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Part 3 - Better Internet for Kids and other eSafety resources

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Part 3 - Better Internet for Kids and other eSafety resources

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Do you know where to find resources about eSafety within the eTwinning platform? Have you browse the eTwinning featured group “Bringing eSafety into eTwinning projects”? Did you know that there is a network of Safer Internet Centres across Europe willing to help you? In this last part of the module, we will explore different resources on Internet safety that all eTwinning teachers, and especially ambassadors, have at your disposal.

Sabrina Vorbau (Projec Officer at European Schoolnet’s Digital Citizenship Team) and Aneta Wilk (eTwinning ambassador in Poland) presented a series of resources in a webinar that took place on 13 September 2017.

LINKS TO THE MOST IMPORTANT RESOURCES shared during the webinar:

1. eTwinning Featured Group: Bringing eSafety into eTwinning projects (join the group and browse the activities and resources!)

2. Better Internet for Kids

3. Web We Want

4. eSafety Label

5. Safer Internet Day

FIND BELOW PRESENTATION:

Webinar presentations

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Exercise 2.1 - Applying copyright and data protections rules - PEER REVIEW

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Peer review - Spasija Neshkoska Cuculeska

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Exercise 2 - Applying copyright and data protections rules

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Ambassadors online course - D-2- Spasija Neshkoska Cuculeska

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Part 2b - Data Privacy and online reputation

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Part 2b - Data Privacy and online reputation

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Your online reputation is the “perception, estimation and opinion that is formed when you are encountered online". Learn more about online reputation here.

What can you do to protect your personal data and online reputation? The golden rule is “think before you post”. Is the content you are about to share online going to affect your or someone else’s privacy? Can you be friends with your pupils on social networking services? What should you do if other people post inappropriate images of you online? And if you are victim of cyberbullying? Take a look at this guide which includes advice and interesting question to reflect on regarding your online reputation.

Furthermore, from May 2018, the General Data Protection Regulation (in short GDPR) will take effect in the EU aiming to strengthen, simplify and harmonise data protection regimes across Europe, giving individuals control over how their data are processed. It also explicitly acknowledges that children merit specific protection. Yet, from a children's rights perspective, Article 8 – which contains requirements regarding parental consent for the processing of personal data of children under 16 (or 15, 14 or 13, if Member States so legislate) – has sparked a great deal of controversy and confusion. In addition, provisions regarding profiling and their application to children are the subject of diverging views. Are you interest to learn more about the ongoing GDPR discussion? Have a look at the following report.

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The Internet is a space for sharing and exchanging. But when and how can you use material found on the Internet? Can you use copyrighted music when creating a video/presentation? Can you use a nice picture found on a Flickr album on the web without second thoughts? If you are lost with copyright issues or find it hard to understand complicated law statements related to terms and conditions of use of certain materials, take a look at

the Web We Want handbook for Teens and its chapter about copyrights.

And what happens when you create your own material? Would you like to share it with other fellow colleagues but protect it from any misuse? As you are an eTwinning ambassador, you will probably organise many webinars, workshops, tutorials, guidelines and prepare many other valuable resources aimed at teachers, to help them get started in eTwinning. We will learn how to use Creative Commons licenses.

What is Creative Commons? It is a nonprofit organization that enables the sharing and use of materials and resources through free legal tools. Learn more about the different licenses and what they mean. On their website, they have a simple tool that will help you choose the type of license you need. Once you have picked the one you need, you can download it in high quality and different formats here.

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Tell us your experience: Have you ever been involved in any online incident involving spamming, bullying or harassment when participating in an online community? Have you ever reported any inappropriate material or behaviour? Tell us briefly about the issue and how you solved it ON THIS PADLET. If you haven't been involved in any incident like the ones explained above, tell us what would you do if it happened in the future

I personally experienced it during the process of introduction on a FB group during an online course, when I introduced myself as coming from Macedonia instead of FYROM . In a matter of minutes I was under the attack with posts and comments of harsh language and that did not stop even after my apology and deleting of the post and not even after the mild  interference of the administrator. My last option was to block the couple of participants in order to stop their constant comments.I decided not to proceed with the complaint, because, as I mentioned to my harsh colleagues back than, it was neither the time nor the place to solve and resolve political issues.
However, I would have appreciated stronger involvement and support from the administrator and course provider.

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Module D: Making the Best out of the Internet

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Module D: Making the Best out of the Internet

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Part 4 The art of speaking in public - Your best video

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Part 4 The art of speaking in public - Your best video

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Introducing eTwinning

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1.Presentation techniques/Public Speaking Page

2. Body Language Page

3. Power Point Usage

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Online vs F2F
How should Ambassadors welcome, involve and motivate new eTwinners?

Do you think more face to face events should be organized? Do you think newbies feel more comfortable when meeting their mentors in the flesh?

Or online activities could be better to have new eTwinners experience the "real life" of eTwinning? Should Ambassadors concentrate on setting up live events & webinars, and organize Groups & related activities?

Or a combination of the two?

What works best in your opinion? And how could NSSs support Ambassadors in this role, and vice versa?

