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O.Vindača, V. Ļubkina

Riga Technical University, Rezekne Academy of Technologies

Theoretical framework of transformative digital pedagogical competences

Kick-off meeting of project Transformative Digital Pedagogies for Higher Education (TDP4HE)

27-30th of September 2022

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Digital Transformation in Future Perspectives of HE

Riga Technical University

	LV	LT	EE	IE	UK	DK
Strategic Documents	Sustainable Development Strategy of Latvia until 2030 National Development Plan of Latvia for 2021-2027	Lithuanian’s Progress Strategy “LITHUANIA 2030” 2021-2030 National Progress Program: strategic goals and tasks.	Estonia 2035 Action Plan of the Government of the Republic and Education Strategy 2021-2035.	National Development Plan 2021-2030 National Strategy for Higher Education to 2030.	The Future of Higher Education Higher education policy statement & reform consultation International Education Strategy: global potential, global growth.	Denmark’s National Reform Program 2022 Denmark’s strategy for lifelong learning – Education and skills upgrading for all Growth & Development Strategy 2016-2025.
Paradigm Shift in Education	Closer link with economics and public service Quality of education	Openness Creativity Responsibility Research, technology, innovation	Quality Internship system Student-centered approach Skills-based	Innovations competitiveness Continuing academic excellence	Global potential Excellence in teaching/learning Power of innovation and research	World-class education system
Digital Transformation	Specified in strategic documents	Smart Lithuania	Digital solutions	Specified in strategic documents	Not separately specified	Not separately specified
Lifelong learning	Specified in strategic documents	Specified in strategic documents	Specified in strategic documents	Development during the whole life	Support development during the whole life	Specified in strategy even in 2008

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Digital Transformation in Future Perspectives of HE

Riga Technical University

https://ec.europa.eu/info/sites/default/files/nrp_cyrprus_2022_en.pdf

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Transformative Pedagogy in HE context

Riga Technical University

Educational objectives

Content

Methods

Learning materials

Organizational forms

Roles

Assessment

Feedback, reflection

To update/change educational objectives

To review/optimize content, methods, solutions

To expend learning materials/ tools, services

To revise traditional organizational forms, roles, assessment, feedback to innovative ones

DT

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Concept of Competence for Academic Staff in Transfromative Digital Context (researcher’s created)

Riga Technical University

Knowledge

Skills

Psychosocial factors

Active in practice

EXPERIENCEE

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Transformative Approach (J. Mezirow, 2003)�

Riga Technical University

	a disorienting dilemma	-self-examination; - a critical assessment - recognition	- exploration of options - planning	- acquiring knowledge and skills - provisional trying	building competences and self-confidence	a reintegration into one’s life dictating by one’s new perspectives

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Comparison of Pedagogical Competence Concepts

Riga Technical University

Author	Core Elements of Pedagogical Competence
Suciu, Mata (2011)	educational achievement/ success/ efficiency; professional development; societal change
Febrianis, Muljono, Susanto (2014)	organization of the study material; usage of pedagogical knowledge and skills; students’ motivation; creativity and performance of educator
�Aimah, Ifadah (2017)	teaching/learning process; interaction; educators’ performance; the ability of planning; the appropriate choice of method and media; active practicing and collaboration; the progress of students’ learning; professional development
Sahana (2018)	Performance; knowledge and skill in teaching/learning; capability to manage the teaching and learning process
Novianti, Nurlaelawati (2019)	Management of students' learning; understanding the learner; designing, and implementing learning outcomes; ability of teaching/learning; continuous development
Fakhrutdinova et al. (2020)	pedagogical activity; pedagogical communication; the personality of the educator; a set of knowledge, experience, skills and possession of pedagogical technology; student-centered teaching/learning
Yue, Li, Yu-Sheng (2022)	pedagogical content knowledge; educators’ content knowledge; general pedagogical knowledge; technological pedagogical knowledge

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Pedagogical Competence, Canadian Perspective (westernU.ca, n.d.) �

