Digitale kompetencer og digital problemløsning: børn, unge og voksne skal være forberedt på det digitaliserede samfund

02.11.18

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Med Nordplus Fokus i 2019 og 2020 sætter Nordplus fokus på at styrke elevers, studerendes og voksnes digitale kompetencer og færdigheder til digital problemløsning. Dette Fokus gælder for alle Nordplus programmer og alle sektorer.

Den digitale udvikling påvirker alle dele af samfundet, både som fællesskab og individuelt, og den skaber nye og spændende muligheder, men medfører også nye udfordringer. Den digitale udvikling gør det i dag muligt at samle og dele store mængder af data, hvilket samtidig stiller høje krav til data-sikkerhed og kræver stor bevidsthed om anvendelse og spredning information. Markeder globaliseres i højt tempo og virksomheder indretter deres organisation, og alle – ung som gammel – må tilpasse sig og blive både kompetente brugere og kritiske forbrugere af den digitale teknologi. Samtidig føjer udviklingen af kunstig intelligens nye dimensioner til forståelsen af automatisering.

Uddannelserne spille en vigtig rolle I at forberede børn, unge og voksne på mulighederne og udfordringerne i det stadigt mere digitaliseret samfund.

Fokus på elevernes, de studerendes og de voksnes kompetencer

Med Nordplus Fokus sættes specifikt fokus på elevernes, de studerendes og de voksnes digitale kompetencer, frem for på inddragelsen af digitale redskaber i undervisningen og formidlingen af uddannelse på digitale platforme.

Til dette hører både viden om de samfundsmæssige konsekvenser af digitaliseringen, fx i form af hvordan digitaliseringen påvirker den enkelte, de sociale relationer og samfundet generelt, digital dannelse og helt konkrete digitale kompetencer for brug af digitale redskaber, programmering og kodning og udvikling af digitale løsninger på reelle problemstillinger samt digital kommunikation og samarbejde.

Begrebet Digital Problemløsning eller “Computational thinking” afspejler den nyeste tilgang til digitale kompetencer, og sigter specifikt til den tænkning, der ligger i at kunne formulere et problem og udtrykke dets løsning på en sådan måde, at en computer kan udføre den. Og i denne tilgang peges på fire nøglekompetencer eller nøglefærdigheder: nedbrydning et problem i mindre, håndterbare dele, identifikation af mønstre, uddragelse af principper bag mønstre og design af algoritmer.

Med til Nordplus Fokus hører også læreruddannelsen og de pædagogiske og didaktiske aspekter ved undervisning og uddannelse i digital teknologi, hvad enten undervisningen integreres i de eksisterende fag og emner eller introduceres som et nyt fag eller udmøntes som en tværfaglig strategi.

Relevant for alle sektor og Nordplus programmer

Nordplus Fokus om digitale kompetencer følger op de initiativer, der er taget de seneste år i de Nordiske lande og som sigter på at integrere digitale kompetencer i de nationale læseplaner for grundskolen.

I Nordplus gælder dette fokus også for de øvrige sektorer. Inden for mange af de videregående uddannelser vil det på same måde være relevant at sætte fokus på digitale kompetencer for de studerende, ikke blot i relation til de IKT-relaterede uddannelser, men også i relation til læreruddannelserne og andre uddannelser.

For voksenuddannelsesområdet er målet at sikre ansatte basale færdigheder med anvendelsen af digitale redskaber og medier som anvendes i forbindelse med udførelsen af praktiske arbejdsopga­ver i de forskellige brancher. Og mere generelt skal voksenuddannelserne sikre voksnes dømme­kraft som reflekteret brugere af digitale værktøjer, herunder også digital dannelse og grundlæggen­de IT-sikkerhed. Det vil derfor være relevant at Nordplus Fokus i relation til eksempelvis almen vok­sen­uddannelse på grundskoleniveau, inden for efter- og videreuddannelses­området samt inden for folkeoplysningen. Og også på dagpleje og daginstitutionsområdet vil digitaliseringstemaet kunne inddrages.

Initiativerne kan søges inden for alle Nordplus programmer, og det er på til ansøgerne at fastlægge nærmere den måde de vil arbejde med emnet på alt efter målgruppe, behov, sektor og specifikke uddannelsesmæssige sammenhæng mv.

