Structure of the short courses
Course Guide
Index
Introduction of Module
Supporting materials
Resources
Preliminary Assessment
Learning materials
Glossary
Unit 2 .1
Usability of digitalization of learning and teaching
Case Study
Unit 2.2
Digital skills analysis
Summary of Module
Unit 2.3
Cybersecurity and ethics
Final Quiz - Survey - Badge
Digitally Supported Teaching and Learning
Ultimate aim: To support teachers to develop a digitally supported course.
In this module, you will get guidance and support on how to integrate different e-tools and methods for course design and development in alignment with students ‘needs by
Identifying, adapting and organizing appropriate digital learning sources for the course, which supports students ’active learning.
Preparing course content which supports development of students' digital skills.
Keywords: students’ active learning, digital skills development, ethics and cybersecurity
Self-reflection
Assessment Tool
Statements
Assess your competence in designing a digitalized course by the PROFFORMANCE Assessment Tool.
Assess yourself along the PROFFORMANCE Assessment tool statements DIGI TA2 - Competences on innovative teaching and learning
What is your experience?
Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.
This is a paragraph of text waiting to be awesome content
I use digital technologies in a goal-oriented way to provide an adequate learning environment to students for collaborative and self-regulated learning,
Assess yourself
Hint
I ensure that students up do date with latest digital developments in my course(s)’ area(s).
Assess yourself
Hint
I support the development of students’ digital skills in my course.
Assess yourself
Hint
I am aware of data protection in my course(s), and I support students to effectively manage and protect (personal) data.
Assess yourself
Hint
This is a paragraph of text waiting to be awesome content
UNIT 2.1
Usability of digitalization of learning and teaching
Why do we choose specific digital tools to enhance our teaching? Think for a moment about the concrete applications you currently use. How do these tools truly empower you to reach your learning objectives and ignite engagement within your students?
In this unit, we'll delve into the crucial concept of usability in the digitalization of learning and teaching. We'll explore how to thoughtfully select and implement digital tools with a clear understanding of our goals. We'll consider the process of integrating these tools effectively and anticipate the desired outcomes for both ourselves and our learners. By focusing on usability, we aim to move beyond simply using technology and instead harness its power to create more effective, engaging, and ultimately, more meaningful learning experiences.
UNIT 2.1
Usability of digitalization of learning and teaching
Start with Why. Do you know why you use concrete digital tools in your teaching? How can this tool help you to achieve learning outcomes and to activate your students?
Consider what the goal is that you would like to achieve. How the tool can help you to achieve it, what will be the process of using the tool, and what will be the outcome of this process. Let’s look on couple examples:
Collaborative Learning with Online Discussion Boards
Self-Regulated Learning with Digital Portfolios
Organize, share and assess with Padlet
UNIT 2.1
You can also use SAMR model to evaluate if you use the technology in your teaching effectively.
The SAMR Model, developed by Dr. Ruben Puentedura, categorizes four levels of classroom technology integration: Substitution, Augmentation, Modification, and Redefinition. It provides a common language for educators to personalize learning and help students grasp complex concepts. The model is particularly effective in remote and blended learning, making technology integration smoother for both teachers and students.
UNIT 2.1
Conclusions
Summary of the unit content
Why? Thoughtful integration of digital tools, driven by clear pedagogical goals, is key to achieving desired learning outcomes and actively engaging students.
Key Messages:
Evaluating Impact with SAMR: Utilize the SAMR model (Substitution, Augmentation, Modification, Redefinition) to critically evaluate how technology integration transforms teaching and learning, moving beyond simple replacement towards innovative and impactful practices.
Usability in Practice: Explore concrete examples like online discussion boards for collaborative learning, digital portfolios for self-regulation, and versatile platforms like Padlet for organization, sharing, and assessment (including BYOD approaches).
Goal-Oriented Tool Selection: Begin by defining your learning objectives and then strategically choose digital tools that directly support their achievement. Consider the process of implementation and the anticipated outcomes for student learning and engagement.
Focus on Meaningful Integration: The ultimate aim is not just to use digital tools, but to leverage their unique affordances to create more effective, accessible, and engaging learning experiences that empower both educators and students.
UNIT 2.2
Development digital skill of students
How well-equipped are your students for the digital world? Understanding their current digital skills is the first step towards empowering them further.
In this unit, we will explore the DigComp 2.2 framework as a powerful tool for analyzing and teaching digital skills. You'll learn how to leverage this framework to effectively assess the digital competence of your students. Beyond assessment, DigComp 2.2 also provides valuable learning scenarios that you can directly integrate into your teaching to develop specific digital skills.
Let's begin by looking at a practical example of how you can use the DigComp 2.2 framework to understand and enhance your students' digital capabilities.
“The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” -Alvin Tofler
UNIT 2.2
Digital skills analysis
To assess digital skills of your students, you can use DigComp 2.2 framework. You can find in this framework also learning scenarios on how to develop specific digital skills.
Here’s an example of how you can use the DigComp 2.2 framework to analyze the digital skills of your students:
Assessing Students’ Digital Skills Using DigComp 2.2
Objective: To evaluate and enhance students’ digital competence in alignment with the DigComp 2.2 framework.
Step 5
Step 1
Step 2
Step 3
Step 4
Conduct the Assessment
Design Assessment Activities
Analyze and Provide Feedback
Identify Relevant Competence Areas
Reflect and Adapt
UNIT 2.2
Development digital skill of students
Try to ensure that students stay updated with digital developments in the course, if it is relevant.
Self-Reflection Question
Consider also how you can support the development of students’ digital skills.
Self-Reflection Question
UNIT 2.2
Task – Enhancing Digital Competence in Higher Education
Objective: To help you to integrate digital tools and strategies into your teaching practices, ensuring students stay updated with the latest digital developments and develop essential digital skills. To get feedback and support from colleagues, because you do not have to be alone and can be inspired and supported by colleagues. Task Instructions: are in bubbles: Expected Outcomes:
Enhanced understanding of how to keep students updated with digital advancements.
Improved ability to support the development of students’ digital skills.
Practical experience in integrating digital tools into teaching.
Constructive feedback and shared best practices among peers.
