The SELFIE Pedagogical Innovation Assistant Toolkit (or SELFIE PTK) is designed to enhance the digital capacity of schools by helping them make constructive use of the outcome from their specific SELFIE self-reflection process. The ultimate aim is to provide each school with guidance and support in interpreting its SELFIE self-reflection results, prioritizing aspects for action, and - in particular - designing, implementing, evaluating, and refining a pedagogical innovation action plan. In this way, the SELFIE PTK should help the school address its specific needs as part of the general effort to embed digital technologies into teaching and learning. This second version of the SELFIE PTK described in this document (Deliverable 3.2 - SELFIE Pedagogical Innovation Assistant Toolkit Version 2), is the result of a careful design and development process carried out by two SHERPA project partners: the Cyprus Pedagogical Institute (CPI) and the Italian Research Council's Institute for Education Technology (CNR-ITD). It is based on an initial draft version, SELFIE PTK Version 1, developed in early 2020 by CNR-ITD and CPI, and described in SHERPA Deliverable 3.1 - SELFIE Pedagogical Innovation Assistant Toolkit Version 1. In addition, this document was further informed by insights, gained from the online SELFIE PTK Validation Workshop held in October 2020 (see Deliverable 4.2 - SELFIE Pedagogical Innovation Assistant Toolkit V1 Evaluation Report) in which a group of leading digital education experts located in various European Member States, including representatives from the European Commission (EC), investigated the SELFIE PTK V1's perceived usefulness (fit for purpose and ease of use) and perceived employability (applicability, adaptability, and integrability). This expert input has been taken on board in an effort to ensure that SELFIE PTK becomes a sound, functional and extensible support service responding to different end-user needs in a variety of Member State contexts. In particular, it has provided invaluable guidance for shaping and developing the SELFIE PTK 's functional Scaffolding Dimension, which represents the essential core of this deliverable. This deliverable presents an operationalizable English-language reference version of the SELFIE PTK itself. The intended audience of this document is schools that have used the SELFIE tool, however, others, such as school networks, local or regional education authorities, may also benefit from information included in this document. An extract of this document, and to be more specific, sections "About the SELFIE PTK" and "Using the SELFIE PTK", together with "Appendix A: SELFIE Tool and SELFIE School Report" and "Appendix B: Additional Support for SELFIE PTK Steps", will be released as a pilot version of the SELFIE PTK. This pilot version will be translated into the four SHERPA-partner languages, localised per country (with some adaptations to reflect on the characteristics of each piloting country), and used during the pilot phase. To this end (when compared with D3.1), the language of this deliverable has been simplified and the text has been reduced to essential information more suitable to the target audience. Readers interested in learning about the nature, purpose, and background of the SELFIE PTK, as well as its conceptual/design foundations and development process, can consult the explanatory overview document (Bocconi et al., 2020). More detail on each of the undertaken facets of the SELFIE PTK can be found in SHERPA Deliverable 3.1. To further support schools, a web-based environment has also been developed. The web-based environment consists of two main parts: a private dashboard and a public website. The dashboard will provide a private space for piloting schools to develop their action plan, find resources and communicate with other schools, while the public website will serve as a public space, available in 4 different languages, with information regarding the SELFIE PTK and a place for schools to showcase their actions. The pilot version of the SELFIE PTK will be available for schools to download in a pdf format or as an online document through the SELFIE PTK web-based environment. This deliverable begins by providing a general overview of the SELFIE PTK. The following section describes how the SELFIE PTK could be put into action by schools, providing detailed step-by-step guidelines for schools to follow. The last section outlines the next steps to be taken. The appendices section provides (a) a detailed description of the SELFIE tool; (b) additional support for SELFIE PTK steps; and (c) the user requirements and system specifications for the design and development of the SELFIE PTK portal.
SHERPA Deliverable D3.2 - SELFIE Pedagogical Innovation Assistant Toolkit version 2
2021
Abstract
The SELFIE Pedagogical Innovation Assistant Toolkit (or SELFIE PTK) is designed to enhance the digital capacity of schools by helping them make constructive use of the outcome from their specific SELFIE self-reflection process. The ultimate aim is to provide each school with guidance and support in interpreting its SELFIE self-reflection results, prioritizing aspects for action, and - in particular - designing, implementing, evaluating, and refining a pedagogical innovation action plan. In this way, the SELFIE PTK should help the school address its specific needs as part of the general effort to embed digital technologies into teaching and learning. This second version of the SELFIE PTK described in this document (Deliverable 3.2 - SELFIE Pedagogical Innovation Assistant Toolkit Version 2), is the result of a careful design and development process carried out by two SHERPA project partners: the Cyprus Pedagogical Institute (CPI) and the Italian Research Council's Institute for Education Technology (CNR-ITD). It is based on an initial draft version, SELFIE PTK Version 1, developed in early 2020 by CNR-ITD and CPI, and described in SHERPA Deliverable 3.1 - SELFIE Pedagogical Innovation Assistant Toolkit Version 1. In addition, this document was further informed by insights, gained from the online SELFIE PTK Validation Workshop held in October 2020 (see Deliverable 4.2 - SELFIE Pedagogical Innovation Assistant Toolkit V1 Evaluation Report) in which a group of leading digital education experts located in various European Member States, including representatives from the European Commission (EC), investigated the SELFIE PTK V1's perceived usefulness (fit for purpose and ease of use) and perceived employability (applicability, adaptability, and integrability). This expert input has been taken on board in an effort to ensure that SELFIE PTK becomes a sound, functional and extensible support service responding to different end-user needs in a variety of Member State contexts. In particular, it has provided invaluable guidance for shaping and developing the SELFIE PTK 's functional Scaffolding Dimension, which represents the essential core of this deliverable. This deliverable presents an operationalizable English-language reference version of the SELFIE PTK itself. The intended audience of this document is schools that have used the SELFIE tool, however, others, such as school networks, local or regional education authorities, may also benefit from information included in this document. An extract of this document, and to be more specific, sections "About the SELFIE PTK" and "Using the SELFIE PTK", together with "Appendix A: SELFIE Tool and SELFIE School Report" and "Appendix B: Additional Support for SELFIE PTK Steps", will be released as a pilot version of the SELFIE PTK. This pilot version will be translated into the four SHERPA-partner languages, localised per country (with some adaptations to reflect on the characteristics of each piloting country), and used during the pilot phase. To this end (when compared with D3.1), the language of this deliverable has been simplified and the text has been reduced to essential information more suitable to the target audience. Readers interested in learning about the nature, purpose, and background of the SELFIE PTK, as well as its conceptual/design foundations and development process, can consult the explanatory overview document (Bocconi et al., 2020). More detail on each of the undertaken facets of the SELFIE PTK can be found in SHERPA Deliverable 3.1. To further support schools, a web-based environment has also been developed. The web-based environment consists of two main parts: a private dashboard and a public website. The dashboard will provide a private space for piloting schools to develop their action plan, find resources and communicate with other schools, while the public website will serve as a public space, available in 4 different languages, with information regarding the SELFIE PTK and a place for schools to showcase their actions. The pilot version of the SELFIE PTK will be available for schools to download in a pdf format or as an online document through the SELFIE PTK web-based environment. This deliverable begins by providing a general overview of the SELFIE PTK. The following section describes how the SELFIE PTK could be put into action by schools, providing detailed step-by-step guidelines for schools to follow. The last section outlines the next steps to be taken. The appendices section provides (a) a detailed description of the SELFIE tool; (b) additional support for SELFIE PTK steps; and (c) the user requirements and system specifications for the design and development of the SELFIE PTK portal.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