Rapporter om uddannelse og undervisning i digitalisering og digital problemløsning (computational thinking)

Her finder du rapporter om digitale kompetencer uddannelse og undervisning:

-        og en video fra et eTwinning projekt fra Sverige: Robotar gick lucia på Malmöskola

Eksempler på støttede projekter til inspiration

Her finder du eksempler tidligere projekter, der handler om udvikling af digitale kompetencer:

CULTURALLY DIVERSE APPROACHES TO LEARNING MATHEMATICS AND COMPUTATIONAL THINKING

Coordinator: Vilnius University (LT)
Partners: University of Turku (FI), Universitetet i Bergen (NO); KTH Royal Institute of Technology (SE), Klaipeda Gedminu progymnasium (LT), Nummenpakan primary school (FI).

Application Summary
Mathematical skills as well as Computational Thinking are both learned and taught in different ways in the Baltic region. The goal of this project is to better understand this diversity, and to utilise that knowledge to build flexible multi-cultural support for learning mathematics and informatics using e-learning platforms. Culturally diverse and inclusive approaches to mathematics and informatics learning online contribute to the democratic goals of enhancing access to education and technical careers. In addition the project contributes tools that can be used to help with re-skilling of recent immigrants and other people looking to find a productive career in the Nordic and Baltic countries. To achieve its aims the project builds on existing tools and initiatives at Turku University of Technology, Finland (VILLE) and KTH Royal Institute of Technology, Sweden (http://mattecoach.se/#/research) and uses tasks developed by Vilnius University.

NPHZ-2018/10063:Nordplus Horizontal 2018, allocation: 49 990 EUR.

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GIRLS JUST WANNA HAVE FUN-DAMENTAL IT SKILLS - MAIN PROJECT

Coordinator: Nord University (NO, University)
Partners: Reykjavik University (IS), Aalborg University (DK), Steinkjer Montessori (NO), DigiPippi (DK), Coding Pirates (DK), Steinkjer videregående skole (NO), Game Industry representative (SE), Steinkjer Ung­domsskole (NO), Findeed Oy (FI), Fjolbrautarskolinn i Breidholti (IS), Taekniskolinn (IS), Nord Girl Network (NO), Centre for gender equality - Norway (NO), South-Eastern Finland University of Applied Sciences (FI).

Application Summary
This project aims to increase the proportion of female students in creative IT studies at University level. This includes focus on the integration of young women with diverse backgrounds, such as refugees and immigrants. This project is a natural sequel to a pre-project that received 1 year funding through Nordplus Horizontal last year, that aimed to initiate a network of participants and find approaches to increasing the proportion of female students in creative IT studies. By now, the participants have had about half a year to build a network and try out approaches for increasing the proportion of female (and other gender) students in creative IT studies. The pre-project has also made evident the need to consider diverse backgrounds.

Universities are important gateways to the industry. We collaborate closely with secondary schools (focusing on the upper secondary level) as well as gender equality centers and representatives of the industry.

The project arranges workshops and thematic events in secondary schools that aim to a) increase the interest of young women in creative IT-studies and b) to increase the self-efficacy of young women within these disciplines. This will also enhance awareness regarding the importance of equal gender representation in these areas, on the secondary school level. We hope that this focus will inspire more young women, including those with diverse backgrounds, to apply for university studies within creative IT studies, thus contributing to integration and more balanced gender proportions amongst university graduates – leading to more balanced gender proportions in creative IT industries.

NPHZ-2018/10122: Nordplus Horizontal 2018, allocation: 56 250 EUR.

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SCISKILLS 2.0

Coordinator: Science Centre AHHAA Foundation (EE, Foundation) 
Partners: Teknikens Hus (SE), IS-University of Iceland (IS)

Application Summary
SciSkills is a trilateral collaboration project between Estonian, Swedish and Icelandic partners.The project is carried out by Science Centre Teknikens Hus from Sweden, Science Centre AHHAA from Estonia, and the University of Iceland, all of which are institutions involved in offering further training to teachers and communicators of science on the methods of using informal education settings to support formal education goals.

