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V-UPGRATeS DIGITAL COMPETENCE
FRAMEWORK FOR VET
TRAINERS AND SECONDARY
SCHOOL TEACHERS
Project Partners
Cyprus: Cyprus Computer Society and Emphasys Centre Germany: Leibniz University Hannover, Institute of Civic Education and Ingenious Knowledge, Cologne Greece: 1st EPAL Peiraia (vocational school) Romania: CDIMM Maramures Foundation Spain: Instituto de Formacion y estudios sociales, Valencia
June 2016
This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Submission Number: 2015-1-DE02-KA202-00241.
1
Table of Contents Introduction ............................................................................................................................... 3
Aims/Objectives ........................................................................................................................ 4
Methodology ............................................................................................................................. 5
Consultation with the stakeholders-experts ............................................................................. 6
Next steps – Intellectual Output 3 - Digital Skills Assessment Tool .......................................... 6
Digital Competence Framework ................................................................................................ 7
1. Internet Security ................................................................................................... 7
Main objectives ............................................................................................................ 7
Methodology ............................................................................................................... 7
Area 1: Internet History and Evolution .............................................................................. 8
Area 2: Internet Security Concepts ................................................................................. 11
Area 3: Network Security ................................................................................................ 13
Area 4: Communications and Social Media Security ....................................................... 16
Area 5: Secure Data Management and Web Use ............................................................ 19
Area 6: Online behavior of the student and the teenager; Dangers and Ways to protect
them ................................................................................................................................ 22
2. Digital Competence 2: Website Editing ............................................................... 25
Main objectives .......................................................................................................... 25
Methodology ............................................................................................................. 25
Area 1: Introduction and Basic Terminology ................................................................... 26
Area 2: Website Design and Important Principles .......................................................... 27
Area 3: Introduction to HTML and CSS ............................................................................ 28
Area 4: Web-Authoring Application - Kompozer ............................................................. 29
Area 5: Website Upload .................................................................................................. 31
3. Hardware Devices: Interactive Whiteboard ......................................................... 32
Main objectives ............................................................................................................... 32
Methodology ................................................................................................................... 32
Area 1: What is an interactive whiteboard? .................................................................... 33
Area 2: How to use an interactive whiteboard?.............................................................. 34
Area 3: When to use an interactive whiteboard? ........................................................... 35
4. Digital Competence 4: Teaching Environments: using Moodle as an example ....... 36
Introduction ..................................................................................................................... 36
Main objectives ............................................................................................................... 36
2
Methodology ................................................................................................................... 36
Area 1: What is Moodle ................................................................................................... 37
Area 2: Moodle Environment .......................................................................................... 38
Area 3: Moodle Courses .................................................................................................. 39
Area 4: Moodle Users ...................................................................................................... 41
5. Digital Competence 5: Media Editing ................................................................... 42
Main objectives .......................................................................................................... 42
Methodology ............................................................................................................. 42
Area 1: Basic concepts ..................................................................................................... 43
Area 2: Using of specialized applications for the development of graphics operations . 45
Area 3: Using of specialized applications for operations with audio and video files ...... 47
Digital Competence 6: Communication platforms: using Skype as an example ............. 49
Main objectives .......................................................................................................... 49
Methodology ............................................................................................................. 49
Area 1: Set up/installation ............................................................................................... 50
Area 2: Communication ................................................................................................... 51
Area 3: Security ............................................................................................................... 52
Syllabi....................................................................................................................................... 53
1. Internet Security ................................................................................................. 53
2. Website Design ................................................................................................... 72
3. Hardware Devices: Interactive Whiteboard ......................................................... 83
4. Teaching environments: using Moodle as an example .......................................... 87
5. Media Editing ..................................................................................................... 92
6. Communication platforms: using Skype as an example ...................................... 102
3
Introduction
As a direct result of the economic crisis, youth unemployment and skills mismatches,
formal education and training has been placed in the spotlight for offering effective
solution to challenges faced by Member States. The necessity to equip teachers and
educators with adequate skills in order to ensure smart, sustainable and inclusive
growth has been reaffirmed by the various strategies, initiatives and
recommendations at the EU level. Research (OECD 2013) has showed that “teachers
are the most important in school factor affecting students’ outcomes”, since well-
educated teachers and trainers have an important influence on ensuring that
students develop the skills and competences demanded by a rapidly changing global
labor market.
Currently, the V-UPGRATeS consortium, responding to the priorities set by the EU
2020 Strategy and the Digital Agenda aims to develop a dynamic and multi-assessed
Open Educational Resource (OER) platform were VET Trainers and Secondary School
Teachers will have the opportunity to assess their current digital skills, follow in-
house, school-based and/or on-line ICT training based on the targeted digital
framework and syllabi developed here in order to upgrade their digital skills.
This document is the result of Intellectual Output 2 of the V-UPGRATeS Project. The
partner countries conducted in Intellectual Output 1 a research that was both
empirical, with a detailed questionnaire; as well as expert interviews in the resp.
countries. The analysis of the questionnaires revealed the fact that the ICT needs of
VET Trainers and Secondary Teachers in all partner countries are similar.
From the 149 VET Trainers and Teachers (VET TTs) involved in the empirical survey
the following six Digital skills appeared to be the most needed:
1. Internet Security
2. Website Editing
3. Hardware Devices: Interactive Whiteboard
4. Teaching environments: using Moodle as an example
5. Media Editing
6. Communication platform: using Skype as an example
4
In which area would you most need training based on your current duties and responsibilities:
1. LEAST NEEDED 3. NEEDED 5. URGENTLY NEEDED
Hardware Devices 70 60 19
Interactive Learning/ Teaching 21 75 53
Teaching environments (e.g. Moodle)
25 78 46
Digital Communication 38 77 34
To explain students how to protect against cyber bullying/'sexting' to know where young people get support in such a case
36 79 34
To manage the digital identity - to protect self and others from online threats to my/their e-reputation
22 80 47
This document covers all six topics; with the framework setting the benchmarks
(aims, objectives or goals set) and indicators (performance levels) of the basic
knowledge a VET Trainer and Secondary Teacher should have. At the same time it
also includes the syllabus for the development of the ICT Guides to each course
providing the educators with all the essential information and everything that will be
covered during the teaching of the Digital Competence.
