SECOND TASK.
The second task that we want to share with you is DIGCOMPEDU
Brief Task Description.
In this task, we had to explore how the principles outlined in DigCompEdu and the objectives of the CUTIE project can be applied to enhance student empowerment through digital technologies. By examining the specific competencies and practices detailed in the text, we will identify strategies for fostering accessibility, personalization, and active engagement in higher education.
Then we had to focus on one aspect of the DigCompEdu framework (in our case was empowering Learners but especially in the 3 different sub-areas, Accessibility and Inclusion, Differentiation and Personalisation, and the last one, Actively Engaging Learners). After choosing one, we had to create and design an action to improve this aspect of the framework, and we had to implement our planned action in the faculty to explain to the people that we saw the importance of integrating students' perspectives into the digital development of university teaching.
2. Final Product: Include the result of your work: file, image, video, presentation, comic, etc.
Links to our social media to see our work:
TikTok: https://www.tiktok.com/@grupitotopp_?_t=ZN-8wKX8GpJzbK&_r=1
Instagram: https://www.instagram.com/grupitotopp_?igsh=MXJwd3F4dXlyOWw3Zg==
Some photos:
3. Group Roles: Describe how the team organized the work. Mention who did what and what roles each person took on.
TRANSLATOR: PABLO
He had to look for 4 key concepts that were related to this activity. The geek component was social media. The methodological-pedagogical aspect was digital competence. One of the theoretical frameworks was Digcompedu and the other was media literacy.
SPOTTER: SILVIA
She had to review the concepts of the previous activity and include them in our blog and mind map.
STAR: ADRIANA
She was in charge of presenting the project to the people who were in the faculty. This is the link to the survey that we did to get feedback after the presentation of our task: https://surveys.questionpro.com/a/t/7BsO7yZ5Wdj
ANALYST: ROCIO
She had a conversation with an AI (in this case with ChatGPT), and she had to evaluate their groupmates.
FACILITATOR: NATALIA
4. Improved Analyst Report:
After finishing this task, we explored the DigCompEdu framework, but especially the concept of Empowering Learners. Our group decided to create different social media accounts to be more accessible to everyone and get to more people who may not be familiar with this, and for this reason, we want to be creative and innovative, and we create space for reflection and debates.
After some time with this account and trying to get to people, we realized that many people didn't know what DigCompEdu is, but thanks to our videos and debates, they are now more conscious about this topic. This is the reason why we simplified our explanation and tried to be dynamic by including some questions, examples...
Even though, thanks to this task, we realized that if we did this again, we’d choose a platform like Instagram that more people use daily, and we’d take advantage of features like live sessions or Q&As to create more interaction.
Connecting with all those people who helped us was an experience that we all want to repeat.
This project helped us to see how important it is to choose the correct tools, the correct way to implement, and to communicate clearly, and to make learning spaces inclusive.
a. How did you use the AI SELF-HELPER in your reflection process for this task?
Thanks to the AI SELF-HELPER, I can have a deep reflection, having all my ideas clear and organize, also as it gave me some personalized questions (which, being honest, I hadn't consider before) made me think critically about all the decisions that we made during this task and as a group.
b. What impact do you think it had on the depth or quality of your reflection?
For me, it had a really big impact. If I didn't have the AI to reflect, maybe my reflection would have been superficial. But as I had the AI helper, I was able to analyze my experience and understand the reason behind the choices that we made. It, for sure, made my reflection more complete.
c. Has your way of understanding what reflection means changed after using this tool? If so, how?
Yes, definitely. Before using the AI Self-helper, I thought that reflections were just a summary of what you have done and just gave some opinions. Now, after using it, I realize that true reflection involves questioning, connecting with the real experiences, and seeing future improvements.
d. Do you think you would use a similar tool in other tasks or subjects? Why or why not?
Yes, I want to use a similar tool in other tasks or subjects because it helped me in all aspects; it would be very useful for those tasks or subjects that require deep thinking, such as reflections.
5. Improved Glossary by the Translator: A refined version of the glossary with key terms used in the task.
After completing this task, we identified four key concepts that are essential to understanding the digital,
pedagogical, and theoretical underpinnings of our project.
These concepts are: Social Media, Digital Competence, the DigCompEdu Framework, and Media
Literacy.
Geek Component: Social Media
For the technological (“geek”) component, we selected Social Media—online platforms and technologies that enable users to create, share, and interact with content and
each other in a digital environment.
