SHOUT4HE Third Newsletter - September 2019 | Page 2

SHOUT4HE THIRD NEWSLETTER | Issue 3 2 Educational Practice – Dimension One The focus of this dimension of the Framework is on the experience that teachers create and provide for their students. Ideally, this will move away from the content, delivery and assessment and will instead look at developing a greater autonomous responsibility that is negotiated between the practitioner and learners. Through ‘empowering’ the learners, the descriptors of the framework suggest that the teacher’s role progressively moves towards being a facilitator of the learning experience. Students can then have a role as partners of their learning and are encouraged to engage with each other in a collaborative process. There are some areas where students can take greater control of their learning, such as: timing of the learning process; more flexibility; and self-control on how they engage with each other and the content. Within the upper levels of development of educational practice, there have been scalable solutions that are found to extend and sustain teaching innovations. This means that they can become more manageable for the teacher. The success of these innovations is dependent on both students and teachers to be able to negotiate and share responsibility throughout the learning process. This is why the framework promotes empowerment and facilitating the learning experience, a concept that is well covered by Nash and Winstone (2017). Teacher Role Self-Reflective Prompts - - - Do I mostly perceive myself as in control of the learning experience? If so, have I started to explore and discuss other possibilities? Do I use technology to design and deploy learning designs that move the focus from my delivery to facilitating and moderating the students’ experience? If I use technology to place the focus on the students’ experience, how does this impact my identity as a teacher? And, how do I communicate this to students and the wider teaching community? Digital Confidence – Dimension Two All Aboard The most suitable framework for us was the All Aboard framework ( developed in Ireland. It is the result of a project in the context of Higher Education in Irish education. The framework presents the skills and competences that teachers and students need to develop in order to make sense of the complexity that continues to increase in relation to our digital landscape. Similar to the SHOUT4HE Framework, All Aboard aims for sustainability and scalability through it being embraced by the ‘user’ community. The AllAboard project offers a simple, but very accessible tool which teachers can use to discover their digital confidence profile by answering a few simple questions. The result is an easily readable, intuitive profiling result that can serve as a quick tester of levels of confidence in each of the competencies involved in teaching innovation through technology. The level of a teacher’s digital confidence will inevitably have an impact on the extent to which they integrate technology into their teaching and learning. There can be a number of influencing factors on how successful the use of this technology may be. Their digital confidence will also have an influence on how meaningful and effective this practice will be. When consulting the existing models in the field that could guide the SHOUT4HE Recognition Framework, it was important to select a term that was designed around a positive outlook and language. Therefore, placing an emphasis on confidence was more suitable than choosing a term that appears more evaluative or judgmental, such as ‘competence’. During the process of creating our framework we carefully considered comprehensive digital competence frameworks and evaluation tools, such as the European Framework for the Digital Competence of Educators and DigCompEdu. It was important to select a simple and intuitive model that can engage a wide audience that will enhance the usability and practicality of our framework.