Competence Framework for AR

Specifying the skills educators need for pedagogical application of AR.

The European strategic partnership iPEAR adapted the European framework for educators’ digital competence DigCompEdu for AR. By doing so, the DigCompEdu was an inspirational site and not a basis of correlation. According to DigCompEdu, educators need more training in 6 Areas:

• 1) Professional Engagement – as the competence to use digital technologies (AR) to enhance teaching and professional development training with colleagues, students, and other interested parties.
• 2) Digital and Visual Resources – the competence to identify good educational resources and modify, create, and share digital resources that fit their learning objectives, student group, and teaching style, such as video, Infogrames, 3D models, etc., that fit their learning objectives, student group, and teaching style. At the same time, they must be aware of how to responsibly use and manage digital content and respect ethics, copyright rules and personal data regulations.
• 3) Immersive Teaching and Learning – as the competence to adapt to immersive AR technologies framework is designing, planning, and implementing digital technologies in the different stages of the teaching and learning process. However, when doing this, the aim must be to shift the lesson’s focus from teacher-led to student-centred approaches.
• 4) Assessment as the competence to use immersive technologies to enhance existing assessment strategies and assess experiential learning. Additionally, educators can offer more targeted feedback and support by analysing the wealth of (digital) data on individual students’
  (inter-)actions.
• 5) Empowering Learners as the competence to let learners identify digital and immersive technologies to boost students’ active involvement and creativity in the learning process and their ownership of it. Digital technologies can also offer learning activities adapted to each student’s level of competence, interests, and learning needs. At the same time, attention must be taken not to exacerbate existing inequalities (e.g., access to digital technologies) and ensure accessibility for all students, including those with learning challenges.
• 6) Facilitating Learners’ Digital Competence and Visual Literacy – as the competence to promote students’ digital competence and visual literacy from a technology-enhanced learning perspective.

The iPEAR framework extends the European framework of digital competencies for educators. Each of the extended components focuses on enabling technology-enhanced learning approaches and, thus, both the digital AR skills and the pedagogical competencies.

The framework was reviewed by educators/ instructional designers from different European countries who offered feedback. At this point, we need to wholeheartedly thank the reviewers of Parts 4 and 5 for the constructive feedback:

• 1) Dr Jenny Pange, Director of Laboratory of New Technologies and Distance Learning, Dean of School of Education, University of Ioannina, Greece;
• 2) Professor Sonia Rodriguez Cano, University of Burgos, Spain;
• 3) Professor Salvador Sanchez-Alonso, University of Alcala, Spain;
• 4) Professor Lucília Santos, University of Aveiro, Portugal;
• 5) Professor Alfredo Soeiro, Universidade do Porto, Portugal.

Online Competence Assessment Tool for AR

Adapting the DigcompEDU survey to AR and immersive technologies.

The iPEAR project developed an online tool for assessing the generic digital competencies in AR as adapted from DigCompEdu. The project supports the European skills frameworks, the “Digital Skills Framework” and the “Digital Competence Framework for Educators (DigCompEdu), by extending them into a framework for specific skills educators need to integrate AR in their teaching.

Immersive technologies and augmented reality focus on digital skills – visual (immersive) media – and the awareness of visual literacies (theories and competencies) for teaching and learning.

The online assessment tool allows educators to evaluate their skills and get recommendations on which skills to improve. Additionally, educators can find information about educational AR tools and peer learning pedagogical strategies in i-pear.eu/resources. The tool assists educators in reflecting on their educational praxis in 6 areas similar to the European Framework for the Digital Competence of Educators concerning immersive technologies and visual literacies:

• Professional Engagement
• Digital and Visual Resources
• Immersive Teaching and Learning
• Assessment
• Empowering Learners
• Facilitating Learners’ Digital Competence and Visual Literacies

Proficiency levels in immersive technologies

In general, the following characterizations apply to the different competence stages: Self-description

Newcomer (A1): Newcomers are aware of the potential of immersive (AR and VR) technologies and visual approaches for enhancing pedagogical and professional practice. However, they have had minimal contact with these technologies. Newcomers need guidance and encouragement to expand their repertoire and improve their digital competence in the pedagogical realm.

Explorer (A2): Explorers are aware of the potential of immersive technologies and visual/experiential approaches and are interested in exploring them to enhance pedagogical and professional practice. They have started using these technologies in some areas of digital competence without following a comprehensive or consistent approach. Explorers need encouragement, insight, and inspiration, e.g., through the example and guidance of colleagues embedded in a collaborative exchange of practices.

