1P00CZ86: Digital competence using digital badges
- S M Feroj Mahmood
- Nov 30, 2022
- 12 min read
Updated: Feb 10
DEMONSTRATION OF DIGITAL COMPETENCE
Technology infrastructure is making the globe wiser than it has ever been before in the present 21st-century educational environment. As a result, educators require greater digital competency now than they had in previous decades in order to meet the demands of the technology and social environment. As a result, educationalists use cutting-edge technology to enhance students' learning and digital abilities. For teachers' digital competence, there are several models, self-assessment tools, and training programs available at both the national and international levels, which may be found here. The European Commission, on the other hand, has developed a model for teachers' digital abilities, which is known as the Digital Competence of Educators (DCE).
What I would like to express is this: It appears to be extremely challenging to me. For the first time, I am beginning lessons and handling all of the necessary tasks on my own. It is possible to use badges as a visual representation of a person's accomplishments, abilities, or knowledge when it comes to online education. When I first began to learn about digital pedagogy through practice. Now I would like to be able to state that my accomplishments in digital pedagogy may attributed to the Badges.
Because of the badges, I can demonstrate to others that I am dedicated to lifelong learning. As a way to bring my achievements to light outside of the classroom, it is something I like. There was a time when I did not know, and it may have been because of my faults or my lack of expertise. Using digital badges as a classroom identification example is something that personally appeals to me. For enhancing my proficiency in the field of educational technology, I am on the lookout for resources that will help me devise and implement effective teaching strategies.
1. SHARING FILES ONLINE
I learn about and gain an understanding of the options that Google Drive and Google Documents provide for supporting my study and using them for guidance, working with my group, and as a collaborative tool. Together with my team, we produce and exchange Google documents in order to learn from one another.
Editing right:
Only viewing rights:
2. E-PORTFOLIOS
I am demonstrating my digital abilities on E-portfolio through the use of LinkedIn. I have included a screenshot of my LinkedIn page here, as well as a link to my profile.
Profile link: www.linkedin.com/in/s-m-feroj-mahmood-28b812152
3. ON-LINE TUTORING AND GUIDANCE
Guidance in social networking services (FACEBOOK)
Obviously, social media is the most effective educational tool not just during this epidemic but also in the years leading up to it. If we create a Facebook group for different classes of students, we may post our thoughts on various issues that come up in the minds of those students. It is also a good idea for students to post their thoughts on LinkedIn, where they may obtain a multitude of academic and management advice. A broader perspective will be gained as a result.
To demonstrate the competencies in online teaching and guidance, I have included some examples on how to create a Facebook page.
Facebook group page link: https://www.facebook.com/groups/1078023249439436
Social service that support guidance
When I understood that it refers to more than just teaching, I discovered that it also refers to professional communication with parents, students, interested parties, and colleagues in the context of professional growth as well as continual innovation in the organization and learning. The framework, for example, covers the four sub-areas of education. These include organizational communication, professional cooperation, reflective practice, and digital continuous professional development (CPD).
The privacy and data protection
It is a critical component of the paradigm since a teacher should use digital resources to achieve a variety of goals. As a result, I am meticulous in my editing, rephrasing, and content development to ensure that I adhere to copyright restrictions and data protection. In addition, I maintain the confidentiality of the students' grades and exam results. Typically, digital resources divided into a few categories, such as selecting, producing, altering, maintaining, safeguarding, and distributing resources, and they are organized into a few units.
4. ON-LINE TUTORING AND GUIDANCE
Instant messaging in guidance and tutoring (Whatsapp)
We will have free, quick, easy, and secure messaging and calling with WhatsApp, which will be available on phones all around the world. WhatsApp Messenger is a free instant messaging program that is available for both Android and iPhone. It allows us to send text messages to other users one-on-one or in groups. Importantly, WhatsApp chats are sent through the internet. This is in contrast to normal SMS texting, which is routed through our phone carrier. Inside conversations, WhatsApp includes all the capabilities you'd expect from a contemporary messaging program, such as the ability to exchange photographs, reveal your location, search for and send GIFs, and so on. In addition to texting, WhatsApp allows voice calls, video calls, and recorded voice messages.