A combination and a good balance between online and F2F activities is probably the best solution. Online activities help develop and improve technical skills and competences. However, face to face meetings are more personal and can have more individual approach.
The role of the NSS is very important, especially in supporting eTwinning ambassadors spread their word. More professional development events should be organized for the NSSes as well, especially those who are not that experienced in order for them to adopt various means and methods to support their ambassadors.
And of course ambassadors should be involved in as many NSS activities as possible in order to continuously develop personally and professionally and support their NSS.

How to wake up "sleeping beauties"?

eTwinning is the biggest community in Europe and has got more than 500.000 teachers registered. But lot of them are quite inactive. How to pay attention to inactive users and give them new motivation?

Be creative and innovative when presenting the possibilities and benefits of eTwinning. A catchy PPT or a catchy slogan or a starting sentence can do the trick. It is very important to emphasize what eTwinning can do for you in order to turn you into a super teacher, not only by making your school more international and motivating the students and teachers by working in an international environment, but also by pointing out all the possibilities for professional development which in some schools and countries are quite important.
This is why I find F2F meetings very important, because this is when it gets more personal and you can apply an individual approach based to the needs of different individuals.

How to welcome newcomers?

Your role as an ambassador is to promote eTwinning and also support eTwinners. Which could be the best ways to welcome newcomers and make them feel at ease in eTwinning?

A well balanced combination of online and F2F activities and greater involvement and support by the NSS. Online activities are a good way to get practical experience and develop digital skills and competences but F2F meetings provide us with the opportunity to practice an individual approach having in mind the needs of each individual.

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Group Activity - Google Forms

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Mentoring activity Group number 13 Group members: Maria Rosaria Grasso (black color) Angela Capezzuto (Red format) Michał Siwkowski (green) Chemingui firas ( blue ) Gyöngyi Juhász Miklósné (dark blue3) Juan Carlos Garrido (orange) Simone BIONDA (light blue) Andrée Jordan (dark magenta2) Darina Po...

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Webinar: Virgilio your eTwinning guide

Link to Virgilio group

Group table

Link to the dedicated forum (task 2)

Link to forum for group work

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List of tasks to be assessed

Watch the Recording of the Webinar 9th November (8pm CET)

Work with your group on the dissemination plan on the target and project idea assigned

Download the template

Use the template and upload it with the group name in the assignment 2

Background documentation:

Recording of the Webinar 9th November

Group table

Target and project idea

Template dissemination plan

https://eun2.adobeconnect.com/pfsbalhh1urg/

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What is an ambassador - Why eTwinning video

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What is an ambassador - Why eTwinning video

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why eTwinning - Spasija Neshkoska Cuculeska

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By joining eTwinning, teachers and other school staff will become part of the 'Community for schools in Europe' and benefit from endless opportunities.

Collaborate with and get inspired by other colleagues in Europe

In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible for validating user registrations for becoming eTwinners, thus keeping the platform safe, providing support and guidance, and recognising teachers' work with National and European Quality Labels. The annual eTwinning book features the most innovative projects. Excellent projects are rewarded eTwinning European Prizes and become part of the project gallery.

Share with peers

The eTwinning community is made up of thousands of teachers and educators who share a vision of inclusive schools, using information and communication technology in a meaningful way, and making the most of 21st-century skills. eTwinners meet and network online, at school, at eTwinning events and conferences, and wherever they can inspire other teachers to better educate students. On the European School Education Platform, the eTwinning area offers project kits, practice examples, testimonials, and an online environment where eTwinners can communicate, create projects, share, and learn together at their own pace in line with their interests.

Upskill together

Lifelong learning is essential for teachers and eTwinning community members benefit from webinars, short and long online courses (including MOOCs), self-teaching materials, conferences, and other on-site professional development opportunities where they meet experts in many fields and improve their skills. These events allow teachers to network, learn together, and feel part of the same community.

eTwinning also provides opportunities for future teachers to get support when starting their careers.

Promote and celebrate

Like all communities, eTwinning has key events. A yearly theme is the focus of two online campaigns - in spring and autumn - where eTwinners share ideas, plan projects, produce materials, and learn together. And every year on 9 May, the community celebrates Europe Day as eTwinning Day with activities that make eTwinners feel part of something unique, wherever they are.

Become a protagonist

eTwinning Ambassadors are the pillars of the community. They are selected at a national level, provide training and support and share their energy and enthusiasm, making eTwinning grow every day. Get information from your National Support Organisations about how to become one of them!

The schools that are awarded the eTwinning Schools Label are models of the principles that inspire eTwinning, shared leadership, collaboration and sharing, students as agents of change, inclusion, and pedagogical innovation. Stay tuned to see when applications open!

Anyone can become an eTwinning Ambassador, and any school can get the eTwinning School Label.

How to join eTwinning

Register as a user today on the European School Education Platform using EU Login ( access here) and request to be validated as an eTwinner by the National Support Organisation in the country where your school is.

What does the eTwinning platform offer?

eTwinners can network, share, and collaborate with other registered eTwinners and schools by connecting through the social networking features offered, and by engaging in Rooms, eTwinning groups, and European projects.