Aims/Objectives
Through this document the consortium aims:
- To investigate other available Digital Frameworks produced by partner countries
or by the EU such as the DIGCOMP (JRC Scientific and Policy Reports EC, Schoolnet
Survey '12 in order to collect useful information.
- To design a methodology to be used for the development of the framework and
syllabus for each of the 6 digital competences in order to ensure consistency and
conformity based on the current literature and VET Trainers and Teachers' needs,
as identified by the results of the Intellectual Output 1 (survey).
- To set benchmarks and indicators for the targeted Digital Competence Framework
and Syllabi which will be used for the design of the Assessment Skills Assessment
Tools (I.O.3) and the development of the ICT Guides for the in-house, work-based
and on-line (pilot-test) training to be provided as part of the project.
- To present the targeted Digital Framework to the academic and professional
community for review (Advisory Group).
5
Methodology
In order to ensure that the Digital Competence Framework for VET Trainers and Teachers
addresses teachers’ requirements, its development was based mainly:
(a) The analysis of the questionnaires distributed to VET TTs for Intellectual Output 1 and the
identification of their needs and weaknesses. The questionnaire results revealed that in the
five different countries participating in the project, VET TTs appear to need to upgrade their
skills in six different areas, with Internet Security being the most needed in all participant
countries.
(b) The analysis of the current literature related to the field under investigation, as well as
other available frameworks developed, such as the “DIGCOMP: A Framework for Developing
and Understanding Digital Competence in Europe”1 and the “UNESCO Competency
Framework for Teachers”2.
(c) The expertise, experience and knowledge of the consortium in the area.
(d) The requirements of the Intellectual Outputs to be developed next and their needs for
the successful implementation of the project.
Bearing in mind the above, the following methodology was decided for the creation of the
Framework for each individual digital competence, as well as for the accompanying Syllabus.
Each Digital Competence is divided into broad topics, called “Areas”. Each Area covers a
specific set of knowledge/skills/competences/attitudes to be acquired.
All “Areas” are then, divided into four smaller categories, called “Elements”, each of which
will provide distinct information and in depth description of the specific Area.
Element 1: Digital Competence Name
Element 2: Main Objective and Benchmark of the specific Digital Competence
Element 3: Levels and Indicators of the specific Digital Competence
Element 3, is divided into two proficiency levels – “Core” and “Advanced”.
The Core Level describes the basic knowledge, skills, competences and attitudes to be
acquired by VET Teachers and Trainers in a specific Area.
The Advanced Level describes more advanced knowledge, skills, competences and
attitudes that is optional to be acquired by VET Trainers and Teachers in a specific Area.
Element 4: Knowledge, skills, attitudes and examples of the Digital Competence.
1 https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
2 http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-
framework-for-teachers/
6
Consultation with the stakeholders-experts
The Stakeholders will make comments and give feedback on the finished document. This is
happening in order to make sure that they have the general idea and purpose of this
document.
Next steps – Intellectual Output 3 - Digital Skills Assessment Tool
Based on the project’s structure the Framework and Syllabi, the current report (I.O.2) will be
used as a baseline for the development of Intellectual Output 3, the “Digital Skills
Assessment Tool”, where the VET Teachers and Trainers at a first stage will be asked to
evaluate their skills (screening). During this stage, VTTs will be asked to take some tests, or
answer a few questions in order to evaluate their current knowledge and competence,
which will be then analysed by the tool to identify their digital needs and weaknesses.
Later on, after the completion of the professional in-house, work-based and on-line (pilot-
test) ICT training, VET Trainers and Teachers the Framework will again be used for the
development of the final “Digital Skills Assessment Tool”. The participants will have to take
this test in order to assess their progress regarding their ICT training.
7
Digital Competence Framework
1. Internet Security
In this technological advanced era we are living, everything is done online; computers and smartphones are the extensions of us. Additionally, with the Internet came a selection of fraudulent activities which put at risk our personal online security.
Based on the results of the survey produced during the implementation of IO1, it was well accepted that most VET Trainers and Teachers are aware of their need to be informed and well trained about Internet Security.
According to the Digital Agenda presented by the European Commission one the seven most important pillars that Europe 2020 aims to grow is to reinforce the feeling of online safety by being well educated about the Internet and its dangers.
Main objectives
The Digital Competence: Internet Security, aims to educate VET Trainers and Teachers about the basic Internet terminology the importance of information and its protection and also important principles on retention and data privacy and threats on personal security are introduced. Additionally, essential skills like using passwords, firewalls and wireless networks will be developed. It is important for them to know what malware is and how to protect computers, networks and personal information from it. In addition, some other terms like hotspots will be defined and some technical experience will be gained. This competence aims to develop another skill; safe browsing of the Internet through secure browsers and identifying ordinary and wireless security types. Moreover, the topic covers some communication security issues while using email and social networks. Finally, it aims to create aware trainers in relation to the important threats of thoughtless use of the Internet, social media websites by students.
Methodology
The creation of the framework about Internet Security is based on the methodology proposed in the Overall Report. According to that, this Digital Competence is divided into six main Areas to be covered. Following the baseline set in the report all Areas are divided into four smaller categories, called “Elements”, each of which will provide distinct information and in depth description of the specific Area.
Area 1: Internet History and Evolution Area 2: Internet Security Concepts Area 3: Network Security Area 4: Communications and Social Media Security Area 5: Secure Data Management and Web Use Area 6: Online Behavior of the Student/ Teenager; Dangers and Ways to Protect Them
8
Area 1: Internet History and Evolution
General Description
The first Area is mainly an introductory chapter in which the Vet Trainer and Teacher
will be familiarized with the basic terms regarding the Internet. Additionally, it is
important to know how the internet was developed and evolved throughout the
years, so a brief history with the most important milestones is presented.
