sampson@univ aegean 22052015

University of Piraeus

Department of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.)

Information Technologies Institute (I.T.I.)

D. G. Sampson 22-23 May 2015

Advanced Digital Systems and Services for Education and Learning (ASK)

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Systemic Technology-Supported Educational

Development: School Digital Competence Profiling

Demetrios G. Sampson

Senior and Golden Core Member IEEE

Professor, Department of Digital Systems, University of Piraeus, GREECE (until September 2015)

Professor, School of Education, Curtin University, AUSTRALIA (from October 2015) Adjunct Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU Co-editor-in-Chief, Educational Technology and Society Journal

Past Chair, IEEE Computer Society Technical Committee on Learning Technology

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… about the speaker… Professor, Department of Digital Systems, University of Piraeus, GREECE (until September 2015)

Professor of Learning Technologies, School of Education, Curtin University, AUSTRALIA (from October 2015)

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU (since 1999)

Adjunct Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE (since 1999)

Co-Editor-in-Chief, Educational Technology and Society Journal (Ranked #3 in Educational Technology – Scholar Google)

Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)

Senior and Golden Core Member, IEEE Computer Society

Co-author of 350 publications with at least 1630+ citations (h-index:21)

Received 8 times Best Paper Awards in International Conferences on Learning Technologies

Guest Editor of 28 Special Issues in International Journals

Member of Editorial Board, 23 International Journals in Learning Technologies

Keynote/Invited Speaker on 65 International and/or National Conferences in Learning Technologies

General and/or Program Committee Chair in 40 International Conferences in Learning Technologies

Program Committee Member in 400+ International and/or National Conferences in Learning Technologies

Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)


http://tinyurl.com/qcfoj2c







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Overview Why Transformative Innovations in School

Education need Digital Technologies ?

Transformative Systemic Technology-Supported Educational Development: the need for School Digital Competence Profiling

Current State-of-the-Art in Digital Competences for Teachers, School Leaders and Schools

Suggestions for a Research Agenda in School Analytics








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Why Transformative Innovations in School

Education need Digital Technologies ?








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Digital Technologies:

technology as an enabler for transformations

use to provide learning experiences that would not

possible without the digital technologies








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Digital Technologies as an enabler for

incremental or disruptive transformations

to the way that individuals, groups and organizations

“learn” and the way to “assess” learning in 21st Century

Objectives: From acquiring new “knowledge” to develop new and relevant “competences”

Methods: From “classroom” based teaching to “context-aware” personalized learning

Assessment: From “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications








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«personalized learning»

teaching – scaffolding - feedback

(«learning experiences»)

adapted to

individual students








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Transformative Systemic Technology-Supported Educational Development:

the need for School Digital Competence Profiling








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• Solvable Challenges Integrating ICT in Teachers’ Education

Students Low Digital Competences

• Difficult Challenges Creating Authentic Learning Opportunities

Blending Formal and Informal Learning

• Wicked Challenges Supporting Complex Thinking and

Communication

Students of Co-Designers of Learning

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf


http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf

















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• Fast Trends 1-2 Years Growing Ubiquity of Social Media

Rethinking the Role of Teachers

•Mid-range Trends 3-5 Years Increase focus on Open Educational

Resources

Increase use of Hybrid Learning Design

•Long-term Trends 5 Years and more Evolution of Online Learning

Rise of Data-Driven Learning and Assessment

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf



















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Millions of Euros / USA $ have been spent all over the world for purchasing and installing technologies in

schools – huge investments in infrastructure

On the other hand, limited investments have been planned and implemented in systematically developing

and assessing the essential digital competences for school teachers and leaders – limited investments in

human resources

These investments have led to limited educational added-value and transformative impact at school

education …








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• We argue that the limited educational added-value is that: schools are ecosystemic organizational entities, requiring holistic re-conceptualization

– Two core school organizational layers: “classroom (micro)” and “institution (meso)”

– Operating within an overarching “macro” level

Macro Layer

Meso Layer

Micro Layer

• Policy Makers/Society

• Legislations/Accountability

• School Leaders

• “Business“ intelligence processes

• School Teacher

• Teaching and Learning processes








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• Therefore, technology-supported and technology-enabled educational innovations affect (and are affected by) both school organizational layers (micro-meso) – Holistic Approach

• Moreover, effective innovations with transformative impact for school education should be driven by the exploitation of evidence and educational data generated at both layers (bottom-up approach)

• Key elements that affect the data-driven design and orchestration of technology-supported and technology-enabled educational innovations are the digital competences of school teachers and leaders, as well as the school as an organization








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School Digital

Competence

Teachers’ digital

competences

Leaders’ digital

competences

School eMaturity

Digital competences of schools as organizations








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Although in principle the systematic development and assessment of appropriate educationally meaningful digital competences for both school teachers and leaders are recognized as a major element for the up-take of technology-supported and technology-enabled school innovations at large scale

Still, both Initial (Pre-Service) and Continuing (In-Service) School Teachers and Leaders Education is (in most cases) predominately traditional, data-indifferent and uninspiring in terms of scope, methods and assessment








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Itis assumed that all teachers are able to design and implement technology-supported and technology-enabled school innovations using a wide range of digital technologies for teaching and assessing their students within the national curricula with limited additional professional development

Additionally, it is assumed that all school leaders are able to design and implement strategic technology-supported and technology-enabled school innovations, based on a wide range of educational data

Even more, it is also assumed that all schools share more or less the same level of educationally relevant digital competences (commonly referred to as “e-maturity”) at organizational level to adopt technology-supported educational innovation, just because they have installed the same technological infrastructure








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What is the current State-of-the-Art in Digital Competences for Teachers, School Leaders and

Schools ?