Rooms are micro-groups that allow eTwinners to take part in video-conferencing sessions supported by a forum and a file archive.

eTwinning groups are virtual places where eTwinners meet and discuss specific subjects, topics, or other areas of interest. Featured Groups are groups coordinated by the CSS and moderated by experienced eTwinners).

eTwinning projects include activities on different topics and key competences involving two or more teachers and their students. Each project has its own TwinSpace, a free-to-use, safe platform that is only accessible to other eTwinning members in the project, your selected guests, and your selected pupils.

eTwinners can also join the online professional development opportunities organised by the European School Education Platform. Some of these offers will be tailored to the specific interests and needs of eTwinners and be available exclusively to them:

Short online courses are intense and enjoyable and introduce teachers to a topic, stimulate ideas, and help them develop their skills.

MOOCs (Massive Open Online Courses) are 4-6 weeks in length and require 12 - 25 hours of learning time during this period. Participants are free to conduct the activities at a time of their convenience during the duration of the course. A certificate is offered upon successful completion.

Webinars are live one-hour long online video sessions where teachers have the chance to learn about and discuss a variety of themes.

Webinar series are two webinar sessions that are connected by an interactive online activity.

Online conferences and events are designed for and dedicated to specific target audiences and themes.

You are not eligible to join eTwinning?

Only school staff can join the eTwinning community. If you are not a member of staff at a school, you can still enjoy and network in other sections of the European School Education Platform free of charge. Discover all these opportunities here. eTwinners can invite non-eTwinners to specific projects.

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In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible…

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List of tasks to be assessed

Watch the various profiles of ambassadors across Europe

Watch the live streaming of the opening of the ambassadors PDW in Bristol 2nd of November

Read the presentation of how an eTwinning ambassadors look like in Europe (main trends)

Record a video of 30 seconds max to introduce yourself, convince me to become an eTwinner

Upload the link in the assignment section

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Uploaded by European Schoolnet on 2014-01-20.

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General

Introduction

This module aims at exploring the role of ambassadors within eTwinning community; and providing methods to promote and disseminate the outcomes of eTwinning.

Communication is key to become a good eTwinning ambassador. Therefore we will explore for four weeks how you can better promote eTwinning. The module is divided in 4 main subtopics.
We will firstly discover what an ambassador is and what is expected from you. Secondly you will learn how you can better exploit the results from your experience in eTwinning. Thirdly we will focus on “supporting your colleagues on the platform”; during this module we will provide some tips and methods to support your peers in their journey. Finally, we will explore the art of public speech as your role as ambassador will imply public presentations.

Along this module, you will have the opportunity to meet Claire Morvan from the Central Support Service to present ambassadors’ networks across Europe, and experienced ambassadors Patrizia Roma, Elena Pezzi, Laura Mattei and Paola Arduini to give you concrete insight. Beside testimonials, learners will have the opportunity to practice and review their peers. Interactivity, peer learning and dynamism will constitute the methods of this module.

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https://docs.google.com/drawings/d/1NSPXCAmfL-IvhAxpttynwnNYLLkjSD8t4XbCQLN11xM/edit

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http://moodle.etwinning.net/pluginfile.php/6062/assignsubmission_file/submission_files/10003/face%20to%20face%20event%20i%20attended%20to%20.docx?forcedownload=1

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Assignment 1 - reflect on sharing and collaboration

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Assignment 1 - reflect on sharing and collaboration

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1. The benefit for students from teacher collaborative teaching is the avoidance of weaknesses since some teachers could be better in an area or a topic than others. Also, each student or a group of students will benefit from the individual attention or facilitation by a teacher.
When students work as a part of a group, when they collaborate, they benefit from the results, since the results are grater than any individual could work or hope for - more heads are better than one. They also develop competences - skills, knowledge and attitude that will be helpful and useful in future real-life situations.
2. When building resources collaboratively teachers avoid to overlap of techniques, methods or materials when teaching similar topics. Also, as mentioned before, they could cover the areas or topics between each other when one or the other feels insecure about certain task or similar. They 'build blocks' together brick by brick using their own experience, skills and knowledge, as well as attitude, constructing mutual products from which everyone will benefit, especially the students. Also, it is a time savior.

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Handbook about Collaboration and Sharing

Presentation on Collaboration
- What is Collaboration [Video 1]
- Collaboration in the 21st Century [Video 2]

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https://dotstorming.com/b/59c80b2452ea11000647b1b3

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How can we keep our mind, body and spirit healthy on daily basis and help peers learn about what we have learned by reading more?

21st Century skills: digital literacy skills, career and life skills

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O English language, EFL

1 How can we build the funniest real size play house without further harming the Earth and keeping the environment clean

2 Students will individually make a research about safe materials to use and kinds of play house, they will collaborate with each other in small groups contemplating on the dimensions and recycled materials of the house, windows, walls, door,  roof, colors, design etc. and publish the results in the journal. Afterwards they will have online meetings in order to decide on the design and material they will use. Students in different countries will build the house in class, making videos of the process and posting those online. Finally, they will present on online meetings how and when they use the house in class. This also has elements of interdisciplinary and collaborative learning as well as collaborative teaching.

