PCDC106
Developing Learners’ Digital Competencies

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40

 

Overall Objectives and Outcomes

Through this module, educators will be given the opportunity to incorporate learning activities, assignments and assessments which require learners to effectively and responsibly use digital technologies to communicate, collaborate, understand how copyright and licenses apply, acknowledge sources, ensure the physical, psychological and social wellbeing of learners, manage risks and solve technical problems

By the end of this programme, participants should be able to:

Competences

a. Develop learning activities, assignments and assessments which require students to articulate information needs;
b. Support students to search for appropriate information and resources in digital environments;
c. Provide learning activities for students to systematically organise, process, analyse and interpret information;
d. Create learning situations for students to compare and critically evaluate the credibility and reliability of information and its sources.

Knowledge 

a. Identify the effective and responsible use of digital technologies for communication, collaboration and civic participation in learning for students to reflect on in their learning activities, assignments and assessments;
b. Identify learning activities, assignments and assessments through which students express themselves through digital means;
c. Outline methods to manage risks and use digital technologies safely and responsibly;
d. Develop knowledge of how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

Skills

a. Enable students to alter and create digital content in different formats;
b. Use a variety of learning activities, assignments and assessments which require students to identify and solve technical problems;
c. Enable students to apply and transfer technological knowledge creatively to new situations;
d. Engage students to reflect and evaluate on the impact the use of digital technologies has from a physical, psychological and social wellbeing perspective.

 

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List

1. Tsvetkova, M.S. and Kiryukin, V.M. (2019) Advanced Digital Competence of the Teacher. London: IntechOpen
2. Patterson, F. (2017) On the issues of digital competence in educational contexts – a review of literature. Springer
3. Perez Canado, M.S., and Raez Padilla, J. Eds. (2014) Digital Competence Development in Higher Education – An International Perspective. Peter Lang Edition
4. Arranz-Garcia, O., and Alonso, V. (2019) Development of Project Based Learning (PBL) in Blended Learning Mode for the acquisition of Digital Competence. Berlin: ResearchGate GmBH
5. Plaza de la Hoz, J. et.al. (2015) How do teachers develop Digital Competence in their students? Berlin: ResearchGate GmBH
6. Redecker, C. and Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigiCompEdu. Publications Office of the European Union.

Supplementary Reading List

1. McGarr, O. and McDonagh, A. (2019) Digital Competence in Teacher Education, Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. DICTE (Accessed 03/08/2020)
2. Ketil Engen, B. et.al. (2019) Developing ICT in Teacher Education Erasmus+ project. DICTE (Accessed 12/11/2020)
3. Gallego-Arrufat, M-J. et.al. (2019) Competence of future teachers in the digital security area. Berlin: ResearchGate GmBH (Accessed 04/09/2020)
4. Ketil Engen, B. (2019) Understanding social and cultural aspects of teachers’ digital competencies. Berlin: ResearchGate GmBH (Accessed 04/09/2020)
5. Colás-Bravo, P. et.al. (2019) The development of the digital teaching competence from a sociocultural approach. ERIC vol. 7 no. 61. (Accessed 11/09/2020)

Skip to content