UNIT 2.2
Conclusions
Summary of the unit content
Inform Instruction and Development: Beyond assessment, DigComp 2.2 offers practical learning scenarios that you can directly apply to your teaching, enabling targeted development of specific digital competencies in your students.
Empower Assessment with DigComp: The DigComp 2.2 framework provides a structured and comprehensive approach to effectively assess your students' digital skills, offering valuable insights into their current capabilities.
Foster Lifelong Digital Literacy: By understanding and utilizing DigComp 2.2, you are equipping your students with essential digital skills that are crucial for navigating and thriving in today's and tomorrow's digital landscape, fostering lifelong digital literacy.
Embrace Continuous Adaptation: As Alvin Toffler wisely noted, the ability to learn, unlearn, and relearn is paramount. Use DigComp 2.2 as a dynamic tool to continuously adapt your teaching strategies to meet the evolving digital skill needs of your students.
UNIT 2.3
Cybersecurity and Ethics
In today's interconnected world, our digital lives are increasingly intertwined with almost everything we do. This presents incredible opportunities, but also significant responsibilities and potential risks.
This unit, Cybersecurity and Ethics, will equip you with the essential knowledge and understanding to navigate the digital landscape safely, securely, and ethically. We will explore:
Cybersecurity: Understanding common threats, implementing protective measures, and fostering a culture of digital safety for yourself and your students.
Digital Ethics: Examining the moral principles and responsible behaviors that should guide our actions and interactions in the online environment.
By the end of this unit, you will be empowered to make informed decisions, promote responsible digital citizenship, and safeguard yourself and your learners in the ever-evolving digital realm. Let's embark on this crucial journey together.
UNIT 2.3
Cybersecurity and ethics
In today’s digital age, the protection of personal data has become a critical concern, especially within the realm of higher education. As educators, it is essential to not only safeguard our own data but also to empower students with the knowledge and skills to protect their personal information. This involves
integrating data protection principles into the curriculum,
First questions
raising awareness about the importance of privacy, and
providing practical guidance on secure digital practices.
By emphasizing responsible digital behavior, such as setting strong passwords, understanding privacy settings, and using secure communication channels, we can help students navigate the digital landscape safely and responsibly.
Additionally,
fostering an understanding of copyright and open licenses ensures that students respect intellectual property rights while benefiting from shared resources. Through these efforts, we can create a secure and informed learning environment that prepares students for the challenges of the digital world.
UNIT 2.3
Self reclection and examples
Self-Reflection Question
Self-Reflection Question
Self-Reflection Question
Self-Reflection Question
Videos about digital security
How to Protect Student Data Privacy?
How to check- security of your account
Why strong password matterrs
UNIT 2.3
Conclusions
Summary of the unit content
Comprehensive Assessment Relies on Diverse Evidence: Effective evaluation in HE goes beyond traditional exams. It incorporates a range of direct evidence (like papers and performance tasks), indirect evidence (like surveys and reflections), course-level data (grades and engagement), engagement metrics (participation and support service use), and peer/self-assessment to build a holistic understanding of student learning and program effectiveness.
Equip Students with Practical Security Skills: Provide students with actionable guidance on managing and protecting their personal data, including strategies for creating strong passwords and utilizing two-factor authentication, thereby fostering secure online habits.
Promote Understanding and Use of Open Resources: Support students in comprehending and applying copyright and open licenses, such as Creative Commons, through assignments that involve their practical use and the exploration of open educational resources.
Cultivate Responsible Digital Citizenship: Emphasize the importance of ethical and responsible digital practices by encouraging the use of secure communication channels and promoting mindful online sharing behaviors.
cASE STUDy
A case study from the University of Zaragoza examines the digital skills of social work students and teaching staff, highlighting the increasing importance of these competencies in the digital age. The research, based on surveys assessing various areas of digital literacy, investigates whether current university training aligns with the technological demands of twenty-first-century social work practice. Findings suggest that while students, considered digital natives, possess certain technological proficiencies, gaps exist, particularly in areas like online security and problem-solving. The study underscores the necessity for enhanced digital skills training for both students and educators in social work to ensure future professionals can effectively navigate and utilise technology in their field. Ultimately, the research advocates for an integration of digital competencies within the social work curriculum to meet the evolving needs of an increasingly digital society. Link to case study:
Digital Skills, ICTs and Students’ Needs: A Case Study in Social Work Degree, University of Zaragoza (Aragón-Spain)
Summary of Module
This module presents a structured approach to integrating digital tools and methods into course design in alignment with students’ needs. It highlights the selection and adaptation of digital learning resources, the development of content that fosters active learning and digital literacy, and key considerations related to ethics and cybersecurity. As a whole, it offers a coherent framework for responsible and effective digitalisation in teaching.
GLOSSARY
Open licences enable collaboration, development, access, and inspiration from your creative works without requiring you to give up the rights (copyright) automatically granted to you for your creation. One type of the open licenses is Creative Commons (CC). You can use them to indicate what other people are allowed to do with your work. Each work is automatically protected by copyright, which means that others will need to ask permission from you as the copyright owner. See more:
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. See more:
Digital Skills are defined as a range of abilities to use digital devices, communication applications, and networks to access and manage information. They enable people to create and share digital content, communicate and collaborate, and solve problems for effective and creative self-fulfillment in life, learning, work, and social activities at large. See more:
Collaborative learning
Digital Skills
Creative Commons
more cards
GLOSSARY
Comprehensive process including references is a systematic and thorough approach to a task that involves citing sources of information, in the case of digitalization it means of complete rethinking of traditional learning and teaching practices. For example, see: Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182.
SRL refers to learning that is guided by metacognition (thinking about one’s thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. For more see e.g. Butler, Deborah L.; Winne, Philip H. (1995). "Feedback and Self-Regulated Learning: A Theoretical Synthesis". Review of Educational Research. American Educational Research Association (AERA). 65 (3): 245-281.
Self-regulated learning (SRL)
Comprehensive process
Resources
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC128415/JRC128415_01.pdf
Bring your own device (BYOD) | Advance HE (advance-he.ac.uk)
https://btk.kre.hu/images/ikt/EducationalTechnologyInHigherEducation.pdf
https://award.profformance.eu/search/readDetail/175
SAMR Model: A Practical Guide for K-12 Classroom Technology Integration
Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Final Quiz of the module
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Survey 1/10
Survey 2/10
Survey 3/10
Survey 4/10
Survey 5/10
Survey 6/10
Survey 7/10
Survey 8/10
Survey 9/10
Survey 10/10
Nice work! Keep learning and keep growing.