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Teachers’ ICT Competence Profiles

UNESCO ICT Competency Framework for Teachers (2011) [http://tinyurl.com/ocaxgqk]

International Society for Technology in Education (ISTE) Standards for Teachers (2008)

[http://tinyurl.com/myft7rn]

eTQF Teacher ICT Competency Framework (2010)

[http://tinyurl.com/kdlshup]

Technological Pedagogical Content Knowledge (TPACK) (2006)

[http://www.tpack.org/]


http://tinyurl.com/ocaxgqk

http://tinyurl.com/myft7rn

http://tinyurl.com/kdlshup

http://www.tpack.org/







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School Leaders’ ICT Competence Profiles

Interstate School Leaders Licensure Consortium (ISLLC) Standards on Educational Leadership (2008)

[http://tinyurl.com/q69cogt]

International Society for Technology in Education (ISTE) Standards for Administrators (2009)

[http://tinyurl.com/nmbcurv]

Australian Professional Standard for Principals and the Leadership Profiles (2014) [http://tinyurl.com/ow54zdm]


http://tinyurl.com/q69cogt







http://tinyurl.com/nmbcurv





http://tinyurl.com/ow54zdm













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Schools’ ICT Competence Profiles (eMaturity)

NAACE ICT-MARK (2014)

[http://www.naace.co.uk/ictmark/srf]

eLearning RoadMap – Ireland (2012)

[http://tinyurl.com/oly4a8a]

Australasian Council on Open Distance and e-Learning Benchmarks (2014)

[http://tinyurl.com/noh3tvr]

eLearning Maturity Model (2007)

[http://tinyurl.com/q6majjk]


http://www.naace.co.uk/ictmark/srf









http://tinyurl.com/oly4a8a









http://tinyurl.com/noh3tvr







http://tinyurl.com/q6majjk













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Suggestions for a Research Agenda in this area

(“School Analytics”)








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School Teachers: invest in new initial and continuing education which is informed by the current demands for data-driven, technology-supported and technology-enabled educational innovations and the new role of the teacher

School Leaders: select and train to understand, appreciate and orchestrate data-driven, technology-supported and technology-enabled educational innovations and the new role of the school

Schools: measure and profile the level of educationally relevant digital competences to adopt, apply and assess technology-supported and technology-enabled educational innovations towards offering better educational services for their stakeholders (students, parents, the society-at-large)








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• Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education.

• However, despite these efforts, the current level of ICT uptake from schools remains low.

• Traditionally, a wide range of factors have been identified as barriers, including lack of teachers' Digital Competences and lack (?) of ICT infrastructure.

• Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations.

• We propose that a holistic approach on School Digital Competence, based on combining both individual Teachers' and School Leaders’ Digital Competences and School’s eMaturity, is needed.








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S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC), 5(4), 33-46.








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Supporting data-driven school leadership

• Moreover, school leaders and school teachers require holistic data-driven decision making (DDDM) support towards designing and orchestrating technology-supported and technology-enabled educational innovations at both “micro” and “meso” school layers

• However, existing DDDM (i.e., Analytics) systems and methodologies do not fully support core leadership tasks due to their restrictive scope in terms of :

– data collection (isolated data harvesting from each school layer) [1]

– data analysis (limited support for school teacher/leader tasks through holistic data analysis) [1, 2]

[1] S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias (Eds.), "Competencies,

Challenges and Changes in Teaching, Learning and Educational Leadership in the Digital Age", Springer, [Submitted for Publication]

[2] S. Sergis and D. Sampson, “Data Driven Decision Making For School Leadership: A Critical Analysis Of Supporting Systems”, in Ronghuai Huang, Kinshuk, and J.K. Price (Eds.), "ICT in education in global context: comparative reports of K-12 schools innovation", Springer, [Submitted for Publication]








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• Two core Analytics approaches have been proposed for supporting educational decisions:

– Academic Analytics: addressed at Higher Education Institutions for supporting mainly meso layer leadership processes

– Learning Analytics: addressed at all types of Education Institutions for supporting mainly micro layer leadership processes

• Moreover, existing Analytics systems exploit available educational data from each school organizational layer in isolation, thus lacking a systemic approach for supporting leadership tasks and complex educational decision making.

