how to schaffold self-directed and collaboartive learning and how to provide the necessary guidance and support in learnining activities that are learner-led.

The shift from teacher-led to learner-led activities is not only a practical one, expressed in different social constellations and interaction patterns. It is also a shift in power structures and content design. Area 4: Empowering Learners focuses on this shift of attention towards the individual learners, their learning needs and preferences, constraints and obstacles in their effective use of digital learning strategies and their active engagement in the subject matter.

Area 3 and 4 together are at the core of educators' digital competence. They mark the important shift in digital teaching patterns when compared to traditional appraoches. However, to complete the picture, educators use of educational resources and their strategies for assessment have to be aligned to the new teaching paradigm.

Area 3 and 4 together are at the core of educators' digital competence. They mark the important shift in digital teaching patterns when compared to traditional appraoches. However, to complete the picture, educators use of educational resources and their strategies for assessment have to be aligned to the new teaching paradigm.

It is important that the resources used reflect the innovative and learner-centred approach. Which is why it becomes more and more important that teachers are able to make use of and modify suitable and versative resources, apps and environments to support learner-centred teaching strategies.

Assessment strategies: Learning and teaching cannot change if assessment remains the same. Teachers must be able to implement (summative) assessment strategies that more holistically capture learners' progress. They must be able to implement formative assessment strategies that help them and their learners to timely identify areas for improvementas and adapt learning plans and teaching methods accordingly. Digital technologies are a great aid for both of these crucial aspects of teaching and learning in the digital age.

Analysing evidence: The more learning moves to digital environments, the more data is produced on learner activity. This is a huge resource (for scientists) to better understand how learning happens. Digitally competent teachers will be more and more required to be able to evaluate and interpret this data, in view of improving teaching and learning. In general, teachers must be better prepared to combine and draw on all evidence available, digital or not, on learners' behaviour, progress and problems to be able to develop personalised learning plans (supporting learner empowerment, competence 5.2)

Feedback and Planning: In a digital age, the responsibility for deciding on learning pathways and options will move more and more to the learners themselves. Teachers must be able to support their decisionmaking and self-regulated learning by providing them timely, targeted and personalised feedback on progress. That is, they do not only have to be able to analyse available evidence for each individual learner (=4.2), but also to communicate it effectively and implement it in the collaborative planning with learners (or parents).

Complementary competences on the part of educators' overall professional engagement and on the important objective of facilitating learners' digital competence.

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DigCompEdu: the European Framework for the digital competence of educators

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The European Digital Competence Framework for Citizens, also known as DigComp, is a tool to improve citizens' digital competence. DigComp has been developed by the JRC initially on behalf of DG EAC and, more recently, on behalf of DG EMPL as a scientific project based on solid scientific underpinning and iterative consultations with stakeholders.

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European Framework for the Digital Competence of Educators: DigCompEdu

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European Framework for the Digital Competence of Educators: DigCompEdu

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https://publications.jrc.ec.europa.eu/repository/handle/JRC107466

Punie, Y, Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. JRC Publications Repository. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466

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European Framework for the Digital Competence of Educators: DigCompEdu

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As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.

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Visning av Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework

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Gå tilbake til artikkeldetaljene Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework

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