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 Assignment 1 - can an eTwinning project have Project Based Learning approach? 

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 Assignment 1 - can an eTwinning project have Project Based Learning approach? 

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I believe that an eTwinning project can have a Project Based Learning approach. It allows using different learning approaches in order to answer the needs of every student. It is an excellent combination of learning styles in order to improve 21st century skills with an accent on the development of digital skills. According to me it is a full package of competences taking place in a safe environment, which is online and saves time and energy and makes synchronous and asynchronous communication possible and easy.

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Handbook about PBL

- PBL Explain [Video 1]

- PBL Why and How [Video 2]

- PBL examples [Video 3]

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What is your opinion of the future presented in the Open Education and the teacher profession in 2030?
The scenarios presented are very likely to become real (some of their elements are reality even today). Maybe not exactly as presented, but certainly as a combination of different parts that show to be practical, useful and helpful and deliver sustainable results and outputs.
I can see that we as teachers, at least some of us,  prefer the  Diversified Teaching Careers Scenario, maybe because it gives a glimpse of a very realistic and possible future.

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How important is digital competence for today’s teaching professionals?
A teaching professional can do a great job in the classroom motivating students by using different techniques and methods which do not incorporate ICT tools. Some teachers manage to prepare lesson plans, reports etc. without even thinking of using any ICT tools.
Therefore, using ICT, is not inevitable, but it is enormously supportive and helpful for the contemporary classroom and the contemporary teacher. Development of digital competences improves the everyday performance of teachers, hence the performance of the students in and outside the classroom. It opens many opportunities for professional development, hence enhanced sense of self improvement and satisfaction and further motivation. Opens opportunities for international communication and collaboration, hence the feeling of belonging to the world and becoming a European or even Global Citizen.

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What relevance do you think the Talis findings have for eTwinning Professional Development?
It focuses on and provides relevant data which can provide important information for the future steps of development and upgrade of the eTwinning Professional Development. The data is collected from real life practitioners from different countries which even emphasizes the specific needs of these specific countries which is an important information especially in planning and organizing online and face-to-face Professional  Development events also in mother tongues in order to overcome the language barriers.

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What is the main message you take from Martin Schleilcher’s address?

How to create and environment where teachers can professionally grow in their careers.
The statistics show that the needs in different countries are different. Well defined and concrete researches collect the needed data. This research is a right method of detecting the weaknesses in different countries, as well as threats, in order to take some measures. Practitioners are the correct source of collecting true and relevant data.

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OECD Talis report 2013

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NCTAF-OECD TALIS Professional Learning Summit 6.25.15: Andreas Schleicher

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Published on

eTwinning workshop about Digital competence development for students, how teachers can support it?

1. 1. DIGICOMP - A framework to help improve students' digital competence . Considerations for teachers? Riina Vuorikari JRC-IPTS

2. 2. Planning * Get to know each other (10 min) * What is Digital Competence framework? * Presentation of 21 competences * Group activity to help teachers develop students' digital competences * Sharing of activities * Discussion: What about teachers? Are additional competences needed to teach? (15 min) * Quick survey (10 min)

3. 3. Getting to know

4. 4. Get to know each other * Name * What do you teach? * Have you already done an eTwinnning project?

5. 5. What is DigComp?

6. 6. What does it mean to be digitally competent? Digital competence ≠ use of ICT tools Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006). KNOWLEDGE COMPETENCE ATTITUDES SKILLS

7. 7. ...confident and critical use of ICT..?

8. 8. Trends, technologies & challenges for European schools over the next 5 years Horizon Report Europe 2014 >Schools Edition Source NMC Horizon Report > 2014 Higher Education Edition Graph adapted from Horizon 2014 Europe: School Sector

9. 9. JRC IPTS Study on Digital Competence (2010-2012) Google "DigComp IPTS" Link: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

10. 10. Why a need for a framework at the European level? * Many initiatives at the country level * However, no scientific base to say which competences should be part of every citizen's digital competence -> Lack of common understanding and guidelines at the European level -> Lack of tools to develop and assess training

11. 11. Digital Competence framework Competence areas 1. Information processing 2. Communication 3. Content creation 4. Safety 5. Problem solving

12. 12. JRC IPTS study on Digital Competence Competence areas 21 Competences 1. Information 1.1 Browsing, searching, & filtering information 1.2 Evaluating Information 1.3 Storing and retrieving information 2. Communication 2.1 Interacting through technologies 2.2 Sharing information and content 2.3 Engaging in online citizenship 2.4 Collaborating through digital channels 2.5 Netiquette 2.6 Managing digital identity 3. Content creation 3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses 5.3 Innovating, creating and solving using digital tools 5.4 Identifying digital competence gaps http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

13. 13. 1. Information * 1.1 Browsing, searching and filtering information * To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies * 1.2 Evaluating information * To gather, process, understand and critically evaluate information * 1.3 Storing and retrieving information * To manipulate and store information and content for easier retrieval, to organise information and data

