Digital Creativity ENhanced in Teacher education Erasmus Project

Project Title

Digital Creativity ENhanced in Teacher education

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; ICT – new technologies – digital competences; Pedagogy and didactics

Project Summary

Project summaryThe main goal of the DoCENT project, coordinated by UNINA, was to enhance digital creativity in ITE, through the development, the implementation, the validation and the dissemination of an innovative model to guide teacher educators (and teachers) in applying digital creative teaching practices. According to this aim, the DoCENT project created a model composed by four outputs, linked together starting from the common theoretical base (pedagogical framework) built as a first phase of the project. Namely, (in four European languages and available under Creative Commons):O1- Pedagogical framework O2- MoocO3- Serious gameO4 – Guidelines for practitioners and policy makersStarting from the development phase of DoCENT, the first effort of the consortium, was to put a stake in the ground about the concept of digital creativity in educational context, trying to define it as an activity of individuals mediated by digital technologies, with certain characteristics, that are valuable for learning. UB, having the leading role in this effort, conducted an overview of the EU policies on the integration of digital creative technologies in ITE. Moreover, there was a focus in national level, namely in Italy, Spain and Greece with the contribution of UNINA and NKUA.This framework was reviewed, refined and validated through a consultation process in national level; three consultation workshops were conducted, in Italy, Spain and Greece, following the methodology that FORTH proposed, where the prototype framework was reviewed by a community of educational experts in the domain of digital technology and teacher education (teacher educators, policy makers and practitioners). By the feedback of these consultation workshops, the DoCENT competence framework was developed, which was the basis of the project’s next steps. In parallel, with EUF having the leading role, the criteria and procedures to evaluate the acquisition of digital creative teaching competences by pre-service and in-service teachers in line with the DoCENT framework, were documented. The aim was to define the characteristics of an International Professional Certification Program on this domain.After the phase of designing the theoretical basis on which the implementation would take place, the next step was to produce the educational material that should be used in a series of teachers’ and teacher educators’ workshops. On the one hand the aim was to create a training curriculum, as well as the material (a set of OER/training modules) to support its training goals. In this effort UNINA had the leading role. With the contribution of all partners, and with the technical support of FEDERICA , the DoCENT MOOC was created. The construction of the Mooc was a participatory work, of full co-creation between the partners and with the te. Not only the contents were produced according to the skills of each partner, but also the technical aspects (videorecording) were treated with the utmost homogeneity, the professional manner (see third additional meeting). The Mooc was then monitored, discussed and improved in a participatory manner during the multipiers events.The third element of the DoCENT Model is constitued by the DoCENT Serious Game. This output was led by Smarted srl, being the the technological partner and able to design, develop and implement under a technical aspect the APP of the project. All the Partenrs supported the implementation, in particular UNINA led th O3/A3 Development of Adaptive Tutoring Module for the Serious Game, supporting the creation of artificial and adaptive tutoring for an autonomous and ubiquitous learning. This task was crucial because it strongly relates with the IO1 and DoCENT Competence Framework.The final output was related to the end-product of IO4, that was the creation of a handbook (in four European languages and available under Creative Commons) that addresses to EU’s educational practitioners and policy makers, providing them these guidelines, practical examples, and policy recommendations. Nonetheless, the handbook addresses not only to educators, educational policy makers and teachers, but to anyone interested in the development of digital creative path in teacher education. So, to serve this purpose, it is written terminology-free.The entire project was evaluated by FORTH in activity monitoring, with critical suggestions and the creation of ad hoc tools.Dissemination, coordinated by EUF, took place, in addition to the multiplier events, through scientific and informative channels, and social media coverage. All outputs have a high potential for exploitation, as reported in the dissemination and exploitation report, given their open and shared nature and thanks to the availability of the partners (even local ones like Federica) to keep the project active with updates already planned and maintenance online of the Mooc and the Game.

EU Grant (Eur)

Funding of the project from EU: 296752 Eur

Project Coordinator

UNIVERSITA DEGLI STUDI DI NAPOLI FEDERICO II & Country: IT

Project Partners

• SMARTED SRL
• CreaTIC Academy S.L.
• ETHNIKO KAI KAPODISTRIAKO PANEPISTIMIO ATHINON
• IDRYMA TECHNOLOGIAS KAI EREVNAS
• UNIVERSITAT DE BARCELONA
• EUROPEAN UNIVERSITY FOUNDATION-CAMPUS EUROPAE