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JIMINY SELF-HELP HANDBOOK 8

content/resource. But this type of environment also fosters the organisation of online learning circles,
assessments or the presentation of resources, among others.

In the case when the digital resource (or learning environment) is made public and can be adapted or
reused by others without limitation we call it an Open Educational Resource. UNESCO defines Open
Educational Resources (OER) as: “teaching, learning and research materials in any medium – digital or
otherwise – that reside in the public domain or have been released under an open license that permits
no-cost access, use, adaptation and redistribution by others with no or limited restrictions.” Open
educational platforms are an important means of support not only for trainers, seeking online tools
for their classes, but also for any learner. Due to the fact they are open, more learns will benefit from
their use. The second JIMINY project output entitled JIMINY Personal Trainer is an example of an
Open Educational Resource.

Although the Internet provides a vast majority of ready-made online platforms, you can take the
initiative of creating your own learning platform with material especially tailored to the needs and
expectations of your target group. For this purpose, you can choose between a few platforms,
including Moodle, Kahoot! or Google Classroom.

Yet, as many technology-related solutions, OER creation also imposes certain obstacles for
individuals, which may include (Open Educational Resources, Conversations in cyberspace, United
Nations Educational, Scientific and Cultural Organization,2009):
1) Lack of time and skill;
With poor skills in the use of ICTs, this time is hard to define. For academics this is still an
additional task in traditional teaching environments (schools), therefore the development of
OERs takes place after teacher working hours.
2) A rigid pedagogical culture, with little innovation;
OERs fall outside of the traditional teaching curriculum, still considered by most educational
systems as an additive to the teaching process.
3) Lack of a reward system for OER production;
OERs are not credited as a publication for documenting in one’s professional career.
This is why upskilling in crucial. Helpful in this respect is the already cited European Framework for
the Digital Competence of Educators by the European Commission (also known as DigiCompEdu). The
framework aims to promote and assist in developing digital competences of professionals in education
to afterwards be better prepared to support your learners, also in terms of inclusion. It compromises
of educator’s professional and pedagogic competences, as well as learners’ competences. Within these
competences focus is placed on professional engagement, digital resources, assessment, teaching and
learning, empowering learners and facilitating learners’ digital competence. Moreover, this framework
introduces a progression model to help educators and trainers in developing their digital competence
(from newcomer up to pioneer – the last stage meaning being equipped not only with the knowledge,
but also ready to develop digital practices).

The six DigiCompEdu Framework areas are specifically aimed at equipping educators with the following
skills (European Framework for the Digital Competence of Educators, p.16, 2017):

 Using digital technologies for communication, collaboration and professional development.
 Sourcing, creating and sharing digital resources.
 Managing and orchestrating the use of digital technologies in teaching and learning.
 Using digital technologies and strategies to enhance assessment.