14. 14. Dimension 1 Name of area Information Dimension 2 Competence title and description 1.1 Browsing, Searching & filtering information To access and search for online information, to find relevant information, to select resources effectively, to create personal information strategies Dimension 3 Proficiency levels A - Foundation B- Intermediate C- Advanced I can do some online searches through search engines. I know that different search engines can provide different results. I can browse the internet for information and I can search for information online. I can select the appropriate information I find. I can use a wide range of search techniques when searching for information and browsing on the Internet. I can filter and monitor the information I receive. I know whom to follow in online information sharing places (e.g. micro-blogging). Dimension 4 Knowledge examples Understands how information is generated, managed and made available Is aware of different search engines Understands which search engines or databases best answer to his/her own information needs Understands how information can be found in different devices and media Understands the reliability of different sources Understands how search engines classify information Understands how feeds mechanism works Understands indexing principles Skills examples Adjusts searches according to results Can follow information presented in hyper-linked and non-linear form Can use filters and agents Is able to search for words that limit the number of hits Can refine information searches and selects controlled vocabulary specific to the search tool Has strategic information skills for goal oriented activities Can modify information searches according to how algorithms are built Is able to adapt search strategies to a specific search engine, application or device Attitude examples Has a proactive attitude towards looking for information Values the positive aspects of technologies for information retrieval Is motivated to seek information for different aspects in his/her life Is curious about information systems and their functioning Is aware of the limitation of searches through technological means Dimension 5 Application to purpose Learning I can use a search engine to find details about a specific type of heat energy I can find a range of sources of information about a specific form of heat energy, and use a refined search to locate the most appropriate sources I can find a range of sources of information about a specific form of heat energy using different search engines and advanced searches, and can also use online databases and searches through linked references Employment I can find details of flights using a common search engine I can find details of flights using a number of search engines, and a number of flight company websites, selecting details that relate to schedule times I can find details of flights using a number of search engines, flight company web sites, and web sites that compare details of many flight companies, including costs and schedule times Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals

15. 15. How to understand the proficiency levels?

16. 16. How to use level? For self-assessment:

17. 17. To summarise Digital Competence Digital competence is the set of knowledge, skills, attitudes, strategies and awareness that are required when using ICT and digital media Learning domains to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge for work, leisure, participation, learning, socialising, consuming & empowerment Tools Competence areas Purpose

18. 18. * DigComp is one of the 8 key competences * DigComp is a transversal key competence enabling us to acquire other key competences (see p. 44)

19. 19. Group work

20. 20. Group work: Designing eTwinning activity that helps teachers to develop students' digital competence * Form a group, 2-4 people * Your goal is to develop eTwinning activities for your pupils that help develop their digital competence according to the DigComp framework * Choose at least one competence from each area!

21. 21. http://www.etwinning.net/en/pub/collaborate/kits.cfm

22. 23. Example 3.1 Developing content 5.3 Innovating and creating through technologies 1.3 Storing and retrieving information 1.3 Storing and retrieving information 2.4 Collaboration though digital channels 3.3 Copyright and Licences

23. 24. Group work: Design an eTwinning activity that helps teachers to develop students' digital competence * Form a group, 2-4 people * Your goal is to develop eTwinning activities for your pupils that help develop their digital competence according to the DigComp framework * Choose at least one competence from each area! * Create a slide to present your idea * Use the template "Presentation1.pptx) or download from http://bit.ly/1HKlMgX (the 4th last letter is lowercase L) * Make sure to mark the competences the project develops * Think also which levels of competence development you are aiming at? Can you possibly group the tasks for your students according to their levels? * Choose a person to present your ideas to others using slides * Send your slides to me and we will share them all at http://bit.ly/1HKlMgX

24. 25. Discussion: What about teachers?

25. 26. By Nov 2014: 13 979 educators, from 13 001 schools

26. 27. ESTONIA Translation of the DigComp framework by the Estonian Ministry of Education and Research. MALTA DG JUSTICE Development of a Digital Framework for Consumers based on DigComp. Use of DigComp framework by the Ministry for Education and Employment COUNTRY/REGION EUROPEAN ORGANISATION NAVARRA, SPAIN Navarra Department of Education uses DigComp as a key reference for strategic planning. BASQUE COUNTRY, SPAIN Ikanos project Developed by the Basque Government to deploy the Digital Agenda. Free online testing tool based on DigComp. SLOVENIA FLANDERS, BELGIUM Used by Dept. of Education as an input to curricula review and to development of adult education courses . Translated by National Education Institute and used for teacher training workshops. Also, the "e-school bag" project based its self-assessment questionnaires are on DigComp. SPAIN The Ministry of Education Dept institute INTEF, uses DigComp for teachers PD. EU projects 1) CareNet (Building ICT competences in the care sector to improve the quality of life of older people) applied the DigComp to competence map for care workers and care recipients aged 65+ http://www.carenetproject.eu/ 2) Carer+ http://www.carerplusproject.eu/ also used the competence map for domiciliary care workers and caregivers. http://www.carerplusproject.eu/carer-competence- framework-executive-summary/ 3) Telecentre Europa - used the framework for developing the self-assessment tool http://www.telecentre-europe.org/

27. 28. What do you think?