It is an innovative project where the partners will work together and share ideas and develop a pilot teacher training. The idea is to use and share previous knowledge from teacher trainings and programs and add new ideas to develop this new training project, SciSkills. This is a challenge because many teachers have never worked with programming. There are several possible options to work with very young children for example with materials like Blue-Bot, Bee-Bot or programs like Scratch Jr up to older students with, Kojo, Quirkbots, Mindcraft, 3D creations, raspberry pi, Arduino etc., to let pupils develop new skills connected to computational thinking, coding and programming.

3 educational developers and 1 administrative staff from each partner institution will take part of the project. The project aims to provide exchange of knowledge and experiences, work together to develop new teacher training modules and test it in each country as a one-day pilot teacher training, and finally share knowledge and lessons learnt from the pilots. Another aim is to use ideas from teacher training to develop short programs for school groups and the general public in the premises of the three consortium partners.

NPHZ-2017/10117: Nordplus Horizontal 2017, allocation: 33 080 EUR.

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FROM LEGO PLAY TO FUTURE CHOICE

Coordinator: Valka Janis Cimze Gymnasium (LV, Upper secondary school) 
Partners: Oulu Vocational College (FI), Jarnakraschool Lund (SE).

Application Summary
The current project “From Lego play to future choice” activities are planned for the participants to improve education quality in their school, include career education in all age groups. While participating in robotics, electronics and programming group’s students will develop their skills, they will start thinking more creatively, be able to cooperate successfully, solve problems and make decisions.

The three partners represent education of different levels and different age groups in Baltic area and in Nordic countries. Sharing experience will enrich participants with new ideas to improve study environment and the content of education.

The coordinator is Latvia – Valka Jāņa Cimzes Gymnasium; partners: Oulu Vocational College – Finland, Jarnakraskolan Lund – Sweden.

The target group is varied: administration, teachers of IT, robotics, electronics, class teachers who carry out career education at school and students aged 6 – 20.

There are 2 kinds of mobilities: teachers exchange and student exchange. During the exchange the teachers share methods of teaching experience in project themes, succession in education in their countries. Students will learn entrepreneur experience, visiting IT companies thus gaining experience how to bring school closer to real life and job market requirements, promoting choice of career in due time.

Students of different age groups will acquire new skills in robotics, electronics and programming with the help of different activities – elementary and primary students up to the age of 12 (Latvia – Sweden) will cooperate in e-Twinning exchanging results, methods, ideas.

Senior students aged 13 – 20 (Latvia – Finland) will experience exchange which means accommodation in families.

Dissemination of the results will take place in seminars and workshops enabling colleagues to gain new experience, competences, ideas and contacts in all the involved partner countries. Project activities will be reflected in Facebook, e-Twinning and Twin Space will be created.

In the process of cooperation we shall strengthen Nordic and Baltic state language and culture understanding thus leaving impact on students and teachers’ personal development.

NPJP-2018/10018: Nordplus Junior 2018, allocation: 39 800 EUR.

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COLLECTIVE DREAMING: EXPERIMENTAL INTERACTION DESIGN COURSE FOR NON-ICT AUDIENCES

Coordinator: Tallinn University (EE, University) 
Partners: Aalborg University (DK), Aalto University (FI), Reykjavik University (IS), Uppsala University (SE).

Application Summary
Over the past three decades we have witnessed shifts, connections, and re-framings in just about every area of interaction design: how it is done, who is doing it, for what goals, and what its results are. These changes show shifts: 1) From designing things to designing interactions, first on micro-level and lately on a macro level; and 2) From designing for people to designing with people and very recently, to designing by people. The proposed Experimental Interaction Design module is about empowerment and a new wave of digital literacy. Possessing the knowledge, skills and attitude to use our digital environment is no longer enough, we need to be able to shape it.

The module targets all sorts of non-ICT professionals and higher education students and brings interaction design topics to new but highly interested audiences. Examples include, but are not limited to, service providers, communicators, health professionals, educators, architects, designers, artists, actors. Upon completion of the module, these professionals and higher education students will be able to conceptualize and prototype digital artefacts ranging from simple web-based services and small applications to wearable computing solutions and public space installations.

This is a 4 credits module, brought together, delivered, and hosted on rotation, by all partners. The module will be offered in summer to regular and visiting students of the hosting institution as well as to the targeted professional audience.

NPHE-2018/10305: Nordplus Higher Education 2018, ENACT Network, allocation: 28 000 EUR.