Furthermore, the most important terms and definitions about the Internet and
Internet Security are introduced here.
9
Area 1 Element 1 Internet History and Evolution
Element 2
Main Objective and
Benchmark
To have the basic knowledge regarding the history of the
Internet. Be aware of the basic terms associated with it.
Element 3
Levels and Indicators
Core Advanced
I understand what the Internet is.
I know about the Internet and its
history
I am aware of the basic elements
and components of the Internet.
I understand what the World
Wide Web is (WWW)
I know what a web browser is
I know what hacking and
cybercrime are
I can recognize threats to data
I know how to protect workplace
and personal information
I know what malware is, and
ways to protect from it
I understand the make-up
of a web address
Element 4 -
Knowledge Examples
Appreciate the history behind the Internet.
Understand what the internet is and the common terms
associated with it
Know the difference between The Internet and the World
Wide Web
Know about cybercrime and hacking
Know different types of malware
Understand how the Internet works
10
Skills Examples Know how to setup and use different web browsers
Basic elements and concepts.
Be able to protect from malware
Be able to protect important information
Attitude Examples Analyze the structure of a web address
Is aware of hackers and that critical information can be stolen
from them
Is aware of cybercrime
11
Area 2: Internet Security Concepts
General Description
This Area covers some theoretical aspects of Internet Security. It aims to help Vet
Trainers and Teachers to understand how important is to keep information/data
secure. Identify typical data/privacy, retention and control techniques. Additionally
this Area aims to teach trainers how to identify threats to their personal security
theft, and help them identity hidden dangers from the use of cloud computing.
Finally, it promotes the use of passwords and teaches them techniques on how to
choose strong passwords.
12
Area 2 Element 1 Internet Security Concepts
Element 2 Main Objective and Benchmark
To familiarize with the basic security terms, understand the potential dangers of personal security and file security. Monitor the access on data, files and important documents. Be able to use passwords.
Element 3 Levels and Indicators
Core
Advanced
I am aware of methods of social engineering and I know what identity theft is. I know how to set passwords on files and documents. I can prevent unauthorized accessed to data I can use passwords I know to prevent access to data I know how to choose strong passwords I know about network accounts I am aware of biometric security techniques and strong password policies.
I am aware of the basic encryption terms I know how to encrypt and decrypt files.
Element 4 Knowledge Examples
Be familiar with social engineering methods Know what is encryption and its applications Understand the importance of using strong passwords
Skills Examples Set passwords on files and important documents Create strong passwords according to the suggested password policies Be familiar with encryption software Encrypt and decrypt files
Attitude Examples Recognize social engineering methods and be suspicious when sharing information
13
Area 3: Network Security
General Description
Area 3 focuses on creating a baseline on what VET Trainers and Teachers should
know regarding network security. It introduces them with the different types of
networks and the dangers that exist when a connection is not secure; or when a
network is untrustworthy. Additionally, it introduces them to the term firewall, its
use and some of its limitations. Finally, the trainers will be familiarized with hotspots.
14
Area 3 Element 1 Network Security
Element 2
Main Objective and
Benchmark
Determine the common network and wireless security
types. Be able to use personal firewalls and be aware of
what a hotspot is.
Element 3
Levels and Indicators
Core
Advanced
I know what is a network
and some different types of
networks
I know the dangers of
connecting to networks
I know what a firewall is.
I know different types of
firewalls and their limitations
I know about wireless
security and different ways
for wireless security
I know the dangers of using
unprotected networks
I know what a hotspot is
I know what a network
administrator is
I know how to
activate/deactivate
firewalls
I can enable/disable a
hotspot
Element 4
Knowledge Examples
Distinguish the different networks LAN, WLAN and VPN.
What is a network administrator, and what does he do.
Understand what firewall is and its different types.
Know about network security
Know what a hotspot is
Skills Examples Know how to use the different network types (LAN, WLAN
and VPN)
Know how to enable it and disable a firewall
15
Know different ways to protect while connecting wirelessly
Know how to use a hotspot
Attitude Examples Be critical when connecting to unprotected wireless
networks
16
Area 4: Communications and Social Media Security
General Description
The forth Area targets the most popular topic of our time; communications and
social media. Network security is a critical topic since all information, transactions
and communications are done through the Internet, so the VET Trainers and
Teachers should be able to recognize the different types of networks available and
the dangers that exist if a network connection is not secure; or if a connection is not
trustworthy. Finally, the trainers will learn about firewalls and their limitations, and
hotspots. It explains the basic terms for communicating and it introduces the privacy
settings on social network sites. Additionally, it highlights the dangers of using social
network accounts and makes suggestions on how to tackle with inappropriate online
behavior. Another aspect covered is applications and application permission
management.
17
Area 4 Element 1 Communications and Social Media Security
Element 2
Main Objective and
Benchmark
Understand communication security issues that can
emerge by the use of email, social networks, voice over IP
instant messaging and mobile devices.
Element 3
Levels and Indicators
Core Advanced
I know what a digital signature
is
I know why I need to
encrypt/decrypt emails
I know the dangers of disclosing
confidential information on
social media
I know why it is necessary to
apply privacy settings on social
media accounts
I know the dangers of using
social media accounts
I know how and to whom to
report inappropriate social
network behavior
I know the terms IM, VoIP and
their dangers
I know about application
permissions
I am aware of applications that
can extract personal data
What personal information it is
accepted to be shared online
I know about online
transactions
I know what to do when
a device is lost
I know how to enable/
disable permissions of
applications
18
Element 4
Knowledge Examples
Understand what a digital signature is and its use.
Determine the reasons to encrypt emails.
Examples of communication methods like Instant message
and Voice over IP.
Know what personal information to share on social
network sites.