First, I propose WhatsApp as a teaching tool since it is simple to use and inexpensive. The WhatsApp app can be used by anybody with the most basic computing abilities. This suggests that a group of seven to ten-year-olds can manage themselves appropriately. Some demonstrations are given below:
The following is an example of file sharing over Whatsapp messaging services:
5. Online forms (Google Forms)
I have used Google Forms in education to implement surveys, for example, to obtain feedback from my students. Some demonstrations are given below:
I have provided a link to the "course feedback" questionnaire form so that you can get a more in-depth understanding of the abilities necessary to develop survey questions online in this part. This form will assist me in taking the exam online and will allow me to collect general comments from others. Nonetheless, as a researcher, a google form is a highly useful online tool for any data-gathering activity. These days, this form makes it incredibly simple for me to gather primary data from responses.
Feedback questionnaire link:
6. ONLINE MEETING TOOLS FOR TEACHING (Microsoft Teams)
To demonstrate the competencies in online teaching and guidance, I have included some examples of how to do online meetings in teams.
We can form groups under the "Teams" area, where we can engage in general communication and discussion with one another. The following are some illustrations:
We can see the activity in the "Activity" section. The following are some illustrations:
We can upload and share our documents in the “Files” section. The following are some illustration:
7. Creative Commons
Here are the two materials on all right reserved material and CC licensed material:
All Rights Reserved Material:
Source: Getty Images
Example: An image titled "Fleetwood v Blackburn Rovers U23 - EFL Checkatrade Trophy" available with All Rights Reserved rights
Creative Commons Licensed Material:
Source: flickr
License: Creative Commons Attribution (CC BY 4.0)
Example: An image of the Women of Color in Tech stock images take 2, available under a CC BY 4.0 license
Source Link: https://www.flickr.com/people/wocintechchat/
CC License of my work is given below:
Here, I have incorporated material published under the CC BY license titled "Meaning of Working Life: Collaboration and Different Practices." The original material can be accessed through the following link: https://rifatdumkt3.wixsite.com/propeda/post/meaning-of-working-life-collaboration-and-different-practices.
8. Ethics of AI in Education
Ethical Challenges of AI in Teaching and Learning
The use of Artificial Intelligence (AI) in education presents several ethical challenges, particularly in areas such as privacy, bias, and accountability. Here’s a brief overview of these challenges, supported by relevant references.
Privacy and Data Security: AI systems often require large amounts of data to function effectively. In educational settings, this may include sensitive information about students, such as their academic records, learning behaviors, and personal information. According to a report by the Brookings Institution, the collection and use of student data raise concerns about privacy and the potential for misuse. Educators must ensure that data is handled in compliance with laws like the Family Educational Rights and Privacy Act (FERPA) in the U.S., which protects students’ privacy regarding their educational records (Brookings, 2019).
Bias and Fairness: AI algorithms can perpetuate or even exacerbate existing biases in educational contexts. For instance, if the data used to train an AI system reflects historical inequalities, the system may unfairly disadvantage certain groups of students. A study published in the journal Artificial Intelligence highlights how biased algorithms can lead to discriminatory practices in educational assessments, which can impact student outcomes (Holmes et al., 2020). Educators must be vigilant in evaluating AI tools for bias and ensuring fair treatment for all students.
Accountability and Transparency: The “black box” nature of many AI systems makes it difficult for educators and students to understand how decisions are made. This lack of transparency raises questions about accountability when AI systems make errors or lead to negative outcomes. According to the AI Ethics Guidelines issued by the European Commission, it is crucial for AI systems to be transparent and explainable to build trust and ensure accountability in their application within educational settings (European Commission, 2020).
Familiarization with AI Policies in Educational Organizations
Familiarizing yourself with the AI policies of your educational organization is critical in guiding how AI is integrated into teaching and learning. If your institution has a policy, it likely covers several key areas:
Data Privacy and Protection: Outlining how student data will be collected, stored, and used, ensuring compliance with legal frameworks.
Equity and Access: Addressing how AI tools will be used to promote equitable learning opportunities for all students, mitigating bias.
Transparency and Accountability: Establishing guidelines for the transparency of AI systems and accountability for their outcomes.
If there are no existing policies in your institution, reviewing policies from other institutions can provide a framework. For example, the University of California’s AI Policy emphasizes the importance of ethical considerations in AI development and application, advocating for responsible use that prioritizes student welfare and equity (University of California, 2021). Key components to consider for your institution's AI policy could include:
Purpose of AI Use: Clearly defining the goals for AI implementation in education (e.g., personalized learning, administrative efficiency).
