IDEAL FUTURE Work Package 3 Pedagogical Model

31 Figure 12: Pedagogical framework for IDEAL Future Regarding the learning activities common to all actors is the prevalence of formal learning, however depending on the level of proficiency the number of these may vary, for example for knowledge awareness these may be more directed than at leadership level. Furthermore, the modality of such formal activities can range from face to face, synchronous or asynchronous. Reflection is also a shared learning activity between levels, reflection can be collective or individual and aids the questioning of beliefs, attitudes and subjective norms that are often associated with resistance to change. 8 9 Although the role of reflection activities was ubiquitous across the literature it was not described within the interviews, however beliefs and mindset were deemed as significant barriers regarding leading digital learning in work package 2. Furthermore, participants spoke of the need for professional learning to build confidence and so reflection is critical to this. The next level considers the level of proficiency of the participants, these again are derived from the levels of proficiency outlined in many of the competency models now available. Due to the complex non-linear nature of professional learning, it was decided to consolidate the DigcompEdu framework into three proficiency levels, the individual actors can move between activities at each level. These are knowledge awareness; knowledge deepening and leadership. These were discussed within the ILR report, Professional learning approaches that support digital transformation, enable change or impact practice: An integrated literature review (see table 4 below). 8 Davis, F.D., 1989. Technology acceptance model: TAM. Al-Suqri, MN, Al-Aufi, AS: Information Seeking Behavior and Technology Adoption , 205 , p.219. 9 Ajzen, I., 1991. The theory of planned behaviour. Organizational behaviour and human decision processes , 50 (2), pp.179- 211.