Course completion badge
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Congratulations!
Course completed!
Acknowledgements
Teaching for International Learning Environments
This module enhances educators’ ability to teach and support diverse, international, and multilingual student groups. Participants will explore innovative teaching methods, learn to create inclusive and globally connected learning environments, and develop strategies for teaching and facilitating learning in English and other foreign languages to strengthen students’ international and intercultural competences.
Start
Implement the designed activities in your course. Ensure students understand the objectives and criteria for each task.
Information and Data Literacy: Create an assignment where students must research a topic using online databases and evaluate the credibility of their sources.
Communication and Collaboration: Organize a group project that requires students to use collaborative tools like Google Docs or Microsoft Teams to complete a task.
Digital Content Creation: Ask students to create a multimedia presentation or a blog post using digital tools like Canva or WordPress.
Develop Rubrics Based on DigComp 2.2: Create detailed rubrics that align with the DigComp 2.2 descriptors. For example, for “Information and Data Literacy,” the rubric might include criteria such as the ability to locate information efficiently, assess the credibility of sources, and synthesize information from multiple sources.
Designing Courses for Sustainability
This module helps educators integrate sustainable development into student-centred course design. Participants will learn to apply Education for Sustainable Development (ESD) strategies, foster mindset and behaviour change, and prepare students to think critically, act responsibly, and contribute to a sustainable future in a rapidly changing world.
Start
Sharing and Feedback
and reflections to group of your colleagues/ AI chatbot.
Present your experience
Provide and receive feedback
Discuss
potential improvements and additional strategies for integrating digital tools into teaching practices.
from peers on the effectiveness of the digital tool or strategy used.
Hint: You prioritize keeping students up to date with the latest digital advancements relevant to the subject matter covered in your courses.
Example: I can regularly incorporate recent research articles, industry news, and case studies into your curriculum to keep students informed about the latest trends and technologies.
Inclusive Teaching and Student Support
This module explores how to make teaching and learning more inclusive by promoting diversity, equity, accessibility, respect, collaboration, and empowerment. Participants will learn practical ways to adapt teaching methods, materials, and environments to remove barriers, support all learners, and build a classroom culture where every student can participate, grow, and succeed.
Start
Hint: By leveraging a range of digital tools and resources, you facilitate interactive and engaging activities that foster cooperation, communication, and independent learning. Your approach emphasizes goal-oriented instruction, enabling students to take ownership of their learning process while leveraging technology to support their educational journey.
Review the DigComp 2.2 and select the competence areas most relevant to your course. For instance, you might focus on areas such as “Information and Data Literacy,” “Communication and Collaboration,” and “Digital Content Creation.”
Implementation and Reflection
in your course.
Implement the planned lesson or activity
Observe and take notes
Reflect
on the following questions: What worked well in your implementation?
What challenges did you face?
How did students respond to the digital tool or strategy?
What improvements or adjustments would you make for future implementations?
on student engagement, participation, and feedback.
Digital Skills are defined as a range of abilities to use digital devices, communication applications, and networks to access and manage information. They enable people to create and share digital content, communicate and collaborate, and solve problems for effective and creative self-fulfilment in life, learning, work, and social activities at large. See more at: https://www.unesco.org/en/articles/digital-skills-critical-jobs-and-social-inclusion
Hint: You have strategies that promote data protection and empower students to effectively manage and safeguard their identity and personal information in your courses. You raise awareness about the importance of data protection and privacy and provide practical guidance on how to protect sensitive data in digital environments. You emphasize responsible digital practices, such as secure online communication, authentication, setting strong passwords, and understanding privacy settings. You support knowledge of copyright (Creative Commons, open licences etc.
Designing Digitalized Courses
This module guides teachers in designing digitally supported courses that align with students’ needs and promote active learning. Participants will learn to select and organize digital tools and resources, create content that develops students’ digital skills, and apply practical strategies, exercises, and self-assessment tools to enhance digital teaching across all fields of study.
Start
Digitally Supported Teaching and Learning
This course empowers educators to integrate digitalisation into curriculum design, teaching, learning, and assessment. Through practical strategies and hands-on exploration of digital tools, multimedia content, and online collaboration, participants will learn to promote digital literacy, critical thinking, and student engagement —preparing them to create effective, innovative, and future-ready learning environments.
Start
Teach students how to set strong passwords and use two-factor authentication.
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. See more at: https://www.valamis.com/hub/collaborative-learning
Include assignments that require students to use Creative Commons licenses or explore open educational resources.
Encourage students to use secure communication channels and be mindful of the information they share online.
Example: I integrate various digital tools and platforms, such as educational apps and software, into my lessons. For instance, I assign projects that require students to use presentation software, conduct online research, and utilize specific industry-related tools.
Teaching for Sustainability
This module supports educators in integrating sustainable development across teaching and learning. It focuses on applying Education for Sustainable Development (ESD) pedagogies, encouraging student-led sustainability initiatives, and adopting environmentally friendly teaching practices to strengthen sustainability mindsets and actions within higher education.
Start
Digitally Supported Assessment
This module helps teachers enhance assessment practices through digital technologies. Participants will learn to design and implement digital assessments, interpret learning data, provide effective feedback, and plan follow-up actions to improve teaching and learning. It offers practical exercises, resources, and self-assessment tools applicable across all fields of study.
Start
Augmentation
Technology substitutes traditional methods but with enhancements. For instance, a student might augment a presentation on the 14th Amendment with a video clip and interactive links to relevant Supreme Court decisions.
Hint: You integrate various digital tools, platforms, educational apps, and resources to provide hands-on experiences and opportunities for students to practice and enhance their digital competencies (e.g., preparation of presentations, search for and use of online sources, use of specific software’s). You prioritize the cultivation of digital skills that are essential for success in today's digital age.
Digitally Supported Research and Societal Engagement
This module supports teachers in designing digitally enhanced courses that connect learning with real-world problem solving. Participants will learn to integrate digital tools that foster active learning, help students apply technological knowledge to novel situations, and use digital technologies to engage and collaborate effectively with stakeholders in teaching and learning.