Ethical Considerations: Ensuring all AI applications align with ethical standards and do not harm students or staff.
Stakeholder Engagement: Involving students, educators, and parents in discussions about AI use and policy formulation.
Continuous Review and Assessment: Establishing a process for regular evaluation of AI tools and their impact on teaching and learning outcomes.
Based on the guidelines outlined at Oulu University of Applied Sciences (OAMK), the policies on using generative AI in education emphasize transparency, ethical use, and skill development. These policies guide teachers by:
Encouraging Ethical AI Usage: Teachers are directed to promote responsible use of AI tools, ensuring students understand the ethical implications and limitations of AI-generated content, such as its potential for bias and inaccuracies.
Integrating AI into Learning: Teachers are encouraged to use AI to enhance learning outcomes while ensuring that students develop critical thinking and creativity, rather than relying solely on AI tools for completing tasks.
Academic Integrity: Policies stress the importance of maintaining academic honesty. Teachers are expected to set clear boundaries on when and how AI tools can be used to avoid plagiarism or over-reliance on automation.
Transparent Communication: Teachers are encouraged to inform students about the acceptable use of generative AI in their coursework and provide guidance on citing AI-generated content.
If my institution lacks specific policies on generative AI, I believe it is essential to establish clear guidelines to ensure its ethical and productive use. A robust AI policy should outline permissible use cases, such as assistance with research or generating ideas, while maintaining academic honesty. Training programs for both teachers and students would be crucial to develop their understanding of AI’s strengths and limitations. Moreover, the policy should address ethical considerations, data privacy, and the importance of ensuring assessments reflect individual learning. These measures would help us harness AI's potential responsibly while fostering innovation and integrity in education.
"I consent that the analysis presented here has been constructed with the assistance of AI tools, such as ChatGPT and Copilot."
eferences
Brookings Institution. (2019). How the Data Revolution is Changing Education. https://www.brookings.edu/articles/the-data-revolution-and-education-post-2015-considering-the-promise-and-the-risks/
European Commission. (2020). Ethics Guidelines for Trustworthy AI. https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines-trustworthy-ai
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education promises and implications for teaching and learning. Center for Curriculum Redesign. https://discovery.ucl.ac.uk/id/eprint/10139722/
University of California. (2021). "University of California’s Artificial Intelligence Policy." https://ai.universityofcalifornia.edu/#:~:text=In%202021%2C%20UC%20became%20the,highest%20risk%20to%20individual%20rights.
9. Pedagogical model in Online learning process
I apply the Constructivist Learning Model in a scheme for an online learning process demonstrating pedagogical competence. The constructivist approach is particularly effective for online learning environments because it insists on active engagement, collaboration, and self-directed learning—key factors that fit well with the digital platform's interactive nature.
Pedagogical Model: Constructivist Learning
Rationale: Extending the learning theories of educational psychologist such as Vygotsky (1978), the Constructivist Learning Model emphasizes active construction of knowledge rather than passivity. This model finds immense effectiveness in digital learning due to its use of interactive tools to encourage learners in critical thinking and practical application. Constructivism also emphasizes social interaction in which learners can learn from their peers through collaboration and feedback, which is easy to facilitate through online learning platforms (Jonassen, 1999; Vygotsky, 1978).
Main Rules:
Learners build on what they know and have previously experienced.
Knowledge is constructed through problem-solving and investigation.
An important part of learning is collaboration among peers and instructors.
Reflection and feedback are key to deepen understanding.
