Authors:
Nataliia Morze
;
Oksana Buinytska
;
Liliia Varchenko-Trotsenko
and
Tetiana Terletska
Affiliation:
Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine
Keyword(s):
Adaptive Learning, e-Learning, Microlearning, Students’ Needs, Moodle.
Abstract:
The article highlights the issues of designing a system for teacher digital competence development. The paper describes the research that resulted in the development and implementation of a differentiated system for digital professional development of university teachers at the Borys Grinchenko Kyiv University. The principle of system differentiation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organization of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the differentiated system are a diagnostic test and sets of mini courses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with t
he developed corporate standard of digital competence were applied in detail. The content of the levels is analyzed on the example of the levels Analyst-Researcher (A), Integrator (B1) and Expert (B2). For the levels Leader (C1) and Innovator (C2) the structure based on the formative assessment process is offered. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualized holistic picture of digital professional performance.
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