S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias (Eds.), "Competencies,

Challenges and Changes in Teaching, Learning and Educational Leadership in the Digital Age", Springer, [Submitted for Publication]








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Effective (K-12) school leadership comprises tasks which span both school organizational layers and exploit institution-wide educational data

Core School Leadership Tasks Examples of data types used School Layer

Learning Process Design and Monitoring • Teaching method employed • Educational resources used

Micro Learning Process Evaluation • Level of use of educational resources

• Learner assessment results

Learner Performance Monitoring • Attendance rates • Level of engagement

Learner Performance Evaluation • Learner assessment results

Curriculum Planning • Learner assessment results • School available resources

Meso

Teaching Staff Management and Recruiting • Teaching methods employed • Competence management • Professional Development activities Teaching Staff Professional Development

District Stakeholder Accountability • Student retention rates

Infrastructural Resource Management • School physical / digital infrastructure

Financial Resource Management • School budget

Learner Data Management • Learner demographics

S. Sergis and D. Sampson, “Data Driven Decision Making For School Leadership: A Critical Analysis Of Supporting Systems”, in Ronghuai Huang, Kinshuk, and J.K. Price (Eds.), "ICT in education in global context: comparative reports of K-12 schools innovation", Springer, [Submitted for Publication]








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• Therefore, existing analytics approaches do not fully accommodate the needs of data-driven school leadership in terms of task support and educational data collection

• We have proposed that a “School Analytics” approach is required for:

– targeting the specific context of K-12 school leadership in terms of educational data requirements and leadership tasks

– harvesting granulated educational data from both school layers

– exploiting them in an intertwining manner towards supporting leadership tasks on both school layers

– driving systemic design and implementation of educational innovations through data-driven, evidence-based strategic planning

S. Sergis and D. Sampson, "School Analytics: A Framework for Supporting Systemic School Leadership", in J. M. Spector, D. Ifenthaler, D. Sampson and P. Isaias (Eds.), "Competencies, Challenges and Changes in Teaching, Learning and Educational Leadership in the Digital Age", Springer, [Submitted for Publication]








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School Analytics can provide a backbone framework for designing school leadership analytics systems to:

– gather evidence of the impact of educational innovations in schools on both organizational layers (e.g., unravel classroom “black box” by extensive data monitoring)

– identify causal links between school organizational inputs and outputs (e.g., correlate student outcomes to specific teaching practices employed within specific learning contexts)

– generate evidence-based recommendations for strategic holistic school improvement (e.g., targeted teacher recruitment and resource allocations)









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Relevant Publications in this Research Agenda








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S. Sergis and D. Sampson, "From Teachers’ to Schools’ ICT Competence Profiles", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning, Springer, ISBN 978-3-319-02263-5, Chapter 19, pp 307-327, September 2014

S. Sergis and D. Sampson, "Towards a School ICT Competence Profiling Framework", In Proc of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014.

P. Zervas, K. Chatzistavrianos and D. Sampson, "Towards Modeling Teachers’ ICT Competence Profile in Europe", in R. Huang, Kinshuk and J.K. Price (Eds.), ICT in Education in Global Context, Springer, July 2014

S. Sergis, I. Sholla, P. Zervas and D. Sampson, “Supporting School ICT Uptake: The ASK School ICT Competence Management System”, 8th International Conference on Interactive Mobile and Computer Aided Learning 2014 (IMCL2014), Thessaloniki, Greece, 13-14 November 2014

S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [Submitted – Under Review]

S. Sergis and D. Samson, “Learning Objects Recommendations for Teachers based on elicited ICT Competence Profiles”, IEEE Transactions on Learning Technologies, [Accepted for Publication]

S. Sergis and D. Sampson, " Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories", In Proc. of the IEEE International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University, Amritapuri, India, 18-21, December 2014

S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the IADIS 11th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-27, October 2014

S. Sergis, P. Zervas and D. Sampson, "Towards Learning Object Recommendations based on Teachers’ ICT Competence Profiles", In Proc. of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014

S. Sergis and D. Sampson, "Enhancing Learning Object Recommendations for Teachers Using Adaptive Neighbor Selection", In Proc. of the 15th IEEE International Conference on Advanced Learning Technologies (ICALT 2015), Hualien, Taiwan, 6-9, July 2015

P. Zervas, S. Sergis, D. Sampson and S. Fyskilis, "Towards Competence-Based Learning Design Driven Remote and Virtual Labs Recommendations for Science Teachers", Technology, Knowledge and Learning, Springer [Accepted for Publication], June 2015

J.M. Spector, D.G. Sampson and D. Ifenthaler, Competencies, Challenges and Changes in Preparing Teachers and Leaders for 21st Century (or Digital Age) Education, Springer [in preparation – to be published October 2015]

P. Zervas and D. Sampson, "Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: the Inspiring Science Education tools", in Ronghuai Huang, Nian-Shing Chen and Kinshuk (Eds.), "Authentic Learning through Advances in Technologies” Springer, [Submitted for Publication]


S. Sergis and D. Sampson, "Data Driven Decision Support For School Leadership: Analysis Of Systems", in Ronghuai Huang, Kinshuk, and Jon K. Price (Eds.), "ICT in education in global context: comparative reports of K-12 schools innovation", Springer, [Submitted for Publication]








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