Skills Examples Know how to encrypt an email
Know how to change privacy settings on social media
websites.
Attitude Examples
Know to whom to response inappropriate social network
behavior.
Know about Network and mobile applications, and how to
enable or disable permissions.
19
Area 5: Secure Data Management and Web Use
General Description
The fifth Area of this competence covers another important issue. Using Internet
browsers securely; setting up a web browser in order to provide the safest possible
browsing and being aware of the dangers and potential threats to privacy when
using cloud applications when backing up data. Additionally, it raises the issue of
securely deleting files and permanently deleting files; the need of backing up data
and restoring from them.
20
Area 5 Element 1 Secure Data Management and Web Use
Element 2
Main Objective and
Benchmark
Use appropriate web browser settings and understand how
to authenticate websites and browse online safely. Backup
and restore data to various storage locations. Delete and
dispose data securely.
Element 3
Levels and Indicators
Core Advanced
I know to protect a computer.
I know the importance of
backups.
I know the difference of delete
and permanently delete files.
I now that in some services
deletion is not permanent.
I know how to setup a browser.
I know how to delete data from
browser.
I am aware that some online
activities should be done on
secure sites.
I know how to use secure
websites.
I know how to use content
control functions.
I know the different
features of backup –
cloud, external drives.
I know how to restore
media from backup
media.
I know methods of
permanently delete
data.
I know how to confirm
the authenticity of a
website.
Element 4
Knowledge Examples
Know why it is important to have backup procedures.
Know the different types of backup features, and locations;
cloud services and external devices.
Delete files and documents vs. Permanently delete files
and documents. In which cases deletion may not be
permanent.
21
Skills Examples Ways to physically protect a computer and its contents.
Setting up a web browser and making online transactions
on secure websites.
Set and use content control functions.
Make backup of files and restore data from backup
Attitude Examples Be careful when using websites for online transactions
22
Area 6: Online behavior of the student and the teenager; Dangers and Ways
to protect them
General Description
The sixth and final Area it is probably the most important Area of this framework. It
is focused to the behavior a Teenage Student might have online, as well as the
potential dangers and threats he/she might have to deal with. It also focuses on the
potential threats a student could have to deal with. Additionally, the importance of
information is highlighted and a sub-section aims to inform what information is
accepted to be shared online while the dangers of sharing too much information
online are also mentioned. Finally, it introduces Cyber bullying and the different
roles someone could have are defined as well as strategies to deal with it.
23
3 For this Area, it is essential that a VET Trainer and Teacher should be aware of all the suggested
topics, based on the fast growing pace the technology grows today. Students constantly find the newest websites, applications and gadgets and it is important for their trainer to be able to teach them the basic rules regarding their online safety.
Area 6 Element 1 Online behavior of the student; Dangers and Ways to
protect them
Element 2
Main Objective and
Benchmark
Guide Teachers in protecting students online, no matter
how they access the Internet.
Element 3
Levels and Indicators
Core Advanced3
I know how students access the
Internet and what they do online
I know that there is inappropriate
content that a student might come
across
I know what to do when a student
comes across inappropriate content
I know what to post and not to post
online
I know the consequences and how
to prevent inappropriate posts
I know the dangers of personal
information sharing and the
consequences of that
I know about sexting
I know about sexual solicitation and
grooming
I know how to address them
I know what cyber bullying is and
the players of it
I know how to distinguish the roles
of cyber bullying
24
I know what to do when it comes to
cyber bullying cases
Element 4
Knowledge
Know what students do and how they behave online.
Know that there is inappropriate content online
Be familiar with the dangers of sharing too much personal
information online.
Know what cyber bullying is
Know who to deal to deal with it.
Skills Examples
Being able to deal with inappropriate content when a
student comes across with it.
Be able to deal with incidents of cyber bullying
Attitude Examples Be careful when sharing information online
Be able to teach students appropriate online behavior and
principles to be safe online
25
2. Digital Competence 2: Website Editing
Almost 80% of the world’s population is online and about 10% of all websites accesses are being done through mobile devices. In a world that is always connected it is essential to have a website. By having a website a person, a business or an organization establishes an online presence. People’s habits are changing, and they rely on the Internet for research, home and job hunting. Any professional business is expected to have a well-designed website.
According to the results produced from the production of IO1, VET Trainers and Teachers need to be trained in Website Design; this way they will be able to efficiently design, implement and maintain a website for their school.
Main objectives
This Digital Competence: Website Editing, aims to educate VET Trainers and Teachers about the basic web concepts, terms and definitions along with the important principles of a good website.
Furthermore the main theorem of HTML, the basic HTML markups and CSS are being introduced and this way, trainers will be able to edit the design of a webpage. In order to do so, some popular web-authoring applications will be made known. Following that, VET Trainers and Teachers will be trained on how to use a web authoring application in order to design/ format webpages, edit text, work with hyperlinks and tables.
Finally, at the end of this Digital Competence, Trainers will be able to efficiently recognize the challenges of designing a webpage; plan the design of a webpage and then publish it online on a webserver.
Methodology
The Framework of the Digital Competence: Webpage Design is based on the
methodology proposed in the Overall Report. Following those guidelines, the Digital
Competence is divided into five main topic Areas. Each Area will be divided into four
smaller categories, “Elements”, each of them will provide explicit information and
detailed description of the Area.
Area 1: Introduction and Basic Terminology
Area 2: Website Design and Important Principles
Area 3: Introduction to HTML and CSS
Area 4: Web-Authoring Application - Kompozer
Area 5: Website Upload
26
Area 1: Introduction and Basic Terminology
General Description
The first Area of this Digital Competence is mainly an introductory section where VET
Trainers and Teachers will be introduced to the basic terms regarding the Internet
provided services. Also, it is important for them to understand the terms Client/
Server. Some additional terminology can be found on the second part of the
competence where the protocols behind the functionality of the Internet will be
explained.