Start
Assessing Learning for Sustainability
This module equips educators with strategies and tools to integrate sustainable development principles into student learning assessment. Participants will learn to design eco-friendly, sustainability-focused assessments that build transversal competences, encourage self and peer evaluation, and prepare students to address global challenges responsibly and effectively.
Start
Reflect on the assessment results to identify common areas where students struggle. Adapt your teaching strategies to address these gaps, such as incorporating more digital literacy workshops or collaborative activities.
Education for Sustainable Societal Impact
This module helps educators integrate societal impact and sustainable development into their teaching. Participants will learn to design courses that promote critical thinking, social responsibility, and environmental awareness, empowering students with the skills and values needed to drive transformative change and contribute to a more sustainable and equitable future.
Start
Padlet is a tool that can integrate most other digital tools. Its versatility and openness make it an ideal way to combine the BYOD (bring your own device) concept with an institution's hardware/software.This example shows you how you can use concept BYOD (bring your own device).
Substitution
At this stage, technology replaces a traditional teaching tool or method directly. For example, using an electronic version of the Constitution instead of a hard copy or having students type answers in Microsoft Word instead of using a worksheet.
International Collaboration for Societal Impact
This module supports educators in strengthening the international impact and societal mission of higher education. Participants will learn how to engage in international professional networks, research, and publishing, secure funding, enhance academic visibility, and motivate students to participate in global activities and mobility, while developing joint international educational programmes that foster collaboration and global engagement.
Start
Inclusive Mission and Community Engagement
This module helps educators create diverse and inclusive classrooms that prepare students to become active, responsible, and collaborative members of society. Participants will learn strategies to foster diversity competence, design inclusive learning and extracurricular activities, and facilitate value-based discussions that promote respect, engagement, and social responsibility in higher education.
Start
Assessment Aligned with International Standards
This module guides educators in internationalising student learning assessment by introducing European and global assessment principles, methods, and best practices. Participants will learn to apply discipline-specific and intercultural assessment approaches that support internationalised teaching and effectively evaluate students’ global and professional competences.
Start
Self-regulated learning (SRL) refers to learning that is guided by metacognition (thinking about one’s thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. For more see e.g. Butler, Deborah L.; Winne, Philip H. (1995). "Feedback and Self-Regulated Learning: A Theoretical Synthesis". Review of Educational Research. American Educational Research Association (AERA). 65 (3): 245-281.
Discuss real-world examples of data breaches and their consequences.
Highlight the relevance of data protection in the context of the course and future careers.
Acknowledgements
Professional coordinators, advisers Vilmos Vass
Szilvia Besze
Adviser
Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers
Linda Huszár
Bianka Bozzay
Authors
Jan Beseda Loboda Zoltán Horváth-Dringó Ida Reviewers
Horváth-Dringó Ida
Anca Greere
Designing Inclusive Courses
This module supports teachers in designing inclusive courses that ensure equity, accessibility, and engagement for all learners. Participants will explore key concepts of diversity, equality, and inclusion, learn to address diverse student needs, and understand relevant European policy frameworks to create inclusive curricula that reflect social responsibility and educational fairness.
Start
Goal: Promote self-regulated learning and reflection.
Implementation:
- Tool: Utilize digital portfolio tools like Google Sites or Seesaw.
- Activity: Students create and maintain a digital portfolio throughout the semester.
- Process: They regularly upload assignments, reflections, and progress reports.
- Outcome: This approach allows students to track their learning journey, set personal goals, and reflect on their progress, thereby taking ownership of their learning process.
Group Discussion and Brainstorming
of 3-4 teachers from your unit/institution/study area. /Alternatively, if you cannot find supportive collegues use AI chatbot as co-partner.
Form small groups
Discuss
Brainstorm
the following self-reflection questions:
How do you ensure that your students are up to date with the latest digital advancements in your course area?
How do you support the development of your students’ digital skills in your course?
and list specific strategies and tools you currently use or plan to use.
Modification
This stage involves transforming the lesson’s design and learning outcomes. For example, students might create a unique graphic organizer or collaborate in a learning management system to propose a modern definition of equal protection under the law.
Practical Application
from your discussion that you would like to implement in your course.
Select one digital tool or strategy
Plan a lesson or activity
incorporating this tool or strategy. Ensure it aligns with your course objectives and enhances student engagement and learning.
Designing Internationalized Courses
This module supports educators in internationalising student-centred course design by integrating global perspectives, intercultural awareness, and inclusive practices into teaching. Participants will gain knowledge of international guidelines, understand key concepts of internationalisation, explore diverse academic cultures, and learn to align their courses with global standards to enrich student learning in a connected world.
Start
Goal: Enhance student collaboration and critical thinking skills.
Implementation:
- Tool: Use an online discussion board platform like Moodle or Canvas.
- Activity: Create weekly discussion prompts related to course content.
- Process: Students are required to post their thoughts and respond to at least two peers’ posts.
- Outcome: This encourages students to engage with the material and each other, fostering a collaborative learning environment where they can share insights and develop critical thinking skills.
Comprehensive process including references is a systematic and thorough approach to a task that involves citing sources of information, in the case of digitalization it means of complete rethinking of traditional learning and teaching practices. For example, see: Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182.
Redefinition
The pinnacle of technology integration, where tasks are redefined in ways not possible without technology. For instance, students could network with peers in another state or country to explore regional differences in constitutional philosophy and law.
Creative Commons, open licences – Open licences enable collaboration, development, access, and inspiration from your creative works without requiring you to give up the rights (copyright) automatically granted to you for your creation. One type of the open licenses is Creative Commons (CC). You can use them to indicate what other people are allowed to do with your work. Each work is automatically protected by copyright, which means that others will need to ask permission from you as the copyright owner. See more at: https://creativecommons.org/about/cclicenses/
In this sourse you will get an overview how to....SHORT description of TA
Use the rubrics to evaluate students’ performance. Provide detailed feedback highlighting their strengths and areas for improvement in each competence area.