Riga Technical University

Engaging Students

Assessing Student Learning

Fundamentals of Learning

Fundamentals of Learning	Engaging Students	Assessing Student Learning
Active learning: - Evidence-based approach; - Problem-based approach; - A collaborative learning environment	building community: - diversity of students; - personalization (individual features of students)	Understanding of learning roles in study process
Critical thinking: - Understanding of logical link; - Problem defining; - Argumentations, evaluation - Errors detection, compliance check; - Problem-solving	The first lesson concept: - Planning of study achievements; - Lecture plan; - Personalization (educators’ acquaintance with classroom work and technologies)	Assessing: -diagnostic; - formative; - summative
High-impact practice, experience	Large class teaching: - team work and groups work	Feedback and assessment tools: - students’ involvement in the assessment process

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Pedagogical Competence, Irish Perspective �(Advance HE, Guild HE, Universities UK, 2011)�

Riga Technical University

Personal Development: The ‘Self’ in Teaching and Learning

Professional Identity, Values and Development in Teaching and Learning

Professional Communication and Dialogue in Teaching and Learning

Professional Knowledge and Skills in Teaching and Learning

Personal and Professional Digital Capacity in Teaching and Learning

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Pedagogical Competence, Danish Perspective (Kobayashi, Dolin, 2017) �

Riga Technical University

Practice and reflection

Knowledge sharing and peer supervision

Pedagogical development project – participation

University pedagogy programs –training, ongoing development

Responsibility

Knowledge of learning, teaching and study programs

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Pedagogical Competence, Estonian Perspective �(Ruutmann, 2020)

Riga Technical University

Why?

1. Goals and Learning Outcomes

Who? Whom?

2. Individual differences of students

What? When? How much?

3. Course content

How? Where? With what?

4. Learning environment, ICT

How?

5. Teaching methods, models and strategies

How?

6. Assessment and feedback methods

How? Why?

7. Reflection and further improvement of teaching and learning

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The Comparison of Pedagogical Competence Perspectives

Riga Technical University

Criteria of Competence/ Indicators	Canadian Perspective	Irish Perspective	Danish Perspective	Estonian Perspective
1. Learning and Assessment		Personal development: teaching and learning	Knowledge of teaching and learning
1.1. Individual differences of students, personalization	Involvement of students	Communication and dialogue in teaching and learning	Personalization, responsibility	Individual differences of students
1.2. Goals and learning outcomes	Fundamentals of learning; Engaging	Professional Knowledge and skills in teaching and learning	Knowledge of teaching and learning	Goals and learning outcomes
1.3. Study course content	Fundamentals of learning; engaging	Professional Knowledge and skills in teaching and learning	Knowledge of teaching and learning	Study course content
1.4. Teaching methods, models and strategies	Fundamental and active learning	Professional Knowledge and skills in teaching and learning	Knowledge of teaching and learning	Teaching methods, models, strategy
1.5. Assessment and feedback	Assessment of students learning	Professional Knowledge and skills in teaching and learning	Knowledge sharing and peer observation	Observation, assessment, feedback
1.6. Reflection	Assessment of students learning	Professional Knowledge and skills in teaching and learning	Practice and reflection	Reflection
2. Research -innovative	Active learning	Professional Knowledge and skills in teaching and learning	Project participation	Study environment, ICT, technologies
3.Digital	Active learning	Personal and professional digital competence	Study environment, ICT, technologies	Study environment, ICT, technologies

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Profile of Transformative Digital Pedagogical Competence in HE context (researcher’s concept)

Riga Technical University

TDPC

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Competence Development Cycle for Academic Staff (wvdevelopment.org, n.d.)