Area 1 Element 1 Introduction and Basic Terminology
Element 2 Main Objective and Benchmark
To have the basic knowledge regarding the Internet provided services, and important terminology behind the Internet functionality.
Element 3 Levels and Indicators
Core Advanced
I know the services provided by the internet (WWW, File Transfer, Email, Instant Messaging) I understand the terms Client/ Server I understand the connection between browser and web server I know the terms URL, Hyperlink, Search engine.
I understand the basic internet protocols (TCP/IP, HTTP, FTP)
Element 4 Knowledge Examples
Know that WWW, email, File Transfer, IM are all services provided by the Internet.
Skills Examples
I know how web servers and browsers are connected and communicate
Attitude Examples
Identify the concepts behind the basic Internet protocols
27
Area 2: Website Design and Important Principles
General Description
This Area covers some additional theoretical aspects, like the Advantages of having a
webpage and how to get a webpage domain, and choose a web hosting service.
Additionally, it explains how the content of the page can affect download time and it
explains content copyrights and website evaluation
Area 2 Element 1 Website Design and Important Principles
Element 2 Main Objective and Benchmark
To understand the benefits of having a webpage, and how to get a website online. Factors that can affect the website
Element 3 Levels and Indicators
Core Advanced
I know the advantages of having a website I know how to get a website online I am aware of the factors that affect web page download time I know the file formats to optimize download time I am familiar with copyright implications I know how to evaluate a website and the target audience I am aware of web standards I know how to organize a website I know about page layout templates and their creation I know about navigation scheme decisions
I know about search engine optimization techniques I know about hosting laws that apply on a website I know how to develop a website evaluation tool I know about color theory in webpage design I know about color schemes I know about people with disabilities and website access
Element 4 Knowledge Examples
I know what can affect the download time of a webpage I know about copyrights I know about webpage standards and how to organize a website
Skills Examples I know how to get a website online I am able to evaluate a webpage
Attitude Examples Understand the importance of having a website Understand search engine optimizations and challenges when designing a webpage
28
Area 3: Introduction to HTML and CSS
General Description
The third Area of this Digital Competence It introduces the HTML language and the
CSS when creating simple web pages. It also familiarizes the VET Trainers with the
W3C consortium and their role. Finally, it explains how to both when creating a
webpage.
Area 3 Element 1 Introduction to HTML and CSS
Element 2 Main Objective and Benchmark
Learn how to use HTML and CSS styles when creating a simple webpage
Element 3 Levels and Indicators
Core Advanced
I know what HTML is I know how to view the source code of a webpage I know the basic markup tags I am able to create a webpage layout with markup tags I know what CSS is I know the different approaches of applying CSS styles I understand the structure of CSS styles I know how to create, use and modify CSS rules
I know the W3C consortium and its recommendations I know how to attach CSS files on web pages
Element 4 Knowledge Examples
Understand HTML and CSS Recognize the basic markup tags Be aware of the different approaches when applying CSS styles
Skills Examples Know how to view the source code of a webpage Be able to develop a simple webpage with markup tags Know how to create and use a CSS style
Attitude Examples
Understand the importance of the W3C consortium
29
Area 4: Web-Authoring Application - Kompozer
General Description
This is the most practical Area of this Competence. It starts off with introducing
some web authoring applications and then it continues with the how-to use one of
the mentioned applications.
Area 4 Element 1 Web-Authoring Application - Kompozer
Element 2
Main Objective and
Benchmark
Introduces the Trainer to one authoring application in
order to create a simple webpage
Element 3
Levels and Indicators
Core Advanced
I know web authoring
application examples
I know how to use the
application
I know how to create, save a
new webpage
I know how to create, save a
new webpage based on a
template
I know how to change between
views in the application
I know how to change
preferences I know how to use
help functions
I know how to insert and format
text and paragraphs
I know how to format a page
I know how to use hyperlinks
I know how to use and format
images
I know how to
manipulate a hyperlink
I know how to use
anchors
I know how to modify
forms
I know how to use and
format tables
30
Element 4
Knowledge Examples
Know how to use a web authoring application and all its
components in order to create a web page
Skills Examples Apply different formatting on text, paragraphs and pages
Attitude Examples
Be able to create a functional and appealing webpage
31
Area 5: Website Upload
General Description
This Area is also practical, but it focuses on the procedures to be followed after the
design and the implementation of the webpage. In this section it aims to set the
clear steps need to be taken when a webpage is ready to be uploaded.
Area 5 Element 1 Website Upload
Element 2
Main Objective and
Benchmark
Identify the steps in order to successfully upload a
webpage
Element 3
Levels and Indicators
Core Advanced
I know how to identify and fix
broken links
I know what important
information to include on a
webpage
I know that I have to perform
spell checks
I know the process of
uploading a website on
a web server
I know the process of
downloading a website
on a web server
I know how to upload a
website on a server
I know how to
download a website
from a server
Element 4
Knowledge Examples
Be aware of the process to upload/ download a webpage
on a server
Skills Examples Identify and fix broken links
Be able to upload/ download a webpage on a webserver
Attitude Examples Perform the necessary checks on a website before
uploading it on a web server
Identify the information a webpage needs to have
32
3. Hardware Devices: Interactive Whiteboard
The V-UPGRATeS consortium carried out the “Survey on the provision of Continuous
Professional Development (CPD) for VET trainers and teachers and identification of
their CPD needs in the field of ICT” (IO1). One of the results of this survey was that
VET teachers want to include more technology in their teaching methods. One of the
recent technological innovations is the classroom is the use of interactive
whiteboards replacing traditional black/whiteboards.
An interactive whiteboard is an instructional tool that allows computer images to be
displayed onto a board using a digital projector. The instructor can then manipulate
the elements on the board by using his finger as a mouse, directly on the screen.
Items can be dragged, clicked and copied and the lecturer can handwrite notes,
which can be transformed into text and saved.
They are a powerful tool in the classroom adding interactivity and collaboration,
allowing the integration of media content into the lecture and supporting
collaborative learning. Used innovatively they create a wide range of learning
opportunities. However, in many environments they are not being used to their full
potential, and in many cases acting as glorified blackboards.