Inclusive Assessment Practices
This module introduces the concept and practice of inclusive assessment, guiding educators in designing fair, unbiased evaluation methods that respect diverse student needs and abilities. Participants will learn what inclusive assessment means, why it matters for equity and belonging, and how to adapt different assessment types to create supportive and accessible learning environments for all students.
Start
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Transcript
Structure of the short courses
Course Guide
Index
Introduction of Module
Supporting materials
Resources
Preliminary Assessment
Learning materials
Glossary
Unit 2 .1
Usability of digitalization of learning and teaching
Case Study
Unit 2.2
Digital skills analysis
Summary of Module
Unit 2.3
Cybersecurity and ethics
Final Quiz - Survey - Badge
Digitally Supported Teaching and Learning
Ultimate aim: To support teachers to develop a digitally supported course.
In this module, you will get guidance and support on how to integrate different e-tools and methods for course design and development in alignment with students ‘needs by
Identifying, adapting and organizing appropriate digital learning sources for the course, which supports students ’active learning.
Preparing course content which supports development of students' digital skills.
Keywords: students’ active learning, digital skills development, ethics and cybersecurity
Self-reflection
Assessment Tool
Statements
Assess your competence in designing a digitalized course by the PROFFORMANCE Assessment Tool.
Assess yourself along the PROFFORMANCE Assessment tool statements DIGI TA2 - Competences on innovative teaching and learning
What is your experience?
Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.
This is a paragraph of text waiting to be awesome content
I use digital technologies in a goal-oriented way to provide an adequate learning environment to students for collaborative and self-regulated learning,
Assess yourself
Hint
I ensure that students up do date with latest digital developments in my course(s)’ area(s).
Assess yourself
Hint
I support the development of students’ digital skills in my course.
Assess yourself
Hint
I am aware of data protection in my course(s), and I support students to effectively manage and protect (personal) data.
Assess yourself
Hint
This is a paragraph of text waiting to be awesome content
UNIT 2.1
Usability of digitalization of learning and teaching
Why do we choose specific digital tools to enhance our teaching? Think for a moment about the concrete applications you currently use. How do these tools truly empower you to reach your learning objectives and ignite engagement within your students?
In this unit, we'll delve into the crucial concept of usability in the digitalization of learning and teaching. We'll explore how to thoughtfully select and implement digital tools with a clear understanding of our goals. We'll consider the process of integrating these tools effectively and anticipate the desired outcomes for both ourselves and our learners. By focusing on usability, we aim to move beyond simply using technology and instead harness its power to create more effective, engaging, and ultimately, more meaningful learning experiences.
UNIT 2.1
Usability of digitalization of learning and teaching
Start with Why. Do you know why you use concrete digital tools in your teaching? How can this tool help you to achieve learning outcomes and to activate your students? Consider what the goal is that you would like to achieve. How the tool can help you to achieve it, what will be the process of using the tool, and what will be the outcome of this process. Let’s look on couple examples:
Collaborative Learning with Online Discussion Boards
Self-Regulated Learning with Digital Portfolios
Organize, share and assess with Padlet
UNIT 2.1
You can also use SAMR model to evaluate if you use the technology in your teaching effectively. The SAMR Model, developed by Dr. Ruben Puentedura, categorizes four levels of classroom technology integration: Substitution, Augmentation, Modification, and Redefinition. It provides a common language for educators to personalize learning and help students grasp complex concepts. The model is particularly effective in remote and blended learning, making technology integration smoother for both teachers and students.
UNIT 2.1
Conclusions
Summary of the unit content
Why? Thoughtful integration of digital tools, driven by clear pedagogical goals, is key to achieving desired learning outcomes and actively engaging students.
Key Messages:
Evaluating Impact with SAMR: Utilize the SAMR model (Substitution, Augmentation, Modification, Redefinition) to critically evaluate how technology integration transforms teaching and learning, moving beyond simple replacement towards innovative and impactful practices.
Usability in Practice: Explore concrete examples like online discussion boards for collaborative learning, digital portfolios for self-regulation, and versatile platforms like Padlet for organization, sharing, and assessment (including BYOD approaches).
Goal-Oriented Tool Selection: Begin by defining your learning objectives and then strategically choose digital tools that directly support their achievement. Consider the process of implementation and the anticipated outcomes for student learning and engagement.
Focus on Meaningful Integration: The ultimate aim is not just to use digital tools, but to leverage their unique affordances to create more effective, accessible, and engaging learning experiences that empower both educators and students.
UNIT 2.2
Development digital skill of students
How well-equipped are your students for the digital world? Understanding their current digital skills is the first step towards empowering them further. In this unit, we will explore the DigComp 2.2 framework as a powerful tool for analyzing and teaching digital skills. You'll learn how to leverage this framework to effectively assess the digital competence of your students. Beyond assessment, DigComp 2.2 also provides valuable learning scenarios that you can directly integrate into your teaching to develop specific digital skills. Let's begin by looking at a practical example of how you can use the DigComp 2.2 framework to understand and enhance your students' digital capabilities.
“The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” -Alvin Tofler
UNIT 2.2
Digital skills analysis
To assess digital skills of your students, you can use DigComp 2.2 framework. You can find in this framework also learning scenarios on how to develop specific digital skills. Here’s an example of how you can use the DigComp 2.2 framework to analyze the digital skills of your students:
Assessing Students’ Digital Skills Using DigComp 2.2
Objective: To evaluate and enhance students’ digital competence in alignment with the DigComp 2.2 framework.
Step 5
Step 1
Step 2
Step 3
Step 4
Conduct the Assessment
Design Assessment Activities
Analyze and Provide Feedback
Identify Relevant Competence Areas
Reflect and Adapt
UNIT 2.2
Development digital skill of students
Try to ensure that students stay updated with digital developments in the course, if it is relevant.
Self-Reflection Question
Consider also how you can support the development of students’ digital skills.
Self-Reflection Question
UNIT 2.2
Task – Enhancing Digital Competence in Higher Education
Objective: To help you to integrate digital tools and strategies into your teaching practices, ensuring students stay updated with the latest digital developments and develop essential digital skills. To get feedback and support from colleagues, because you do not have to be alone and can be inspired and supported by colleagues. Task Instructions: are in bubbles: Expected Outcomes:
Enhanced understanding of how to keep students updated with digital advancements.
Improved ability to support the development of students’ digital skills.