Integrator (B1): Integrators experiment with immersive experiential technologies in various contexts and for various purposes, integrating them into many practices. They creatively use them to enhance diverse aspects of their professional Engagement. They are eager to expand their repertoire of approaches. However, they are still working on understanding which tools work best in situations and fitting digital technologies to pedagogic strategies and methods. Integrators need more time for experimentation and reflection, complemented by collaborative encouragement and knowledge exchange to become Experts.

Expert (B2): Experts confidently, creatively, and critically use various immersive technologies to enhance their professional activities. They purposefully select digital technologies for different situations and try to understand the benefits and drawbacks of different digital strategies or ethics. They are curious and open to new ideas, knowing that there are many things they have not tried out yet. They use experimentation to expand, structure and consolidate their repertoire of strategies. Experts are the backbone of any educational organisation regarding innovative practice.

Leader (C1) or Pioneer (C2): Leaders have a consistent and comprehensive approach to using immersive technologies to enhance pedagogic and professional practices. They rely on a broad repertoire of digital strategies from which they know how to choose the most appropriate for any given situation. They continuously reflect on and further develop their practices. Exchanging with peers, they keep updated on new developments and ideas. They are a source of inspiration for others who pass on their expertise. Pioneers question the adequacy of contemporary digital, immersive, and pedagogical practices, of which they are leaders. They are concerned about the constraints or drawbacks of these practices and are driven by the impulse to innovate education even further. Pioneers experiment with highly innovative and complex digital technologies and/ or develop novel pedagogical approaches. Pioneers are a unique and rare species. They lead innovation and are a role model for younger teachers.

The iPEAR self-assessment tool is based on the European Digital Competence Framework for Educators (DigCompEdu). DigCompEdu sets out 22 competencies organised in six Areas. The competencies are explained at six proficiency levels (A1, A2, B1, B2, C1, C2). The focus of the adopted framework is to support and encourage teachers to use visual media and immersive tools to enhance and innovate education. So does the iPEAR tool. It allows educators to reflect on their strengths and weaknesses in using digital and immersive technologies in education. It offers a self-assessment against six areas adapted from DigCompEdu.

Current Digital Competence Level

How do you currently assess your digital competence as an educator? Assign a level of competence from A1 to C2, where A1 is the lowest and C2 is the highest level.

I am probably a(n)

• Newcomer (A1)
• Explorer (A2)
• Integrator (B1)
• Expert (B2)
• Leader (C1) & Pioneer (C2)

Area 1: Professional Engagement in general

Educators’ digital competence is expressed in their ability to use digital technologies to enhance teaching and professional interactions with colleagues, students, parents, and other interested parties. This is the focus of Area 1.

Please choose the option that best reflects your current practice.

Development of digital teaching skills: I actively develop my digital teaching skills in immersive technologies such as AR.

• I rarely have the time to work on my digital teaching skills.
• I improve my skills through experimentation and reflection.
• I use various resources or training to develop my digital teaching skills.
• I discuss with peers how to use digital technologies and improve educational practice.
• I help colleagues develop digital teaching strategies.

Online training: I participate in online training opportunities, e.g., online courses, MOOCs, and webinars, to learn about AR…

• This is a new area that I have not yet considered.
• Not yet, but I am interested.
• I have participated in online training once or twice.
• I have tried out various online training opportunities.
• I frequently participate in all kinds of online training.

Area 2: Digital and Visual Resources-Literacies

One of the critical competencies any educator needs to develop is identifying good educational resources and modifying, creating, and sharing digital resources such as videos, Infogrames, etc., that fit their learning objectives, student group, and teaching style. At the same time, they must be aware of how to responsibly use and manage digital content, respect copyright rules, and protect personal data. These issues are at the heart of Area 2. Please choose the option that best reflects your current practice.

Modification of visual resources: I create digital visual resources and modify existing ones to adapt them to my needs.

• I do not use visual resources.
• I use ready-made visual resources for my courses and presentations.
• I create my own visual resources: photos, infographics, and comics.
• I create immersive 3D videos for my courses.
• I create and modify complex interactive resources such as AR tools.

Sensitive Data: I protect visual content, copyrights, and personal data protection restrictions.

• I do not need to do that because the University takes care of this.
• I avoid storing personal data electronically.
• I protect some personal data and copyrights, e.g., photos, videos, and texts.
• I password-protect files with personal data.
• I comprehensively protect personal data and respect ethics and copyrights, e.g., combining hard-to-guess passwords with encryption and frequent software updates.

Area 3: Immersive Teaching and Learning

The most fundamental competence of DigCompEdu, adapted for the immersive technologies’ framework, is designing, planning, and implementing digital technologies in the different stages of the teaching and learning process. However, when doing this, the aim must be to shift the lesson’s focus from teacher-led to student-centred approaches.

