IDEAL FUTURE Work Package 3 Pedagogical Model

8 The competency-based approach (CBE) has been identified as a way of addressing the emerging 21 st century skills deficit (Surr & Redding, 2016). By offering a broad set of core competencies comprising of professional learning participants demonstrate a wide range of discipline specific and transversal skills. Emphasis is not on seat time or didactic hours but on the application of learning (Kelchen, 2015) CBE is seen as a flexible form of learning that balances flexibility with structure. It allows learners to become autonomous learners, they decide how they would like to acquire and demonstrate the application of the learning associated with each competence (that is within a structure or frame). It offers a personalised self-paced methodology (Le et al, 2014; Surr & Rasumussen, 2015). It not only offers flexibility in delivery of content but also the learning activities and assessment the learner engages in. Therefore, it aligns closely with all three UDL (Universal Design for LEArning) principles discussed in previous modules. Furthermore, it emphasises the multimodality of learning recommending a combination of instruction, peer learning, evidence based, applied and self- regulated learning (DeLorenzo et al, 2009). This adopts an integrated approach to education in that the focus is on not just skills but knowledge and application of such. The competency framework provides a guide to allow the participant to self- assess their mastery at a specific competency and make choices about the content which they learn and how to apply it opening dialog between educators and students. Providing competency models for professional learning can offer a structure to provided informed choice to participants of what they need to learn and how can apply Furthermore, Digitalisierung, 2017 highlights that ‘ competency tests and follow up preparatory courses can identify gaps in knowledge among prospective students before the course begins and help the to close these gaps.’ This empowers individuals to take ownership of their learning and competency level - availing of open resources to ensure equitable access to education and facilitating informal and self-directed learning. In the IDEAL Future WP2 report on challenges regarding leading digital learning, it was noted that there are disparate digital skills levels between teachers. This aligns to Van Dijk, 2005 digital divide schema who argues that the potential for exclusion occurs at four levels of access – Phase 1: Motivation, attitude, intention, and social support access; Phase 2 Physical access; Phase 3 skills access and Phase 4 Usage access (different ways in which the individual can use and apply the technology). Consideration of all four phases of access be integrated into competency frameworks ad so digital competency frameworks need to be structured in terms of both design and delivery to reflect social divisions. For example, it is not enough for one to have the digital skills to develop multimodal content, they must consider the users motivation to access, how the user may access such content based on their social context, so access is equal. (Antheron et al, 2019 3 ) By incorporating these into competency frameworks it ensures that digital practice is equitable and contextual. This also ensures that frameworks align to the post digital environment and that it is human rather than technic centred. Many of the proposed competence frameworks are matrix based in which there is a skill, piece of knowledge or attitude listed and associated with this is a continuum of levels these can based on proficiency of use, increased user independents, or increased criticality. 3 UNESCO (n.d.) Digital competence frameworks for teachers, learners and citizens