Main objectives
An interactive whiteboard is a technology system generally composed of a
computer, a video projector and a control device pointer, which allows projecting on
an interactive surface digital content in a suitable format for group viewing. You can
interact directly onto the projection surface.
The overall objective is that VET Teachers will learn how to use Interactive
Whiteboards, and know the advantages and possibilities of this technology in the
classroom.
Methodology
The description of the framework about interactive whiteboard is based on the
methodology proposed in the Overall Report. According to that, this Digital
Competence is divided into 3 main areas:
Area 1: What is an interactive whiteboard? Area 2: How to use an interactive whiteboards? Area 3: Advantages and disadvantages for teachers and students.
33
Area 1: What is an interactive whiteboard?
This second area focuses on the use of Interactive whiteboards. It provides knowledge and practical training about how to use interactive whiteboards in educational contexts. It starts with the installation and settings and reviews basic and advanced features of this technology, including complementary systems that can extend its functionality.
Area 1 Element 1 What is an interactive whiteboard?
Element 2 Main Objective and Benchmark
To have the basic knowledge about interactive whiteboards and its basic components.
Element 3 Levels and Indicators
Core Advanced
To understand what an interactive whiteboard is. To know the basic components of interactive whiteboards. To understand the advantages of interactive whiteboard. To know when to use interactive whiteboards.
To know advanced components and software for interactive whiteboards To know and compare different types of interactive whiteboards
Element 4 Knowledge Examples To know what an interactive whiteboard is.
Skills Examples
To be able to identify its basic components.
Attitude Examples To understand the advantages of using this technology compared to traditional black/whiteboard and digital whiteboard.
34
Area 2: How to use an interactive whiteboard?
The second area includes the installation and setting of the system, as well as the use of main basic and advanced features (main tools, users profiles, adding annotations highlighting text, adding notes and drawings, save to be printed out and shared, show pictures, videos and websites, label parts or highlight elements of an image, etc.).
Area 2 Element 1 How to use an interactive whiteboard?
Element 2 Main Objective and Benchmark
To have the basic knowledge about how to set and use basic and advanced features of interactive whiteboards.
Element 3 Levels and Indicators
Core Advanced
To be able to install the basic elements and settings of the system. To know the basic features of interactive whiteboards.
To be able to install complementary elements (such as wireless components) and advanced settings of the system. To know the advanced features of interactive whiteboards. To know how to use advanced elements and software for interactive whiteboards, as well as complementary systems that can extent its functionality.
Element 4 Knowledge Examples
To know how to use an interactive whiteboard is.
Skills Examples To be able to install its components and settings To be able to use its main basic/advanced features.
Attitude Examples To understand the possibilities this technology brings both for teachers and students.
35
Area 3: When to use an interactive whiteboard?
The third area is a reflection about the many advantages and disadvantages of the use of interactive whiteboards, both for teachers and students, in order to decide when and how to use it according to the learning objectives and the profile of the students.
Area 3 Element 1 When to use an interactive whiteboard?
Element 2 Main Objective and Benchmark
To know the advantages and disadvantages of interactive whiteboards both for teachers and students
Element 3 Levels and Indicators
Core Advanced
To know the general recommendations in the use of interactive whiteboards. To know the possibilities of interactive whiteboards in education and its flexibility in educational contexts. To identify learning situations where the use of interactive whiteboards is recommended.
To take advantage of advanced features or components for specific learning cases.
Element 4 Knowledge Examples Know which are the advantages and disadvantages of
interactive whiteboards.
Skills Examples To be able to decide when and how to use this technological resource, according to the learning objectives and the students profiles.
Attitude Examples
To understand the possibilities this technology brings both for teachers and students
36
4. Digital Competence 4: Teaching Environments: using Moodle as
an example
Introduction
According to our consortiums’ “Survey on the provision of Continuous Professional
Development (CPD) for VET trainers and teachers and identification of their CPD
needs in the field of ICT” (IO1), VET teachers in all countries want to add modern
technology in their teaching methods. One of the most common tools used for
teaching assistance is Moodle. Moodle is an asynchronous on-line environment,
which is actually a digital class outside the school.
Moodle is a Virtual Learning Environment (VLE), a Web-based platform for education
where learning happens on the web. Moodle allows participants to be organized into
groups and roles; presents resources, activities and interactions within a course
structure; provides different stages of assessment; reports on participation; and has
some level of integration with other institutional systems.
Main objectives
Moodle is a free Virtual Learning Environment (VLE) that allows the creation of
dynamic, flexible and pleasant online courses. It is an asynchronous teaching
platform. Teachers can add material and students can conquer the knowledge as
they interact in their own way and rhythm with the environment. Our aim is to get
teachers recognize the capabilities of the specific platform and learn how to use it,
exploit it and how to get their student involved with the platform.
Methodology
As defined in the Overall report, the Digital Competence called “Moodle” will be
divided into 4 main Areas, respectively:
Area 1: What is Moodle Area 2: Moodle environment Area 3: Moodle courses Area 4: Moodle users
37
Area 1: What is Moodle
General Description
The first area is an introduction to Moodle. It provides knowledge about what is
Moodle, what is the philosophy of Moodle, a small historic review of Moodle and
why should someone choose Moodle.
Area 1 Element 1 What is Moodle
Element 2
Main Objective and
Benchmark
To have the basic knowledge about Moodle.
Element 3
Levels and Indicators
Core Advanced
I understand what Moodle is.
I understand the philosophy
of Moodle
I know the history of Moodle
I know why I should use
Moodle
I understand what is the
use of asynchronous
platforms
I can compare
asynchronous platforms
Element 4
Knowledge Examples Know what Moodle is
Skills Examples Spot the benefits of using Moodle
Attitude Examples Understand the philosophy of Moodle
38
Area 2: Moodle Environment
General Description
The area is about the Moodle environment. It explains the main parts of a Moodle platform and their use. It leads to a useful navigation in a Moodle platform.
