The Multidimensional and Multifunctional Matrix is based on the DigCompOrg Framework that indicates the implementation parameters of digitally competent education and on the Analysis and Training and Tools sections results, cross-referencing them with the variables that condition the training interventions delivered in online mode. The Matrix will serve the operators of the VET ecosystem to take a snapshot of their capacity to delivery distance learning activities, anticipate digital needs, identify areas of intervention, develop strategies and initiate/pursue a process of digital transformation of the organisation.
The following are the indicators related to each area of the DigCompOrg: 1. The potential of digital learning technologies is clearly flagger 2. The benefits of digital learning technologies are communicated 3. The strategic plan encompasses digital-age learning 4. Open education is an aspect of public engagement 5. Planning builds on enablers while addressing barriers 6. Internal stakeholders have a degree of autonomy 7. Opportunities, incentives and rewards for staff are identified 8. Digital-age learning is aligned with broader priorities 9. There are twin goals of modernising existing educational provision and offering new opportunities 10. There is a shared understanding of and commitment to the implementation plan 11. Management responsibility is crearly assigned 12. Resources are aligned with budgets and staffing 13. The outcomes, quality and impact of the implementation plan are reviewed 14. Specific initiatives or pilots are evaluated 15. Implementation status is benchmarked 16. Oversight of policy and direction is evident
In my organization, the integration of digital-age learning is part of our overall mission, vision, and strategy, is supported by an implementation plan, and includes a related management and governance model.
How well does this description fit my organization from 1 to 5?
Newcomer Pioneer
The following are the indicators related to each area of the DigCompOrg: 17. Staff and students are Digitally-Competent 18. Safety, risks and responsible behaviour in online environments are foregrounded 19. The Digital Competence (DC) of staff and students is benchmarked 20. DC is included in staff appraisal 21. Staff are partners in change 22. New roles are envisaged for staff 23. New roles are envisaged for students 24. Pedagogical approaches are expanded 25. Personalised learning is developed 26. Creativity is promoted 27. Collaboration and group work is expected 28. Social and emotional skills are developed
In my organisation, digital competences are promoted, evaluated and analysed and are used to define roles and pedagogical approaches.
The following are the indicators related to each area of the DigCompOrg: 29. A commitment to Continuous Professional Development (CPD) is evident 30. CPD is provided for staff at all levels 31. CPD is aligned with individual and organisational needs 32. A wide range of CPD approaches is evident 33. Accredited/certified CPD opportunities are promoted
In my organisation there is a clear commitment to the professional development and continuous training of staff at all levels and in line with individual and organisational needs
The following are the indicators related to each area of the DigCompOrg: 34. The scope of formative assessment is extended 35. Summative assessment is diversified 36. Self- and peer-assessment are promoted 37. Rich, personalised and meaningful feedback is encouraged and expected 38. Prior, experiential and open learning are recognised and accredited 39. Learning analytics is given strategic consideration 40. A code of practice for learning analytics is in place 41. Learning is supported through learning analytics 42. Quality management and curriculum/programme design are supported through learning analytics
In my organisation, the assessment models and methodologies used are engaging and motivating, informal and non-formal learning is recognised, and learning design is based on analytical data collected during the delivery of activities
The following are the indicators related to each area of the DigCompOrg: 43. Staff and students are the creators of contents 44. Content repositories are widely and effectively used 45. Intellectual property and copyright are respected 46. Digital tools and contents are licensed as required 47. Open Educational Resources are promoted are used 48. Subject-based learning is reimagined to create more integrated approaches 49. The time and place of learning is rescheduled 50. Online provision is a reality 51. Learning in authentic contexts is promoted 52. Digital learning provision is evident across curriculum areas 53. Students’ digital competence is developed across the curriculum
In my organisation, Digital Content and OER are widely promoted and used and the Curricula are redesigned or re-interpreted to reflect the pedagogical possibilities afforded by digital technologies
The following are the indicators related to each area of the DigCompOrg: 54. Networked collaboration for staff to pool expertise and share contents is the norm 55. Knowledge exchange efforts are recognised 56. Students engage in effective networking 57. Participation in knowledge-exchange activities and events is promoted 58. Internal collaboration and knowledge exchange is expected 59. An explicit communication strategy is in place 60. A dynamic online presence is evident 61. A commitment to knowledge exchange through partnerships is evident 62. Staff and students are incentivised to be actively involved in partnerships
In my organisation, networking, partnerships, sharing & collaboration are promoted and developed and a strategic approach is taken to communication.
The following are the indicators related to each area of the DigCompOrg: 63. Physical learning spaces optimise the affordances of digital-age learning 64. Virtual Learning Spaces are optimised 65. An Acceptable Usage Policy is in place 66. Pedagogical and technical expertise direct investments in digital technologies 67. A range of digital learning technologies supports anytime/anyplace learning 68. Bring Your Own Device (BYOD) approaches are supported 69. Risks relating to inequality and digital inclusion are addressed 70. Technical and user support is evident 71. Assistive technologies address special needs 72. Measures to protect privacy, confidentiality and safety are well established 73. Effective procurement planning is evident 74. An operational plan for core ICT backbone and services is in place
In my organisation, physical and virtual Learning Spaces are designed for digital-age learning and the digital infrastructure is planned and managed.