Curriculum Design: Constructivist Online Learning Process
Curriculum Design: Constructivist Online Learning Process | |
Course Title | Entrepreneurship of Sustainable Business Models |
Target Group | Business or Sustainable Entrepreneurship Master's Students |
Learning Outcomes | - Understand and apply issues of sustainable business models in various industries. |
- Design a business model sustainably using constructivist principles of exploration, collaboration, and real-world application. | |
- Reflect on the impact of sustainable practice in international business settings. |
Structure of Modules and Tools
Module | Activities | Digital Tools | Constructivist Principle |
Module 1: Business Models for Sustainability - An Introduction | - Interactive Video Lectures and case studies | - Video platform (e.g., YouTube, Vimeo) - Discussion boards (e.g., Canvas, Blackboard) | Learners, using prior knowledge of business models, start applying concepts after exposure to real-life cases. |
Module 2: Collaborative Project-Based Learning | - Group project to create a business model canvas for a hypothetical sustainable venture | - Collaboration platforms (e.g., Miro, Google Workspace) - Group discussion forums - Breakout rooms in virtual meetings | Emphasizes social learning and collaboration, where students construct knowledge together through teamwork and problem-solving. |
Module 3: Peer Review and Self-Assessment | - Peer review sessions - Reflective journaling | - Peer review systems (e.g., Peergrade) - Digital journaling (e.g., Padlet, Canvas) | Learners reflect on their practice to synthesize knowledge and gain insight through peer feedback. |
Module 4: Final Project and Presentation | - Presentation of sustainable business model to the class | - Presentation platforms (e.g., Zoom, Microsoft Teams) | Learners finalize their projects and solidify understanding by teaching others, reinforcing knowledge through presentation. |
Rationale for Digital Tools
It also aligns with the constructivist approach through the promotion of interactive and collaborative learning. The use of Miro for group projects and Padlet for reflective journals allows students to be more active, interact with peer feedback, and engage in real-world applications.
References
Jonassen, D. H. (1999). Designing constructivist learning environments. Reigeluth, C.M. (Ed.), Instructional-design Theories and Models, Volume II.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
10. DIGITAL STRATEGY (DIGIVISIO)
Understanding and implementing a harmonious digital strategy is key in ensuring that an organization aligns with the demand for modern technologies. The Digivisio 2030 Finnish national initiative epitomizes how digital transformation advances education and workforce preparedness. By integrating common digital tools and strategies, Digivisio 2030 establishes a shared framework for collaborative progress in inclusive and innovative digital planning.
Familiarity with the Organization's Digital Strategy and Digivisio 2030
The first step in any digital transformation process for a team or individual is understanding the organization's overarching digital strategy. In regard to Digivisio 2030, the focus of the program is on facilitating learning opportunities through shared digital platforms, leveraging artificial intelligence, and fostering a culture of continuous improvement. This aligns with the broader objective of equipping individuals and teams with tools and processes to enhance collaboration and operational efficiency. Familiarity with key aspects such as data integration, ethical use of digital tools, and networks for shared resources helps teams realign with Digivisio 2030. Capturing these elements enables the understanding needed to adapt a team's digital plan to the initiative's guidelines.
Developing and Updating the Digital Plan
Creation or revision of a digital plan is done collectively to ensure team objectives align with organizational goals. Digivisio 2030 emphasizes flexibility in digital planning and iterative development based on feedback and practical results. For instance, it may involve recognizing the need to add tools related to data analytics to improve decision-making or enhancing workflow using cloud collaboration platforms. This process entails identifying development needs, such as improving interoperability between systems or adopting innovative technologies to enhance user experience. Teams must critically evaluate their tools and practices to identify deficiencies or opportunities for growth.
Implementation of the Digital Plan
Applying a digital plan requires a full understanding of the steps and roles of each member. Digivisio 2030 underscores practical measures for realizing plans, including team training on new tools, adherence to ethical guidelines, and monitoring measurable outcomes. For example, transitioning to a unified digital platform requires training, feedback, and continuous support to ensure all team members are effective and confident in its use. An individual in this process plays a significant role as a facilitator or contributor, ensuring tasks align with organizational priorities and supporting team members to overcome challenges. This collaborative approach reflects Digivisio 2030's ethos of shared responsibilities toward collective growth.
Practical Insights and Challenges
Beyond mapping tools, describing development needs in a digital plan involves considerations of scalability, sustainability, and ethical concerns for the identified strategies. For instance, integrating AI-powered solutions must address privacy while ensuring inclusivity. Practical measures, such as piloting new tools and gathering user feedback, help refine the plan and align it with Digivisio's vision of accessible and high-quality digital solutions for all. Following these guidelines will enable organizations and teams to establish cohesive strategies that echo national goals, such as those outlined by Digivisio 2030, while addressing their unique needs and contexts.
A digital strategy like Digivisio 2030 underlines the need for a common vision and cooperation in digital transformation. Success, at both team and individual levels, involves aligning plans with this strategy, identifying development needs, and taking concrete steps toward implementation. Understanding their position within the broader framework allows meaningful contributions toward a future-proof digital ecosystem.
References
Digivisio 2030. (n.d.). Frontpage. Retrieved from https://digivisio2030.fi/en/frontpage/
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