Area 2 Element 1 Moodle environment
Element 2
Main Objective and
Benchmark
To have the ability to navigate through a Moodle platform.
Element 3
Levels and Indicators
Core Advanced
I know the structure of a
Moodle platform.
I can login in a Moodle
platform
I can navigate in a Moodle
menu
I know how to edit my profile
I can use the Calendar
I can show my students
how to handle Moodle
I can administrate the
Moodle Environment
Element 4
Knowledge Examples Recognize the basic structure of a Moodle Platform
Skills Examples Have the ability to navigate in a Moodle platform
Have the ability to use a Moodle platform in a new
teaching method
Attitude Examples
Be willing to use online platforms for teaching purposes.
39
Area 3: Moodle Courses
General Description
Here we can learn what Moodle courses are, understand how “topics” are related to
courses, discover how we can exploit them for our subjects teaching and what we
can upload to the platform. Finally we can learn to create our own tests and exams.
Area 3 Element 1 Moodle environment
Element 2
Main Objective and
Benchmark
To exploit Moodle courses for our subjects.
Element 3
Levels and Indicators
Core Advanced
I know what a Moodle course
is.
I can use topics to organize a
course in a Moodle platform.
I can navigate in Moodle
topics
I know what kind of material
I can upload to a Moodle
platform.
I can use Labels.
I can create my own tests.
I can upload, update and
delete files inside topics.
I can create folders.
I can create links for external
on-line information.
I can add other resources
(chat, wiki e.t.c.)
I can show my students
how to navigate, download
and take a test in a Moodle
course.
I can create material for a
Moodle course using
external tools, like Hot
Potatoes (tool for creating
tests).
I can administrate a
Moodle Course.
40
Element 4
Knowledge Examples
Know how to handle a Moodle course.
Find out how to transform existing ‘conventional’ learning
material into a digital layout, in order to upload in a
Moodle platform course
Skills Examples Create a new curriculum that can be transferred into a
Moodle platform
Attitude Examples Trust my students that they will exploit what a Moodle
platform can offer them
41
Area 4: Moodle Users
General Description
The last area is about the Moodle users. We can learn how to involve users into a Moodle course and give them access rights to navigate safely.
Area 4 Element 1 Moodle environment
Element 2
Main Objective and
Benchmark
To give proper access rights to Moodle users.
Element 3
Levels and Indicators
Core Advanced
I know what a Moodle user is.
I can define roles and
permissions for users in a
Moodle course
I can add participants in a
Moodle course
I can find the courses I’m
registered for
I can create users
I can create groups to enroll
easily in a Moodle course
Element 4
Knowledge Examples Recognize the roles of Moodle users
Skills Examples Be able to transfer the population of a real class in a virtual
Moodle class
Attitude Examples Willing to transfer my classroom outside the school walls
42
5. Digital Competence 5: Media Editing
Media Editing (sound editing and animation)
General Description
Use of the modern ICT tools is very common in all areas and sectors of the society. Smartphones, tablets, smart watches, e-mail, internet, databases, etc. are increasingly used both in urban and rural areas, in secondary schools or university, in the public sector or private sector. To develop a modern education system who will lead to better results both for teachers provisions and students involvement, it is necessary to have a continuous professional development. One area that is still little known and used by teachers or VET trainers refers to media editing, respectively the production of presentation materials that include fixed or animated graphics, text, sound or video.
Main objectives
To develop digital skills of the teachers and VET trainers using applications or tools for graphics, audio, video, animation in developing educational programs for students to improve the quality of teaching and student results.
Methodology
This Digital Competence, Media editing, is divided into 3 main areas, respectively:
Area 1: Basic concepts Area 2: Using of specialized applications for the development of graphics operations Area 3: Using of specialized applications for operations with audio and video files
43
Area 1: Basic concepts
General Description
Before analyzing a specific domain it is necessary to know the basic elements and concepts in order to have a unified approach to it. Regarding media editing, in this area we want to know the basics of graphic processing and audio and video formats.
Area 1 Element 1 Basic concepts
Element 2 Main Objective and Benchmark
To know basic elements regarding graphic processing and audio and video formats
Element 3 Levels and indicators
Core Advanced
I know the usual types of graphic formats I know the basic techniques of graphic processing I know the usual types of audio formats I know the basic techniques of audio processing I know the usual types of video formats I know the basic techniques of video processing I know specific types of audio and video players
I know basic elements regarding vector format I know different types of special effects
Element 4 Knowledge, Skills, Attitude (Examples)
Knowledge
Knows different types of formats for images: BMP, TIF, GIF, JPEG, etc. Description and main features.
Knows vector format. Characteristics.
Knows different types of audio and video formats: WAV, WMA, MP3, MPEG, AVI, etc. Description and main features.
Knows different types of special effects. Characteristics.
Skills
Is able to use basic techniques of graphic processing: image resize, crop, resolution change, color control
Is able to use basic techniques for audio and video processing: recording and playback, mono and stereo techniques, save in various formats, volume control, applying special effects
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Attitude
Is aware of the importance of using of different types of graphics, audio and video elements
45
Area 2: Using of specialized applications for the development of graphics
operations
General Description
This section goes into detail regarding using of specialized applications on graphics processing preinstalled in the computer's operating system, but it refers also to other specialized applications (advanced) for graphics processing which are necessary to be specially installed on the computer.