Practical experience in integrating digital tools into teaching.
Constructive feedback and shared best practices among peers.
UNIT 2.2
Conclusions
Summary of the unit content
Inform Instruction and Development: Beyond assessment, DigComp 2.2 offers practical learning scenarios that you can directly apply to your teaching, enabling targeted development of specific digital competencies in your students.
Empower Assessment with DigComp: The DigComp 2.2 framework provides a structured and comprehensive approach to effectively assess your students' digital skills, offering valuable insights into their current capabilities.
Foster Lifelong Digital Literacy: By understanding and utilizing DigComp 2.2, you are equipping your students with essential digital skills that are crucial for navigating and thriving in today's and tomorrow's digital landscape, fostering lifelong digital literacy.
Embrace Continuous Adaptation: As Alvin Toffler wisely noted, the ability to learn, unlearn, and relearn is paramount. Use DigComp 2.2 as a dynamic tool to continuously adapt your teaching strategies to meet the evolving digital skill needs of your students.
UNIT 2.3
Cybersecurity and Ethics
In today's interconnected world, our digital lives are increasingly intertwined with almost everything we do. This presents incredible opportunities, but also significant responsibilities and potential risks. This unit, Cybersecurity and Ethics, will equip you with the essential knowledge and understanding to navigate the digital landscape safely, securely, and ethically. We will explore:
Cybersecurity: Understanding common threats, implementing protective measures, and fostering a culture of digital safety for yourself and your students.
Digital Ethics: Examining the moral principles and responsible behaviors that should guide our actions and interactions in the online environment.
By the end of this unit, you will be empowered to make informed decisions, promote responsible digital citizenship, and safeguard yourself and your learners in the ever-evolving digital realm. Let's embark on this crucial journey together.
UNIT 2.3
Cybersecurity and ethics
In today’s digital age, the protection of personal data has become a critical concern, especially within the realm of higher education. As educators, it is essential to not only safeguard our own data but also to empower students with the knowledge and skills to protect their personal information. This involves
integrating data protection principles into the curriculum,
First questions
raising awareness about the importance of privacy, and
providing practical guidance on secure digital practices.
By emphasizing responsible digital behavior, such as setting strong passwords, understanding privacy settings, and using secure communication channels, we can help students navigate the digital landscape safely and responsibly.
Additionally,
fostering an understanding of copyright and open licenses ensures that students respect intellectual property rights while benefiting from shared resources. Through these efforts, we can create a secure and informed learning environment that prepares students for the challenges of the digital world.
UNIT 2.3
Self reclection and examples
Self-Reflection Question
Self-Reflection Question
Self-Reflection Question
Self-Reflection Question
Videos about digital security
How to Protect Student Data Privacy?
How to check- security of your account
Why strong password matterrs
UNIT 2.3
Conclusions
Summary of the unit content
Comprehensive Assessment Relies on Diverse Evidence: Effective evaluation in HE goes beyond traditional exams. It incorporates a range of direct evidence (like papers and performance tasks), indirect evidence (like surveys and reflections), course-level data (grades and engagement), engagement metrics (participation and support service use), and peer/self-assessment to build a holistic understanding of student learning and program effectiveness.
Equip Students with Practical Security Skills: Provide students with actionable guidance on managing and protecting their personal data, including strategies for creating strong passwords and utilizing two-factor authentication, thereby fostering secure online habits.
Promote Understanding and Use of Open Resources: Support students in comprehending and applying copyright and open licenses, such as Creative Commons, through assignments that involve their practical use and the exploration of open educational resources.
Cultivate Responsible Digital Citizenship: Emphasize the importance of ethical and responsible digital practices by encouraging the use of secure communication channels and promoting mindful online sharing behaviors.
cASE STUDy
A case study from the University of Zaragoza examines the digital skills of social work students and teaching staff, highlighting the increasing importance of these competencies in the digital age. The research, based on surveys assessing various areas of digital literacy, investigates whether current university training aligns with the technological demands of twenty-first-century social work practice. Findings suggest that while students, considered digital natives, possess certain technological proficiencies, gaps exist, particularly in areas like online security and problem-solving. The study underscores the necessity for enhanced digital skills training for both students and educators in social work to ensure future professionals can effectively navigate and utilise technology in their field. Ultimately, the research advocates for an integration of digital competencies within the social work curriculum to meet the evolving needs of an increasingly digital society. Link to case study:
Digital Skills, ICTs and Students’ Needs: A Case Study in Social Work Degree, University of Zaragoza (Aragón-Spain)
Summary of Module
This module presents a structured approach to integrating digital tools and methods into course design in alignment with students’ needs. It highlights the selection and adaptation of digital learning resources, the development of content that fosters active learning and digital literacy, and key considerations related to ethics and cybersecurity. As a whole, it offers a coherent framework for responsible and effective digitalisation in teaching.
GLOSSARY
Open licences enable collaboration, development, access, and inspiration from your creative works without requiring you to give up the rights (copyright) automatically granted to you for your creation. One type of the open licenses is Creative Commons (CC). You can use them to indicate what other people are allowed to do with your work. Each work is automatically protected by copyright, which means that others will need to ask permission from you as the copyright owner. See more:
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. See more:
Digital Skills are defined as a range of abilities to use digital devices, communication applications, and networks to access and manage information. They enable people to create and share digital content, communicate and collaborate, and solve problems for effective and creative self-fulfillment in life, learning, work, and social activities at large. See more:
Collaborative learning
Digital Skills
Creative Commons
more cards
GLOSSARY
Comprehensive process including references is a systematic and thorough approach to a task that involves citing sources of information, in the case of digitalization it means of complete rethinking of traditional learning and teaching practices. For example, see: Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182.
SRL refers to learning that is guided by metacognition (thinking about one’s thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. For more see e.g. Butler, Deborah L.; Winne, Philip H. (1995). "Feedback and Self-Regulated Learning: A Theoretical Synthesis". Review of Educational Research. American Educational Research Association (AERA). 65 (3): 245-281.