This is the real power of digital technologies and the focus of Area 3.

Please choose the option that best reflects your current practice.

Value creation: I carefully consider how, when, and why digital technologies are used in class to ensure that they are used with an added value linked to learning theories.

• I do not or only rarely use technology in class.
• I primarily use available equipment, e.g., digital whiteboards or projectors.
• I use a variety of digital strategies in my teaching.
• I use digital tools to enhance teaching- immersive AR or VR learning occasionally systematically.
• I use digital tools to implement innovative pedagogy strategies and immersive experiences.

Digital technologies in group work: When my students work in teams, they use digital technologies such as AR apps.

• My students do not work in teams.
• I can’t integrate digital technologies into group work.
• I encourage students in groups to search for information or visual resources online and critically reflect on them.
• I require my students to work in teams to use the internet to find resources and visuals to present their results in digital format.
• My students exchange evidence, content and interpretations and jointly create knowledge in collaborative online spaces.

Area 4: Assessment

Immersive technologies can enhance existing assessment strategies and give new and better assessment methods. Additionally, educators can offer more targeted feedback and support by analysing the wealth of (digital) data available on individual students’ (inter-)actions.

Area 4 addresses this shift in assessment strategies. Please choose the option that best reflects your current practice feedback: I use digital technologies to provide effective feedback.

• Feedback is not necessary for my work environment.
• I provide feedback to students, but not in digital form.
• Sometimes, I use digital ways of providing feedback, e.g., automatic scores in online quizzes, comments, or ‘likes’ in online environments.
• I use a variety of ways to provide feedback. I systematically use digital visual methods to provide feedback or guidelines for students to provide feedback.

Area 5: Empowering Learners

One of the key strengths of digital and immersive technologies in education is their potential to boost students’ active involvement in learning and ownership. Digital technologies can also offer learning activities adapted to each student’s level of competence, interests, and learning needs. At the same time, however, care must be taken not to exacerbate existing inequalities (e.g., access to digital technologies) and ensure accessibility for all students, including those with special learning needs. Area 5 tackles these issues. Please choose the option that best reflects your current practice.

Addressing digital problems: I address potential digital issues and visual ethics when creating student assignments. E.g., equal access to digital devices and resources, interoperability and conversion problems, ethics, and lack of digital skills.

• I do create digital visual assignments.
• My students do not have problems with using digital tools.
• I adapt the task to minimise difficulties. I discuss possible obstacles with students and outline solutions.
• I allow for variety, e.g. I adjust the task and discuss the solutions, ethical considerations or new tools and visual approaches to provide alternative ways for completing the tasks.

Personal Learning Opportunities: AR technologies offer students personalised learning opportunities. E.g., I give different students different digital tasks to address individual learning needs, preferences and interests.

• In my work environment, all students must do the same activities, irrespective of their level.
• I do provide students with recommendations for additional resources, especially visual ones.
• I offer optional digital activities for those who are advanced or lagging behind.
• Whenever possible, I use digital technologies to offer differentiated learning opportunities.
• I systematically adapt my teaching to link to students’ individual learning needs, preferences and interests.

Active participation: I use digital technology and AR for students to actively participate in class and online.

• It is impossible to involve students in class actively or online in my work environment.
• I do involve students actively, but not with digital visual technologies.
• When instructing, I use motivational stimuli, e.g. videos, animation, and cartoons, to link them to learning objectives.
• My students engage with digital media in class and online. E.g. gaming, video conferences, and quizzes.
• My students systematically use digital technologies to investigate, discuss, learn new tools and create knowledge.

Area 6: Facilitating Learners’ Digital Competence and Visual Literacies

Promoting students’ digital competence and visual literacies is integral to educators’’ digital competence at Area 6. Please choose the option that best reflects your current practice.

Creation of digital visual content: I set up assignments that require students to create digitally visual content, e.g. videos, photos, Infogrames, and 3D models.

• This is not possible in my field of studies or work environment.
• This is difficult to implement with my students.
• Sometimes, as a fun activity.
• This is an integral part of their learning, and I systematically increase the difficulty level to further develop visual content and digital skills.
• I give them choices of tools and assignments that match different learning styles.

Safe and responsible behaviour: I teach my students how to ethically create, use and share visual resources online and offline.

• This is not possible in my field of studies or work environment.
• I inform them that they must be careful with visual copyrights and personal information online.
• I explain the basic rules of using visual content critically and sharing it responsibly.
• We discuss and agree on rules for using visuals.
• I systematically develop my students’ critical visual use of social practices in different digital environments we use.
• I encourage discussions about the safe, social or ethical use of digital tools to form a multidisciplinary perspective.