28. 29. Quick survey

29. 30. Thank you! Institute for Prospective Technological Studies (IPTS) Information Society Unit http://is.jrc.ec.europa.eu

30. 31. Teacher template

31. 32. Name of your activity name of participants eTwinning activity for pupils to help develop their digital competence according to the DigComp framework

32. 33. Example 3.1 Developing content 5.3 Innovating and creating through technologies 1.3 Storing and retrieving information 1.3 Storing and retrieving information 2.4 Collaboration though digital channels 3.3 Copyright and Licences

33. 34. Group work: Design an eTwinning activity that helps teachers to develop students' digital competence * Form a group, 2-4 people * Your goal is to develop eTwinning activities for your pupils that help develop their digital competence according to the DigComp framework * Choose at least one competence from each area! * Create a slide to present your idea * Use the template "Presentation1.pptx) or download from http://bit.ly/1HKlMgX (the 4th last letter is lowercase L) * Make sure to mark the competences the project develops * Think also which levels of competence development you are aiming at? Can you possibly group the tasks for your students according to their levels? * Choose a person to present your ideas to others using slides * Send your slides to me and we will share them all at http://bit.ly/1HKlMgX

34. 35. JRC IPTS study on Digital Competence Competence areas 21 Competences 1. Information 1.1 Browsing, searching, & filtering information 1.2 Evaluating Information 1.3 Storing and retrieving information 2. Communication 2.1 Interacting through technologies 2.2 Sharing information and content 2.3 Engaging in online citizenship 2.4 Collaborating through digital channels 2.5 Netiquette 2.6 Managing digital identity 3. Content creation 3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses 5.3 Innovating, creating and solving using digital tools 5.4 Identifying digital competence gaps http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

35. 36. 1. Information * 1.1 Browsing, searching and filtering information * To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies * 1.2 Evaluating information * To gather, process, understand and critically evaluate information * 1.3 Storing and retrieving information * To manipulate and store information and content for easier retrieval, to organise information and data

36. 37. 2. Communication (1/3) * 2.1 Interacting through technologies * To interact through a variety of digital devices and applications, to understand how digital information is distributed, displayed and managed, to understand appropriate ways of communicating through digital means, to refer to different communication formats, to adapt communication modes and strategies to the specific audience * 2.2 Sharing information and content * To communicate with others the location and content of information found, to be willing and able to share knowledge, content and resources, to act as an intermediary, to be proactive in the spreading of news, content and resources, to know about citation practices and to integrate new information into an existing body of knowledge

37. 38. 2. Communication (2/3) * 2.3 Engaging in online citizenship * To participate in society through online engagement, seek opportunities for self-development and empowerment in using technologies and digital environments, be aware of the potential of technologies for citizen participation * 2.4 Collaborating through digital channels * To use technologies and media for team work, collaborative processes and co-construction and co-creation of resources, knowledge and content * 2.5 Netiquette * To have the knowledge and know-how of behavioural norms in online or virtual interactions, to be aware of cultural diversity aspects, to be able to protect self and others from possible online dangers (e.g. cyberbullying), to develop active strategies to discover inappropriate behaviour

38. 39. 2. Communication (3/3) * 2.6 Managing digital identity * To create, adapt and manage one or multiple digital identities, to be able protect one's e-reputation, to deal with the data that one produces through several accounts and applications

39. 40. 3. Content creation (1/2) * 3.1 Content development * To create content in different formats including multimedia, to edit and improve content that s/he has created or that others have created, to express creatively through digital media and technologies * 3.2 Integrating and re-elaborating * To modify, refine and mash-up existing resources to create new, original and relevant content and knowledge * 3.3 Copyright and Licences * To understand how copyright and licences apply to information and content

40. 41. 3. Content creation (2/2) * 3.4 Programming * To apply settings, program modification, program applications, software, devices, to understand the principles of programming, to understand what is behind a program

41. 42. 4. Safety * 4.1 Protecting devices * To protect own devices and to understand online risks and threats, to know about safety and security measures * 4.2 Protecting personal data * To understand common terms of service, active protection of own data, understanding other people privacy, to protect self from online fraud and threats and cyberbulling * 4.3 Protecting health * To avoid health-risks related with the use of technology in terms of threats to physical and psychological well-being * 4.4 Protecting the environment * To be aware of the impact of ICT on the environment

42. 43. 5. Problem solving (1/2) * 5.1 Solving technical problems * To identify possible problems and solve them (from trouble-shooting to solving more complex problems) with the help of digital means * 5.2 Expressing needs & identifying technological responses * To assess own digital needs in terms of resources, tools and competence development, to match needs with possible solutions, adapting tools to personal needs, to critically evaluate digital tools and practices

43. 44. 5. Problem solving (2/2) * 5.3 Innovating, creating and solving using digital tools * To identify and solve conceptual problems or issues through technological means, to improve and innovate with ICT, to actively participate in collaborative digital and multimedia production, to express him/herself creatively through digital media and technologies, to create knowledge with the support of technologies digital tools * 5.4 Identification of digital competence gaps * To understand where own competence needs to be improved or updated, to support others in the development of their digital competence, to keep up-to-date with new developments.