Riga Technical University

progress check (purpose of support and monitor)

check competence development and plan next cycle

to develop competence

identify competence development needs, future perspective

Identify

Plan

Support & Monitor

Evaluate

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Bloom’s Taxonomy for Competence Formation �(adopted from Bloom, Researcher’s concept)

Riga Technical University

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Proficiency Levels and Mastery Achievement �(Researcher’s concept)

Riga Technical University

TEACHING BASED ON LEARNING EXPERIENCE

BASIC

PURPOSEFUL AND EFFECTIVE TEACHING

INTERMEDIATE

MASTERFUL TEACHING

EXPERT

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Three Levels Approach for Mastery Achievement �(adopted from (Universities Denmark, 2021))

Riga Technical University

Progression Level	Description
Level 1 (Basic)	An entry level, where academic staff within the scope of own teaching and under guidance, can plan, implement and evaluate teaching/learning, the focus is on the interaction with students.
Level 2 (Intermediate)	The starting point, where academic staff within the scope of his or her own discipline, is capable of analyzing, organizing, implementing, evaluating and developing study courses and their supervision, the attention to both interaction with students and colleagues is increased.
Level 3 (Expert)	A mastery stage, offering competence development opportunity within teaching/learning supervision and education, for ensuring the dynamic development for academic staff with updating and maintenance of pedagogical competence, with gradual development of a scope and repertoire of teaching/ learning, supervision and examination practices, increasing collegial and leadership responsibility for the development of teaching and learning.

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OFFERED CRITERIA for Transfromative Digital Pedagogical Competence

Riga Technical University

Criteria of Transformative Digital Pedagogical Competence	Indicators
1. Learning and Assessment	1.1. Individual differences of students, personalization
	1.2. Goals and learning outcomes
	1.3. Study course content
	1.4. Teaching methods, models and strategies
	1.5. Assessment and feedback
	1.6. Reflection
2. Research -innovative	2.1. Professional engagements
	2.2. Organizational communication
	2.3. Professional collaboration
	2.4. Reflective practice
	2.5. Continuous self/professional development
3. Digital	3.1. Selection of digital resources
	3.2. Creation and modification of digital resources
	3.3. Management, protection and sharing of digital resources
	3.4. Empowering learners for effective use of digital resources
	3.5. Facilitating learner’s digital competence

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OFFERED CRITERIA for Transfromative Digital Pedagogical Competence

Riga Technical University

Criteria of Transformative Digital Pedagogical Competence	Indicators
1. Learning and Assessment	1.1. Individual differences of students, personalization
	1.2. Goals and learning outcomes
	1.3. Study course content
	1.4. Teaching methods, models and strategies
	1.5. Assessment and feedback
	1.6. Reflection
2. Research -innovative	2.1. Professional engagements
	2.2. Organizational communication
	2.3. Professional collaboration
	2.4. Reflective practice
	2.5. Continuous self/professional development
3. Digital	3.1. Selection of digital resources
	3.2. Creation and modification of digital resources
	3.3. Management, protection and sharing of digital resources
	3.4. Empowering learners for effective use of digital resources
	3.5. Facilitating learner’s digital competence

1.1. Individual differences of students, personalization

1.2. Effective teaching/learning (goals, outcomes, content, methods, strategies)

1.3. Assessment and reflection

2.1. Professional communication/collaboration

2.2. Research-innovative practice

2.3. Continuous self/professional development

3.1. Management of digital resources (selection, creation, modification, protection, sharing)

3.2. Facilitating learners in effective use of digital resources

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Riga Technical University

FOLLOW-UP TASKS

To analyze the future perspectives of HE through the strategic documents of the state in transformative digital context (each partner of the project);
Digital transformation as a core element of transformative pedagogy, what should be renewed and updated (to fill in the template according to the vision);
Pedagogical competence – to design your own perspective according to the provided examples (each partner of the project);
Indicators of three main criteria of TDPC – to design the list of indicators according to the offered framework (each partner of the project);

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Riga Technical University

SCHEDULE OF FOLLOW-UP TASKS

Tamplates sending – till 06th of October 2022
Materials sending – till 10th of November 2022
Online discussion on the received mateirals – date will be set later

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Thank You

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