Topic outline

  • Module 1: Information and Data Literacy

    Module 1
    4 hours
    Launch module
    Module 1

    The aim of this module is to present teachers, school leaders, support staff and educators of all levels working with young students aged between 6 and 12 years with some background knowledge about Information and Data Literacy. This topic is one of the five pillars of the Digital Competence Framework.

    4 hours

    Summary

    The DIGCOMP 2.0 Framework aims to develop digitally competent European citizens. According to the DIGCOMP Framework, “being digitally competent means using digital technologies in a confident and safe way for various purposes such as working, getting a job, learning, shopping online, obtaining health information, entertainment, being included and participating in society”.

    Within this framework, this module will address the first pillar – Information and Data Literacy. Under this competence area, the framework outlines how European citizens should develop the following knowledge, skills and competences: how to browse, search and filter data, information and digital content; how to evaluate data, information and digital content.

    Through the content presented in this module, the aim is that teachers, educators, support staff and school leaders will increase their knowledge of Information and Data Literacy – both within the context of the DIGCOMP Framework and as a standalone subject – and that they will then be better supported to support students in their school to develop their knowledge, skills and competence in this area.

    Objectives

    Upon completion of this Module participants should be able to:

    • Define information and data literacy
    • Discuss how information and data literacy fit within the DIGCOMP Framework
    • Discuss why information and data literacy is important for students
    • Describe effective strategies for browsing, searching and filtering data, information and digital content
    • Practice how to effectively browse, search and filter data, information and digital content
    • Guide students in effective strategies for browsing, searching and filtering data, information and digital content
    • Define fake news
    • Discuss how to identity fake news items
    • Describe common techniques used by fake news makers
    • Discuss how to identify if an online source is credible
    • Guide students in effective strategies for evaluating data, information and digital content
    • Describe effective strategies for managing data, information and digital content
    • Practice how to effectively manage data, information and digital content
    • Guide students in effective strategies for managing data, information and digital content
    • Apply what they have learned throughout this module to their teaching practice
    Labels: 4SCORM packages: 12Folders: 4Forum: 1

  • Module 2: Communication and Collaboration

    Module 2
    4 hours
    Launch module
    Module 2

    In this Module you find useful information on how to use communication and collaboration tools in order to enhance your teaching practices. Specifically, you will learn which digital technologies are appropriate for use in a given classroom context and you will be able to select the ones that best fit your classroom needs.

    4 hours

    Summary

    You will also learn about the processes of sharing data, information and digital content online so to better manage your teaching practices when using tools and technologies for co-constructing knowledge. Lastly, you will gain knowledge on how to apply netiquette rules when communicating online and help your students to understand how to effectively communicate online.

    Objectives

    Upon completion of this Module participants should be able to:

    • Identify various digital technologies appropriate for use in a given classroom context
    • Consider the processes of sharing data, information and digital content online
    • Use collaboration tools and technologies for co-constructing knowledge
    • Apply netiquette rules when communicating online
    • Encourage students to create positive digital identities
    • Support parents to advice their children in regard to internet activities
    SCORM packages: 4Folders: 4Forum: 1

  • Module 3: Digital content creation

    Module 3
    4 hours
    Launch module
    Module 3

    The digital world is a complex world made of decisions and choices: Should I share it? And how? What do I believe? What and how should I comment? Can I copy? And How? This module is dedicated to explore the varied and evolving environment(s) of digital content creation and elaboration, to support teachers with tools, resources and case studies to onboard students to critical thinking, reflective and responsible doing and making.

    4 hours

    Summary

    The 4 units guide teachers through tools and resources that they can use, information on creative credits, fair use, copyrighted content and CC licenses and a few examples of digital content creation elaborated within the DRC Project, thanks to the collaboration of experts, advocates and above all teachers from 1st to 6th grade

    Objectives

    Upon completion of this Module participants should be able to:

    • Plan activities in class that involve digital content creation
    • Plan curricula that foresees the blending of traditional teaching/learning with digital literacy and digital content creation
    • Know the definition and use, increase awareness of copyright, fair use and CC licenses, as well as test and quiz students by getting to know valuable resources and tools
    • Use platforms and tools for digital content creation
    • Understand the relevance of programming
    • Understand the concept of computational thinking
    SCORM packages: 4Folders: 4Forum: 1

  • Module 4: Safety

    Module 4
    4 hours
    Launch module
    Module 4

    This module aims to act as a foundation to e-safety and aims to raise teachers’ awareness on the subject matter. It consists of 4 units with an estimated workload of 4 hours. The interactive learning units have been developed to help teachers understand, recognise and manage e-safety within schools.

    4 hours

    Summary

    Unit 1. “Introduction to Safety introduces to e-safety” with and overview of the risks and dangers of the internet.

    Unit 2. “Protecting devices”, describes the risks and dangers of the internet and help teachers protect their privacy and stay safe online.

    Unit 3. “Protecting data and digital identity”, describes common terms of service, active protections of own data, understanding other people privacy, and advice teachers how to protect self from online fraud and cyberbullying.

    Unit 4. “Protecting health and the environment”, equips teachers with practical tips on how to support young people to handle cyberbullying, fake news, sexting and online hate speech. It also briefly explains the impact of ICT on the environment.

    Objectives

    Upon completion of this Module participants should be able to:

    • Plan activities in class that involve online safety
    • Design curricula that foresee the blending of traditional teaching/learning with safety competence;
    • Define the definition of internet safety, as well as recognize risks and threats;
    • Use practical quick tips on helping children cope with online risks and threats e.g. cyber-bullying, frauds;
    • Understand the importance of online safety within the school context;
    • Understand the concept of online safety.
    SCORM packages: 4Folders: 4Forum: 1

  • Module 5: Problem Solving

    Module 5
    4 hours
    Launch module
    Module 5

    The aim of this module is to present the concept of problem solving and discuss some of the teaching approaches, methods, strategies and techniques that aim to foster problem solving competencies of children under the DIGCOMP 2.0 Framework.

    4 hours

    Summary

    Problem solving, as one of the pillars of the DIGCOMP 2.0 Framework refers to the development of the following knowledge, skills and competences: how to solve technical problems, identify needs and technological responses, creatively using digital technology and identify digital competence gaps. Problem solving is considered as a “transversal” competence which means that it applies to all competence areas of the DigComp framework. In this module we classify teaching approaches into three main categories: (a) Problem solving and discovery learning, (b) Problem solving and collaborative learning, and (c) Creative problem solving. It should be noted that not one of those categories is arbitrary, since elements of all these approaches can be found almost in each teaching lesson aiming at fostering problem solving skills. Though, here we differentiate between them in order to pinpoint their importance in the teaching process and help teachers design their lessons keeping in mind the possibilities each approach has to offer within learning contexts. Finally, through the module Units we use many examples of lessons aggregated by the DRC researchers within IO3 - Digital Literacy and Citizenship Guide which can be accessed through the project website.

    Objectives

    Upon completion of this Module participants should be able to:

    • Define problem solving
    • Discuss how problem-solving fits within the DIGCOMP Framework
    • Discuss the importance of developing problem-solving competencies
    • Describe methods and strategies for developing problem solving competencies
    • Explore collaborative learning approaches for developing problem solving skills
    • Explore creative approaches for developing problem solving skills
    • Apply what they have learned throughout this module to their teaching practice
    SCORM packages: 4Folders: 4Forum: 1

  • Certificate of participation

    Module 1
    To Certificate