MARLENA PLEBAŃSKA

DIGITAL EDUCATION
How to educate competences of the future

First Edition

eLitera
Warsaw 2019

Table of Contents

Editorial Card

Introduction

Chapter 1. Competences of the future – what competences does the knowledge-based economy need

1.1 The global world of competences of the future

1.2 Development of digital competences in Poland worldwide

Chapter 2. Competences of the future in the opinion of young employees - results of the survey

Competences of the future - author’s model

Chapter 3. Digital competences and their role in the world of the future

3.1 Digital competences - typology

3.2 Digital competences - an overview of popular models

3.2.1 DIGCOMP

3.2.2. Essential Digital Skills Framework

3.2.3 European e-Competence Framework (e-CF)

3.2.4 Framework Catalog of Digital Competences

Chapter 4. Digital Education

4.1 Digital Education – what it means?

4.2 Digital education Tools

4.3 The faces of digital education

Chapter 5. Digital School

5.1 Digital school - what does it mean?

5.2 How to carry out transition from analogue school to digital school?

5.3 Digital school - that is what? Study on the example of selected schools in Poland

5.3.1 Digital school - research

5.3.2 Digital school - analysis of results of the survey

5.4 How to create a digital school strategy?

5.5 Digital school strategy - case study

Chapter 6. Digital competences in education

6.1 The role of digital competences in education

6.2 Author’s model of digital competences of teachers

6.3 Author’s original model for digital literacy of students

Chapter 7. Digital educational resources

7.1 Digital educational resources - introduction

7.2 Digital textbooks - typology

7.3 Author’s original model - environmental e-book

7.4 Digital notebooks - typology

Chapter 8. Methods and forms of digital educational work

8.1 Methods of digital work

8.2 Innovative teaching methods with the use of digital technologies

8.3 Methods of work using technology in schools - analysis of research results

Chapter 9. Digital Lesson

9.1 Distribution of components for digital lessons

9.2 The construction of digital lesson scenarios

9.3 Examples of digital classroom scenarios

Chapter 10. Educational spaces of the future -CreativeLab, STEAMLab

10.1 Why educational space is so important for digital classes

10.2 Examples of didactic classes using digital technologies in various arrangements of didactic space

10.3 STEAMLab - Laboratory of competences of the future

10.4 CreativeLab - Laboratory of creativity

Chapter 11. Case Study – digital schools

11.1 Essa Academy

11.2 Steve Jobs School

11.3 Ząbki – SP3

11.4 Białystok- Success Academy

Summary

Appendixes

Appendix 1 – A detailed list of areas of competence and specific competences in the DIGCOMP model with a description, division into levels of proficiency and examples of specific competences.

Appendix 2 – Essential Digital Skills Framework – areas, skills and examples of the use of skills.

Appendix 3 – The framework catalogue of digital competences– areas, benefits, competences and their detailed description.

Index of figures

Index of tables

Footnotes

About the author

Marlena Plebańska
Vistula University

Advisor
dr hab. prof UV Elżbieta Jędrych

Copyright © 2018 Marlena Plebańska
All rights reserved

Cover design
Julia Plebańska

The publication of the monograph has been co-financed from the subject-based subsidy for maintaining the research potential granted to the Faculty of Business and International Relations AFiBV by MNiSW, decision number: 218919/E-656/S/2017, 14 February 2017 r.