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DIGICOMP - A framework to help improve students' digital competence - and what about teachers?

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Published on eTwinning workshop about Digital competence development for students, how teachers can support it? 1. DIGICOMP - A framework to help improve students' digital competence . Considerations for teachers? Riina Vuorikari JRC-IPTS 2. Planning * Get to know each other (10 min) * What is Digital Competence framework?

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Open Education and Teaching Profession in 2030

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Open Education and Teaching Profession in 2030 @ ETUCE 2014 Special Conference

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SWOT Analysis - Online professional development

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SWOT Analysis - Online professional development

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eTwinning Professional Development opportunities in the context of the current thinking and research in the area of teacher professional development.

Reflecting how the arrival of eTwinning Live may effect the Professional Development Opportunities in eTwinning.

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Hello everyone,
I am Spasija from Macedonia, pretty excited about the course, especially about this collaborative task/module. Looking forward to working with you all.

I have participated in Online Courses (Online Moderators Course and the ongoing eTwinning Ambassadors Course), Learning Events, Online Seminars, Online Events, Online Groups.
I have developed and conducted a Learning Event "School Internationalization for Beginners, Online Event " How to find help - support for novices on eTwinning", face-to-face eTwinning workshops, international, national and local events for European teachers.

I will be interested in further analysis and development of any PD opportunity. However, the most challenging are the face-to-face trainnings since I have never participated in a eTwinning Conference or an eTwinning seminar and would like to learn from you all.

My Learning Diary

Best regards,

Spasija Neshkoska Cuculeska

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Overview of Professional Development Opportunities 

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Overview of Professional Development Opportunities 

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Explore the different Professional Development Opportunities eTwinning has to offer

Explore concepts behind each opportunity

Professional Development Opportunities Page

Online training Page

Online professional Development Page

Face to face trainning Page

Peer Learning Page

.......WORK TOGETHER....................

Group Work Page

Groups Discussions on PD Opportunities Forum 36 unread posts

This forum is dedicated to Groups Discussions on Professional Development Opportunities.

Template for group work File

Group work Swot Analysis

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B. Pedagogy and Professional development

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B. Pedagogy and Professional development

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Group Work
http://moodle.etwinning.net/mod/page/view.php?id=1155
Forum
http://moodle.etwinning.net/mod/forum/discuss.php?d=2209#p21115

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Tips and hints for a remarkable eTwinning event

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Tips and hints for a remarkable eTwinning event

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29th September at 19.00 CEST: We are going to share tips on how to organize interactive online training from opening the event to asking participants' feedback and share some good examples having as guests some of your colleagues. We will use Adobe Connect. Just follow the link: https://eun2.adobeconnect.com/ambcourse17/ and write your full name in order to identify who took part in the session. The webinar will last one hour.

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This is my experience which I consider
developing further on for the needs of eTwinning:
I am a Teacher Trainer for KA1 courses for teachers/participants from all over Europe. One part of the training is completely dedicated to eTwinnig. Together with a partner eTwinning ambassador from the Netherlands we develop and conduct an eTwinning workshop. The first part is theoretical and the second is practical where participants try to subscribe to eTwinning and navigate through the platform with our support and guidance. Same workshops have been organized in Macedonia in order to help novices. Also, I recently conducted an online event, the topic was 'How to find help? - support for novices in eTwinning' with the idea to point out the buttons on different pages on the platform where novices could find help while navigating through. Also, beside English and Macedonian, I speak Bulgarian, Serbian, Bosnian and Croatian and would consider, with the help of other ambassadors from the countries mentioned, developing and conducting, or supporting ambassadors while creating events or groups in these languages for novices who would like to use eTwinning but are limited because of the lack of the foreign language skills. I would also consider participating into presenting Macedonian language on eTwinning since more and more Macedonian participants are interested in the platform but there is the language barrier present.
A webinar with synchronous presentation (screen share) navigation through the platform would also be quite helpful, so novices could study the platform practically.
Since I have participated in the Online Moderators Course, I have experience with conducting Learning Events as well, the topic of my learning event was "School Internationalization for beginners".

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eTwinning Ambassadors introduction

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https://groups.etwinning.net/9732/homehttps://groups.etwinning.net/9732/homeForum Section
Forum Section in the Group

Tasks

Visit the Page: About this Group

Go to Members

Add yourself in the Map. You will find all the instructions in the Group

Introduce yourself in the Padlet. Double click on the Wall, write your name, your country and your region, level you teach and add your profile photo

My zeemaps pin:

https://www.zeemaps.com/edit/OipJU3YRZ--LpxT_A8o_xlSp9YDBPR-3

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Edit map eTwinning Ambassadors created with ZeeMaps

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Task - European Group of Ambassadors Quiz

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Task - European Group of Ambassadors Quiz

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Ambassadors Group PPT

European Group of Ambassadors Quiz

European Group of Ambassadors Quiz

Attempt State Marks / 5.00 Grade / 100.00 Review | 1  | FinishedSubmitted Sunday, 24 September 2017, 12:20 PM  | 5.00  | 100.00  | Review

Highest grade: 100.00 / 100.00.

