 SELFIE, adult learning and non-formal learning: A pre-feasibility studySimon Broek ()
No JRC123677, JRC Research Reports from Joint Research Centre Abstract: SELFIE is a tool for schools to reflect on how they embed and use digital tools in their organisation and learning process. This tool was launched in October 2018 and is available in all official EU languages. It can be used worldwide by primary, secondary (general and VET) schools and post-secondary non-tertiary education institutions. Furthermore, SELFIE is currently further developing SELFIE to be applied in work-based learning (based on a feasibility study). The results and lessons learned of the pilot testing of the SELFIE work-based learning tool will be made available in a forthcoming publication. Between October 2018 and February 2021, more than 900,000 individuals participated in SELFIE. SELFIE is a tool that brings together the perspectives of school leaders, teachers and students on how digital tools are embedded and used in the learning organisation. The upper secondary vocational schools’ questionnaire consists of the following areas (besides a section on background characteristics of the respondent): - Area A: Leadership: This area relates to the role of leadership in the school-wide integration of digital technologies and their effective use for the school’s core work: teaching and learning. - Area B: Collaboration and Networking: This area relates to measures that schools may consider to support a culture of collaboration and communication for sharing experiences and learn effectively within and beyond the organisational boundaries. - Area C: Infrastructure and Equipment: This area is about having adequate, reliable and secure infrastructure (such as equipment, software, information resources, internet connection, technical support or physical space). This can enable and facilitate innovative teaching, learning and assessment practices. - Area D: Continuing Professional Development: This area looks at whether or not the school facilitates and invests in the continuing professional development (CPD) of its staff at all levels. CPD can support the development and integration of new modes of teaching and learning that harness digital technologies to achieve better learning outcomes. - Area E: Pedagogy: Supports and Resources: This area relates to the preparation of using digital technologies for learning by updating and innovating teaching and learning practices. - Area F: Pedagogy: Implementation in the classroom: This area relates to the implementation in the classroom of digital technologies for learning, by updating and innovating teaching and learning practices. - Area G: Assessment Practices: This area relates to measures that schools may consider in order to gradually shift the balance from traditional assessment towards a more comprehensive repertoire of practices. This repertoire could include technology-enabled assessment practices that are student-centred, personalised and authentic. - Area H: Student Digital Competence: This area relates to the set of skills, knowledge and attitudes that enable the confident, creative and critical use of digital technologies by students. Keywords: Non-formal learning; SELFIE; digital competences; work-based learning; human capital; adult learning (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ipt:iptwpa:jrc123677 Access Statistics for this paper More papers in JRC Research Reports from Joint Research Centre Contact information at EDIRC. |
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