Self-regulated learning (SRL)
Comprehensive process
Resources
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC128415/JRC128415_01.pdf
Bring your own device (BYOD) | Advance HE (advance-he.ac.uk)
https://btk.kre.hu/images/ikt/EducationalTechnologyInHigherEducation.pdf
https://award.profformance.eu/search/readDetail/175
SAMR Model: A Practical Guide for K-12 Classroom Technology Integration
Final Quiz of the module
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Survey 9/10
Survey 10/10
Nice work! Keep learning and keep growing.
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Acknowledgements
Teaching for International Learning Environments
This module enhances educators’ ability to teach and support diverse, international, and multilingual student groups. Participants will explore innovative teaching methods, learn to create inclusive and globally connected learning environments, and develop strategies for teaching and facilitating learning in English and other foreign languages to strengthen students’ international and intercultural competences.
Start
Implement the designed activities in your course. Ensure students understand the objectives and criteria for each task.
Information and Data Literacy: Create an assignment where students must research a topic using online databases and evaluate the credibility of their sources. Communication and Collaboration: Organize a group project that requires students to use collaborative tools like Google Docs or Microsoft Teams to complete a task. Digital Content Creation: Ask students to create a multimedia presentation or a blog post using digital tools like Canva or WordPress. Develop Rubrics Based on DigComp 2.2: Create detailed rubrics that align with the DigComp 2.2 descriptors. For example, for “Information and Data Literacy,” the rubric might include criteria such as the ability to locate information efficiently, assess the credibility of sources, and synthesize information from multiple sources.
Designing Courses for Sustainability
This module helps educators integrate sustainable development into student-centred course design. Participants will learn to apply Education for Sustainable Development (ESD) strategies, foster mindset and behaviour change, and prepare students to think critically, act responsibly, and contribute to a sustainable future in a rapidly changing world.
Start
Sharing and Feedback
and reflections to group of your colleagues/ AI chatbot.
Present your experience
Provide and receive feedback
Discuss
potential improvements and additional strategies for integrating digital tools into teaching practices.
from peers on the effectiveness of the digital tool or strategy used.
Hint: You prioritize keeping students up to date with the latest digital advancements relevant to the subject matter covered in your courses.
Example: I can regularly incorporate recent research articles, industry news, and case studies into your curriculum to keep students informed about the latest trends and technologies.
Inclusive Teaching and Student Support
This module explores how to make teaching and learning more inclusive by promoting diversity, equity, accessibility, respect, collaboration, and empowerment. Participants will learn practical ways to adapt teaching methods, materials, and environments to remove barriers, support all learners, and build a classroom culture where every student can participate, grow, and succeed.
Start
Hint: By leveraging a range of digital tools and resources, you facilitate interactive and engaging activities that foster cooperation, communication, and independent learning. Your approach emphasizes goal-oriented instruction, enabling students to take ownership of their learning process while leveraging technology to support their educational journey.
Review the DigComp 2.2 and select the competence areas most relevant to your course. For instance, you might focus on areas such as “Information and Data Literacy,” “Communication and Collaboration,” and “Digital Content Creation.”
Implementation and Reflection
in your course.
Implement the planned lesson or activity
Observe and take notes
Reflect
on the following questions: What worked well in your implementation? What challenges did you face? How did students respond to the digital tool or strategy? What improvements or adjustments would you make for future implementations?
on student engagement, participation, and feedback.
Digital Skills are defined as a range of abilities to use digital devices, communication applications, and networks to access and manage information. They enable people to create and share digital content, communicate and collaborate, and solve problems for effective and creative self-fulfilment in life, learning, work, and social activities at large. See more at: https://www.unesco.org/en/articles/digital-skills-critical-jobs-and-social-inclusion
Hint: You have strategies that promote data protection and empower students to effectively manage and safeguard their identity and personal information in your courses. You raise awareness about the importance of data protection and privacy and provide practical guidance on how to protect sensitive data in digital environments. You emphasize responsible digital practices, such as secure online communication, authentication, setting strong passwords, and understanding privacy settings. You support knowledge of copyright (Creative Commons, open licences etc.
Designing Digitalized Courses
This module guides teachers in designing digitally supported courses that align with students’ needs and promote active learning. Participants will learn to select and organize digital tools and resources, create content that develops students’ digital skills, and apply practical strategies, exercises, and self-assessment tools to enhance digital teaching across all fields of study.
Start
Digitally Supported Teaching and Learning
This course empowers educators to integrate digitalisation into curriculum design, teaching, learning, and assessment. Through practical strategies and hands-on exploration of digital tools, multimedia content, and online collaboration, participants will learn to promote digital literacy, critical thinking, and student engagement —preparing them to create effective, innovative, and future-ready learning environments.
Start
Teach students how to set strong passwords and use two-factor authentication.
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. See more at: https://www.valamis.com/hub/collaborative-learning
Include assignments that require students to use Creative Commons licenses or explore open educational resources.
Encourage students to use secure communication channels and be mindful of the information they share online.
Example: I integrate various digital tools and platforms, such as educational apps and software, into my lessons. For instance, I assign projects that require students to use presentation software, conduct online research, and utilize specific industry-related tools.
Teaching for Sustainability
This module supports educators in integrating sustainable development across teaching and learning. It focuses on applying Education for Sustainable Development (ESD) pedagogies, encouraging student-led sustainability initiatives, and adopting environmentally friendly teaching practices to strengthen sustainability mindsets and actions within higher education.
Start
Digitally Supported Assessment
This module helps teachers enhance assessment practices through digital technologies. Participants will learn to design and implement digital assessments, interpret learning data, provide effective feedback, and plan follow-up actions to improve teaching and learning. It offers practical exercises, resources, and self-assessment tools applicable across all fields of study.
Start
Augmentation
Technology substitutes traditional methods but with enhancements. For instance, a student might augment a presentation on the 14th Amendment with a video clip and interactive links to relevant Supreme Court decisions.
Hint: You integrate various digital tools, platforms, educational apps, and resources to provide hands-on experiences and opportunities for students to practice and enhance their digital competencies (e.g., preparation of presentations, search for and use of online sources, use of specific software’s). You prioritize the cultivation of digital skills that are essential for success in today's digital age.
Digitally Supported Research and Societal Engagement
This module supports teachers in designing digitally enhanced courses that connect learning with real-world problem solving. Participants will learn to integrate digital tools that foster active learning, help students apply technological knowledge to novel situations, and use digital technologies to engage and collaborate effectively with stakeholders in teaching and learning.