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The European Group of Ambassadors is a dynamic group of enthusiastic ambassadors who run now on a weekly basis training, pedagogical and Web 2.0 webinars as well as Twitter Chats for all eTwinners.

European Group of Ambassadors
Forum in Ambassadors Group

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Quiz on European Group of Ambassadors: Take the quiz.

Introduce yourself in the Padlet

Fill in the form of the Group of the team you want to join and add your Idea in the Padlet

Take part in a Twitter chat or in the Webinar (of course you are invited to both if you can make it)

The deadline to complete these tasks is 30 September 2017.

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Part 2: Using the eTwinning Live and Communicating & sharing with other eTwinners (13 - 21 September 2017)

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Part 2: Using the eTwinning Live and Communicating & sharing with other eTwinners (13 - 21 September 2017)

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STM: https://stm.etwinning.net/en/pub/communicating-in-etwinning/materials.htm

List of tasks to be assessed:

Task 1. Join an online event (deadline: 15 September 2017)

Task 2. Create and run your online event (deadline: 19 September 2017)

Task 3. Send us a report on your experience (deadline: 21 September 2017)

Any questions -  complete this quiz:
https://docs.google.com/forms/d/e/1FAIpQLSchvTSzeM-ULrnIDJpyOhsb7-PgCjD_OdeomZcaGbtAflaGnA/viewform?embedded=true

Webinar
14 th of September 2017, at 19.00 CET.

The topic of the webinar is ”Communicating and sharing through eTwinning Live”.

The link to join:  https://eun2.adobeconnect.com/ambcourse17/

Module A, Part 2, TASK 1: Join an online event and upload a screen capture

Module A, Part 2, TASK 2: Set up and run your own event!
Collaborative document to make up the groups you want to work in: https://docs.google.com/spreadsheets/d/1XCUvLpefIfchapL4sTzLREu1N9r0uJk8slLAN5ba4x4/edit?usp=sharing

Module A, Part 2, TASK 3: Send us a report of your experience!
My Report
https://1drv.ms/w/s!AoKVQ0rKcKUOh17XTpsn37DvlVMP
Resources:
https://live.etwinning.net/support
https://www.etwinning.net/en/pub/highlights/your-complete-guide-to-etw.htm

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Part 1: Using the eTwinning Live (4 – 12 September 2017)

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Part 1: Using the eTwinning Live (4 – 12 September 2017)

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1.1. eTwinning Live concept and support information1.1. eTwinning Live concept and support information
Support information: https://live.etwinning.net/support
STM: https://stm.etwinning.net/en/pub/getting_ready_to_become_an_act/materials.htm
1.2. Ask your questions
eTwinning Live – Helpdesk and general questions about the platform

List of tasks to be assessed:

Task 1. Take the quiz about eTwinning Live (deadline: 8 September 2017)

Task 2. Follow an eTwinning ambassador and send us a screenshot (deadline: 10 September 2017)

Task 3. Start a Learning Diary for the course, post the link into the Padlet AND submit the link for grading (deadline: 12 September 2017)

Module A, Part 1 - TASK 1: eTwinning live quiz
eTwinning support documentation  take the following questionnaire
Highest grade: 100.00 / 100.00.

Overall feedback

Excellent!

Module A, Part 1 - TASK 2: Follow an eTwinning ambassador
Feedback

| Grade  | 100.00 / 100.00
| Graded on  | Wednesday, 13 September 2017, 8:49 PM
| Graded by  | Marika Emese Cimpean
| Feedback comments  | Great job!

Module A, Part 1 - TASK 3: Reflect on your learning: start your Learning diary
1.3. Reflect!

Padlet:
https://padlet.com/cimpean_emese/ambassadors2007

My learning diary:
https://padlet.com/spa_neshko/iki1917uf9i8
https://tackk.com/myu4z7

Resources:
http://moodle.etwinning.net/mod/resource/view.php?id=1277
http://moodle.etwinning.net/mod/resource/view.php?id=1280

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Teacher: Marika Emese Cimpean

Teacher: Irene Pateraki

Objective:

This module aims at introducing you to eTwinning Live – the new Desktop and its tools.
Items covered by the module:

Using the eTwinning Live

Communicating & sharing with other eTwinners

Ambassadors Group

Module A Overview

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To fully understand the eTwinning concept

To become an active ambassador

To gain the professional skills to become a better ambassador

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My name is Spasija Neshkoska Cuculeska and I come from Prilep, Macedonia and I am an English language teacher, EFL at Primary School "Goce Delchev". I have worked in the field of education for 10 years, I was a business and general English language teacher, EFL for four years, a Vice Principal for an year and a Principal for five years in a vocational high school of economics, law and trade. I am and eTwinning Ambassador, Porject Coordinator and a Teacher Trainer at Euneos Corp for the "How to Make Your School More International" course in Benalmadena, Spain. I have also participated in the eTwinning Online Moderators Course and have conducted an eTwinning Learning Event "School Internationalization for Beginners".
www.euneoscourses.eu

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eTwinning Online Course: Learning Course for Ambassadors

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eTwinning Online Course: Learning Course for Ambassadors

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2017