More information about the book
https://www.digitaleducation.cloud/

ISBN 978-83-63732-07-3

First Edition, Warsaw 2019

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Introduction

One autumn day I was passing through one of many school corridors. In the cabinet, I saw a poster where pupils presented their artwork showing who they would like to be in the future. The professions they mentioned were quite typical: a fireman, ice cream seller, doctor, teacher, singer, driver. At that moment, I was struck by a reflection: “After all, we do not know what the future jobs will look like, we do not even know if these professions will exist”. Not only the students themselves, but also their teachers, their parents, and even the decision-makers of educational systems cannot answer these questions. Then how to prepare children for work in the future digital world, in a world where most manual activities will be replaced by robots? Which competences will be the most important for them? Which competencies will be the competences of the future if those that today seem to be future-oriented are likely to lose their value soon? What and how to teach children? Or rather: How should children learn and what? Which methods of work and tools should be used to ensure that current education is well prepared for children to function in the world to come? It is difficult to answer these questions, and probably no one can do it, because it is difficult to imagine the future world. Social competences and digital competences will certainly be necessary in the future; therefore, they should be educated as early as possible in a wise, thoughtful, holistic way. The subject of future competence, with emphasis on digital competences and their development from the early age is dedicated to this publication.

This publication consists of 11 chapters constituting a closed whole. The introductory chapter describes the context of the book, the role of the future competences in the modern economy - a knowledge-based economy, and among them the special role of future competencies in the context of the development of the modern world, progressive digitization and work automation. This chapter of the publication also outlines the vision of the future world and the needs of employers and the labour market in the world to come. In addition, the first chapter presents the global context of competences of the future and digital competences as well as their development in Poland and worldwide. The second chapter describes the results of international author’s research “Competences of the future in the light of the opinions of young employees” conducted in 2018 on a group of over 2,000 students from 29 countries from the Vistula Academy of Finance and Business. Among others, such issues as: What competences are important for the young generation? How do competences of the future affect the labour market? Which competences should be shaped by young people? What is valuable to them? The second chapter also presents the author’s model of competences of the future developed by the author. The third chapter discusses the issue of digital competences as one of the most important competences of the future and their role in the economy. A typology of competences of the future and key future competency models were presented: DIGCOMP, BASIC DIGITAL SKILLS, European e-Competence Framework ECF, Frame Catalogue of Digital Competences. The fourth chapter of the publication presents the need to educate digital competences in education from an early age among students. In addition, models and tools of digital education are presented, as well as the realities of functioning of digital education at various levels of education and in various types of institutions. The fifth chapter addresses the principles of operation of the digital school and the rules for the transformation of an analogue school to a digital school. The fifth chapter also contains the results of the second survey carried out by the author in 2018 “Digitization of education in the opinion of directors of educational institutions” - a qualitative study in which school principals presented a way of transforming their facilities from traditional analogue schools to digital ones. In addition, the seventh chapter presents the original model of the digital environmental guide proposed by the author. The eighth chapter presents methods and forms of work in digital education as well as innovative teaching methods using digital technologies. Moreover, it describes the results of the third survey carried out by the author in 2018 in 20 schools diagnosing the level and quality of the use of innovative digital education methods such as: Gamification, Webquest, Project work, Experiment, Reverse Lesson. The ninth chapter is a presentation of various models of the digital lesson, as well as examples of scenarios. The tenth chapter is devoted to finding the educational space and its role in shaping the competences of the future, as well as the role of the didactic space in digital education. The issues of building the CreativeLab future competence development laboratory and the STEAMLab creativity laboratory were presented. The last chapter presents Case Studies of leading educational institutions educating future competences using digital technologies and methods in Poland and around the world. The entire publication has been summarized with conclusions and forecasts for the development of future competences and digital competences in the future.

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About the author

Marlena Plebańska – One of the precursors of Polish e-education, specialization: knowledge management, e-learning, Design Thinking. Graduate of the Warsaw Polytechnic, North East Wales Institute of Higher Education, Warsaw School of Economics. An expert in the field of distance learning and the use of new media in education. A specialist in knowledge management. Leader of Polish e-learning. Author of over one hundred scientific publications and several dozen popular science publications in the field of e-education. or 19 years, an inspirator, designer and strategist of e-learning solutions and knowledge management in many Polish enterprises, schools and non-governmental organizations. Manager and consultant of educational and e-learning projects. Active trainer and lecturer.

More information:
www.marlenaplebanska.com
www.steampolska.pl
e-mail: marlenaplebanska@hotmail.com