Start
Assessing Learning for Sustainability
This module equips educators with strategies and tools to integrate sustainable development principles into student learning assessment. Participants will learn to design eco-friendly, sustainability-focused assessments that build transversal competences, encourage self and peer evaluation, and prepare students to address global challenges responsibly and effectively.
Start
Reflect on the assessment results to identify common areas where students struggle. Adapt your teaching strategies to address these gaps, such as incorporating more digital literacy workshops or collaborative activities.
Education for Sustainable Societal Impact
This module helps educators integrate societal impact and sustainable development into their teaching. Participants will learn to design courses that promote critical thinking, social responsibility, and environmental awareness, empowering students with the skills and values needed to drive transformative change and contribute to a more sustainable and equitable future.
Start
Padlet is a tool that can integrate most other digital tools. Its versatility and openness make it an ideal way to combine the BYOD (bring your own device) concept with an institution's hardware/software.This example shows you how you can use concept BYOD (bring your own device).
Substitution
At this stage, technology replaces a traditional teaching tool or method directly. For example, using an electronic version of the Constitution instead of a hard copy or having students type answers in Microsoft Word instead of using a worksheet.
International Collaboration for Societal Impact
This module supports educators in strengthening the international impact and societal mission of higher education. Participants will learn how to engage in international professional networks, research, and publishing, secure funding, enhance academic visibility, and motivate students to participate in global activities and mobility, while developing joint international educational programmes that foster collaboration and global engagement.
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Inclusive Mission and Community Engagement
This module helps educators create diverse and inclusive classrooms that prepare students to become active, responsible, and collaborative members of society. Participants will learn strategies to foster diversity competence, design inclusive learning and extracurricular activities, and facilitate value-based discussions that promote respect, engagement, and social responsibility in higher education.
Start
Assessment Aligned with International Standards
This module guides educators in internationalising student learning assessment by introducing European and global assessment principles, methods, and best practices. Participants will learn to apply discipline-specific and intercultural assessment approaches that support internationalised teaching and effectively evaluate students’ global and professional competences.
Start
Self-regulated learning (SRL) refers to learning that is guided by metacognition (thinking about one’s thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. For more see e.g. Butler, Deborah L.; Winne, Philip H. (1995). "Feedback and Self-Regulated Learning: A Theoretical Synthesis". Review of Educational Research. American Educational Research Association (AERA). 65 (3): 245-281.
Discuss real-world examples of data breaches and their consequences. Highlight the relevance of data protection in the context of the course and future careers.
Acknowledgements
Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers Linda Huszár Bianka Bozzay
Authors Jan Beseda Loboda Zoltán Horváth-Dringó Ida Reviewers Horváth-Dringó Ida Anca Greere
Designing Inclusive Courses
This module supports teachers in designing inclusive courses that ensure equity, accessibility, and engagement for all learners. Participants will explore key concepts of diversity, equality, and inclusion, learn to address diverse student needs, and understand relevant European policy frameworks to create inclusive curricula that reflect social responsibility and educational fairness.
Start
Goal: Promote self-regulated learning and reflection.
Implementation:- Tool: Utilize digital portfolio tools like Google Sites or Seesaw.
- Activity: Students create and maintain a digital portfolio throughout the semester.
- Process: They regularly upload assignments, reflections, and progress reports.
- Outcome: This approach allows students to track their learning journey, set personal goals, and reflect on their progress, thereby taking ownership of their learning process.
Group Discussion and Brainstorming
of 3-4 teachers from your unit/institution/study area. /Alternatively, if you cannot find supportive collegues use AI chatbot as co-partner.
Form small groups
Discuss
Brainstorm
the following self-reflection questions: How do you ensure that your students are up to date with the latest digital advancements in your course area? How do you support the development of your students’ digital skills in your course?
and list specific strategies and tools you currently use or plan to use.
Modification
This stage involves transforming the lesson’s design and learning outcomes. For example, students might create a unique graphic organizer or collaborate in a learning management system to propose a modern definition of equal protection under the law.
Practical Application
from your discussion that you would like to implement in your course.
Select one digital tool or strategy
Plan a lesson or activity
incorporating this tool or strategy. Ensure it aligns with your course objectives and enhances student engagement and learning.
Designing Internationalized Courses
This module supports educators in internationalising student-centred course design by integrating global perspectives, intercultural awareness, and inclusive practices into teaching. Participants will gain knowledge of international guidelines, understand key concepts of internationalisation, explore diverse academic cultures, and learn to align their courses with global standards to enrich student learning in a connected world.
Start
Goal: Enhance student collaboration and critical thinking skills.
Implementation:- Tool: Use an online discussion board platform like Moodle or Canvas.
- Activity: Create weekly discussion prompts related to course content.
- Process: Students are required to post their thoughts and respond to at least two peers’ posts.
- Outcome: This encourages students to engage with the material and each other, fostering a collaborative learning environment where they can share insights and develop critical thinking skills.
Comprehensive process including references is a systematic and thorough approach to a task that involves citing sources of information, in the case of digitalization it means of complete rethinking of traditional learning and teaching practices. For example, see: Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182.
Redefinition
The pinnacle of technology integration, where tasks are redefined in ways not possible without technology. For instance, students could network with peers in another state or country to explore regional differences in constitutional philosophy and law.
Creative Commons, open licences – Open licences enable collaboration, development, access, and inspiration from your creative works without requiring you to give up the rights (copyright) automatically granted to you for your creation. One type of the open licenses is Creative Commons (CC). You can use them to indicate what other people are allowed to do with your work. Each work is automatically protected by copyright, which means that others will need to ask permission from you as the copyright owner. See more at: https://creativecommons.org/about/cclicenses/
In this sourse you will get an overview how to....SHORT description of TA
Use the rubrics to evaluate students’ performance. Provide detailed feedback highlighting their strengths and areas for improvement in each competence area.
Inclusive Assessment Practices
This module introduces the concept and practice of inclusive assessment, guiding educators in designing fair, unbiased evaluation methods that respect diverse student needs and abilities. Participants will learn what inclusive assessment means, why it matters for equity and belonging, and how to adapt different assessment types to create supportive and accessible learning environments for all students.
Start