1. Competency framework for teachers Bremen Forum. April, 17 th and 18th 2008 Teresa Guasch, Ibis Alvarez & Anna Espasa Department of Psychology and Education. Open University of Catalonia.

2. The concept of competency?  The concept of competency is used in different ways (different studies, with different approaches)  We conceptualise competency as: Complex system of actions that integrates knowledge, practical skills, attitudes, value orientation, emotions and other social behavioural component that together can be mobilized for effective action. Socially situated competency  How do we understand training on competencies?

3. Functions/roles --- competencies--- tasks Setting out and defining FUNCTIONS/ ROLES of the university teacher in virtual learning environments Setting out and defining FUNCTIONS/ ROLES of the university teacher in virtual learning environments Identifying the COMPETENCIES called for by the defined functions Describing TASKS required by the teacher competencies and functions in virtual learning environments

4. Methodology  Participants: teachers trainers and teachers with experience on pedagogical use of ICT to teach in HE.  Discussion throught a platform during 15 days.  Online discussion about:.Which competencies do you identify that higher education teachers should have for teaching with ICT?.Which teaching and learning methodologies do you consider good experiences for the design of practices that favour the development of theses competencies?  The focus group let us design a questionnaire for the Delphi Method STEP 1: Net-based Focus group (simultaneously 8 net-based focus groups): 70 participants –from 16 universities.

5. Methodology STEP 2. Delphi Method: Group of experts. 78 European participants. Answered a questionnaire (designed from the focus group). Two rounds, with the aim of getting consensus about the next questions:  Current teacher functions for ICT supported teaching and learning.  The specific competences that demand new teacher’ functions.  Tasks or problems that teachers should make or face in ICT supported teaching and learning.  Teacher training needs to improve teaching with ICT in Higher Education.  Methodological criteria for design teacher training practice to improve the teachers’ competences for teaching with ICT in Higher Education and the pedagogical use of ICT.

6. Methodology STEP 2. Delphi Method: Group of experts. 78 European participants. Answered a questionnaire (designed from the focus group). Two rounds, with the aim of getting consensus about the next questions:  Current teacher functions for ICT supported teaching and learning.  The specific competences that demand new teacher’ functions.  Tasks or problems that teachers should make or face in ICT supported teaching and learning.  Teacher training needs to improve teaching with ICT in Higher Education.  Methodological criteria for design teacher training practice to improve the teachers’ competences for teaching with ICT in Higher Education and the pedagogical use of ICT.

7. SOME RESULTS

8. Results: Teacher’s roles in an online learning environment Social Role Designing/ Planning role Educational situation Pedagogical Role Management domain Technological domain

9. Results Social Role Designing/ Planning role Educational situation Pedagogical Role Management domain Technological domain Competences : -Use ICT tools to effectively assess students’ knowledge (to promote self-assessment; formative and summative assessment); - Support students acquisition of learning strategies; --…

10. Results Social Role Designing/ Planning role Educational situation Pedagogical Role Management domain Technological domain Competences : - Make decisions about methodologies appropiate to previous knowledge and experience of students -- To anticipate students’s problems in an assigment…

11. Results Social Role Designing/ Planning role Educational situation Pedagogical Role Management domain Technological domain Competences : - Positive and constructive feedback -Promote collaboration among students…

12. Results Social Role Designing/ Planning role Educational situation Pedagogical Role Management domain Technological domain Competences : -Be updated in new ICT pedagogical purposes; - Undestand the possibilities of ICT (its potencial and constrictions)…

13. Results Social Role Designing/ Planning role Educational situation Pedagogical Role Management domain Technological domain Competences - Manage the ICT teaching and learning process in a coordinated way - Manage different types of information from different sources

14. Cross cutting aspects  Teachers should work in a team with other professionals that give them support on the planning/design, technological and organisational tasks.  This means that teachers are fully in control of the learning process, but that they receive support from some teams depending on the teacher’s demand.

15. Competency framework for teachers Bremen Forum. April, 17 th and 18th 2008 Teresa Guasch, Ibis Alvarez & Anna Espasa tguaschp@uoc.edu Department of Psychology and Education. Open University of Catalonia.