Social media platforms facilitate real-time communication, networking, and the exchange of information
in diverse formats such as text, images, videos, and live streams. They serve various functions, including
personal expression, marketing, education, community building, and news dissemination. Some of the
most popular platforms include Facebook, Instagram, X (formerly Twitter), LinkedIn, TikTok, and
YouTube.
In our project, social media played a vital role by enabling us to reflect upon and interact with diverse
audiences, thus amplifying the impact and visibility of our work through collaborative and public
engagement.
References:
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and
opportunities of social media. Business Horizons, 53(1), 59–68.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and
scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230.
These references provide a foundational understanding of the evolution, functions, and social
implications of digital platforms.
Methodological-Pedagogical Aspect: Digital Competence
As our pedagogical concept, we focused on Digital Competence, which refers to the set of skills, knowledge, and attitudes required to use digital technologies
effectively and responsibly.
Digital competence encompasses technical skills, critical thinking, problem-solving abilities, and ethical
awareness. It also includes the capacity to communicate, process information, and create content in
various digital formats while adapting to evolving digital environments. In our project, developing stop
motion content and interacting with online tools demonstrated our engagement with these competencies
in practice.
References:
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. JRC
Technical Reports, European Commission.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for
Citizens with eight proficiency levels and examples of use. European Commission.
These sources emphasize the importance of equipping learners and educators with the digital literacy
needed for active and informed participation in today’s society.
Theoretical Framework: DigCompEdu
One of the theoretical frameworks applied in our project is DigCompEdu (The Digital Competence Framework for Educators), developed by the European Commission.
DigCompEdu provides a comprehensive framework to support educators in integrating digital
technologies into their teaching practices. It outlines specific areas such as professional engagement,
digital resources, teaching and learning, assessment, and student empowerment. By using digital tools
like stop motion creation platforms and online collaboration systems, our project aligns with the
principles and objectives of this framework.
References:
Redecker, C. (2017). European Framework for the Digital Competence of Educators:
DigCompEdu. Publications Office of the European Union.
European Commission (2017). Digital Competence Framework for Educators
(DigCompEdu).
These frameworks highlight the evolving role of educators in digital contexts and the need for ongoing
development of digital teaching practices.
Theoretical Framework: Media Literacy
Another relevant theoretical concept is Media Literacy, which refers to the ability to access, analyze, evaluate, and create media in various formats.
Media literacy empowers individuals to critically engage with media content, understand its influence,
and become active participants in both digital and traditional media environments. Within our project,
the creation and dissemination of stop motion videos exemplified this concept by fostering critical
thinking, creativity, and meaningful communication across digital platforms.
References:
NAMLE (2021). Core Principles of Media Literacy Education. National Association for
Media Literacy Education.
UNESCO (2011). Media and Information Literacy: Curriculum for Teachers. United
Nations Educational, Scientific and Cultural Organization.
These resources support the idea that media literacy is essential for digital citizenship, helping learners
and educators navigate an increasingly complex information ecosystem.
6. Self-Evaluation: Each member: Give a score from 1 to 10 with a short justification. In THIS task
PABLO: I think that for this task I deserve an 8.75 because I did a good job and I helped the star in the development and explanation of the activity.
NATALIA: I think that in this task I put a lot of effort for organizing everyone in order to create our stand since we had a very short period of time for everything that we wanted to do, so overrall i think I did a good job, as a facilitator, leading the group to have the task on time and just how we imagined it. That is why i think I deserve a 9.
SILVIA: In this task, I was in charge of creating a Youtube video. This was hard work since it had to match and summarise the information given in all of the other videos. I believe that I put a lot of effort into it and it turned out good. From my perspective, I deserve a 9 since I ended up being the one who approached everyone on the street.
ADRIANA: I think that in this task I deserve a 8.5, I did my work on time and apart of doing my own part of the project, as a star I had to present it to different people.
ROCIO: As I was the analyst in this task, I think that I had a really big responsibility of evaluating all my group members, also, I had to have the conversation with the AI and reflect on the work that we, as a group, did. So for all these reasons I think I deserve 9,75 as I did everything on time, helped others, and try to have everything of the task done. But I consider that we can always improve something of our work.
7. Group score: One shared score from 1 to 10, with justification. (Please remember that a 5 means “everything was well done” – it's not a negative mark.)
We, as a group, think that the mark that we deserve in this task is a 7.5, because we think that altought we spend a lot of time planning thi activity and making all the material for it, we could have give more useful and meaning information on the videos since, we focused our attention to the theoretical part.
8. Pedagogical Reflection
- What can a real primary school teacher learn from this task?
- How could this activity be reused in a real classroom?
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