In line with further development of the Framework of Digital Creative Teaching Competences, the focus group workshops were organized in Greece, Itatly and Spain with an aim to gather educational experts’ and practicioners’ perspectives on the different clusters and components of the competence framework.
NKUA (Greece), UNINA (Italy) and UB (Spain) were responsible for organizing and hosting their workshop, presenting the addressed topics, facilitating activities and discussions, as well as collecting and reporting results. FORTH provided a guidelines document for guiding partners in planning their workshops, following a homogenous basis.
The events included educational experts from the academic/educational research sector, policy makers and innovative teachers with a high level of experience in digital education. Participants were carefully recruited, so to gather a heterogeneous group of teachers from different levels and disciplines.
In order to evaluate the framework from an academic perspective, we performed an expert validation with a creativity researcher, Dr. Simone Ritter, Assistant Professor at the Department of Behaviour Change and Well-Being at Radboud University Nijmegen (Netherlands). She performs behavioral, virtual reality, and neuroscientific research to broaden our understanding of the creative process and to enhance creative thinking. Her research on creativity has led to high impact scientific publications, and has been discussed in international newspapers, radio-programs and magazines. In 2014, Simone was awarded a NWO Veni grant with her project titled ‘What a Great Idea! Understanding and Improving the Selection of Creative Ideas’.
Refinement of the Framework
The workshop’s participants positively valued the differents elements of the competence framework, and shared the criteria used by the DoCENT team to include the most relevant competences. To them, it reflects important aspects of creative teaching practices (e.g., the teacher’s role of mediator, reflexive teaching practices, the promotion of students’ intrinsic motivation, metacognition, self-learning and risk taking behaviours). They particularly liked that it relates to the different steps pedagogical design, application and evaluation, instead of focusing only on the teaching activities at stake in the classroom. They also liked that it actively involves students in the learning activities, including knowledge construction and evaluation. It considers the different actors of the educational community, as well as promote their participation in learning communities. In addition, participants provided some reccomendations for improving the framework and we have included the suggestions emerged in the consultation workshops and the expert validation to improve the existing framework and the feedback gathered will be of great help to finalise the material.