46
Area 2 Element 1 Using of specialized applications for the development of graphics operations
Element 2 Main Objective and Benchmark
To have information about specialized applications for graphic processing
Element 3 Levels and indicators
Core Advanced
I know different types of specialized graphics processing applications. Main characteristics and differences between them. I know and use graphics processing functions of simple graphical applications (ex. Paint / MS Windows) I know and use specialized graphics processing applications at standard level (ex. Photoshop)
I know and use specialized graphics processing applications at advanced level (ex. Photoshop)
Element 4 Knowledge, Skills, Attitude (Examples)
Knowledge
Has basic knowledge about graphic files and how to use it
Is able to use graphical applications of the operating system
Skills
Is able to use specific functions for drawing: drawing tools for lines and geometric figures, color attributes, line thickness
Can use operations for selection and processing (rotation, displacement, deformation)
Is able to transform images from a graphic format into another
Is able to save images in various formats
Is able to make corrections and image improvement
Can use operations for image processing (animations, mixing, special effects)
Attitude
Is aware of the importance of using graphics in education
Willingness to communicate using specific means of an information system
Initiatives in approaching and solving various tasks using IT tools
47
Area 3: Using of specialized applications for operations with audio and
video files
General Description
This section goes into detail regarding using of specialized applications on audio / video processing preinstalled in the computer's operating system, but it refers also to other specialized applications (advanced) for audio / video processing which are necessary to be specially installed on the computer.
Area 3 Element 1 Using of specialized applications for operations with
audio and video files
Element 2
Main
Objective
and
Benchmark
To have information about specialized applications to
conduct operations with audio and video files.
Element 3
Levels and
indicators
Core Advanced
I know different types of
specialized applications for
audio and video processing.
Main characteristics and
differences between them.
I know standard audio
applications of operating
system
I know about audio system
configuration
I know the educational
resources on the Internet
I can use advanced
techniques for audio and
video processing
I can initiate and develop
audio and video projects on
different topics
Element 4
Knowledge,
Skills,
Attitude
(Examples)
Knowledge
Has basic knowledge about audio and video files
Is able to use audio and video tools of the operating
system
Is able to do searches on the Internet and to select
efficient the obtained information
48
Knows about the importance of using existing
resources on the Internet in education
Is able to create products who develop ingenuity
and creativity
Skills
Is able to use specific functions for sound recording
and playback
I know the operations about selection of segments,
copying, moving, mixing information from different
files.
Management audio files and save in various
formats
Is able to apply special effects (delay, volume, echo)
Is able to use tools for capture
Is able to use specialized applications for audio and
video processing (Movie Maker, Adobe Premiere)
Processing of video files (video montage, video and
audio effects)
Insert sound, comments, subtitles ...
Is able to use cameras, scanners, digital camcorders
Uses existing educational tools on the Internet:
Khan Academy, Edpuzzle, TED, YouTube.
Attitude
Is aware of the importance of using video in
education
Has a creative way of thinking
Recognizes that not all information can be found on
the Internet
Is aware that not all information obtained from the
Internet are credible
Willingness to communicate using specific means of
an information system
Initiatives in approaching and solving various tasks
using IT tools
49
Digital Competence 6: Communication platforms: using Skype as an
example
In the survey conducted by the V-UPGRATeS consortium one result was, that a big share of teachers is not familiar with messenger systems like “Skype”. They do not know about a convenient tool (and free of charge) for the collaboration at long distance with colleagues. This can be useful for exchanging and discussing teaching approaches and materials. This section of the framework addresses different features of Skype. Together with the syllabus, this will serve as a tool for self-assessment and further training with regard to one concrete messenger system, Skype.
Main objectives
The overall objective is that VET Teachers and Trainers, who are interested in messenger systems, will lose their possible concerns and reservations, also the steps in order to install and get in touch with the program Skype are addressed. For those who are already familiar with Skype, opportunities for getting to know helpful features will be provided. Moreover the issue of security will be addressed, e.g. the right of publicity.
Methodology
The creation of the framework about Skype is based on the methodology proposed in the Overall Report. According to that, this Digital Competence is divided into 3 main areas, which are again divided into four smaller categories, called “Elements”. Area 1: Set up/installation Area 2: Communication Area 3: Security
50
Area 1: Set up/installation
General Description:
This area covers aspects of accessing Skype: the initial set up of Skype (how to download the software), the system requirements (hardware and drivers) of the resp. device and moreover sources where the potential user finds support.
Area 1 Installation
Element 2 Main Objective
Basic knowledge to set up skype: Hardware (camera and microphone) and software (skype .exe file)
Element 3 Levels and Indicators
Core
Advanced
I read the Skype system requirements and know whether my system supports Skype. I can download and install Skype – in the predetermined version of Microsoft. I can adjust the “general settings” in Skype. I can install camera and speakers/headphones. I can adjust the volume (“audio setting”).
In case I need it: I am able to download the most recent hardware drivers from the manufacturer and install them before downloading Skype. I can install only those features of Skype which I need (user-based installation) I can adjust the camera and headphones in a way that suit my needs, e.g. brightness, tone (bass/treble). I can select different sounds for different events. I can backup my contacts.
Element 4 Knowledge, Skills, Attitude (Examples)
KNOWLEDGE on INSTALLATION 1. Download and save the Skype set up application 2. Install Skype 3. Creation of Skype account
a. Log-In to Skype b. Set up Skype Name and Password
SKILLS: Chooses between different options:
a) click: “More options” in order to set up an individual Skype version or
b) change the pre-determined installation to some extend (e.g. disable “Run Skype when the computer starts”, “Click to Call”; “Bing” as my new search engine)
ATTITUDE
- Is aware of the advantages and disadvantages with regard to communication via Skype (see Area 3 security)
51
Area 2: Communication
General Description:
The second section deals with different functionalities of Skype, such as sending documents, chat, video calls and video messages. Furthermore it entails aspects on how to sort contacts, the choice to fill in a Skype user profile and details about the online status.
Area 2 Element 1 Communication
Element 2 Main Objective
Find contacts. Handle video calls. Send documents.
Element 3 Levels and Indicators
Core
Advanced
I can answer to an incoming video call; I can search for a person that I want to call and successfully call him/her. I can send and receive a video message. I know how to use the chat function. I can check my Skype connection (microphone/headphone/camera) I know that that I can send files, like presentations, pdfs, photos, videos etc.
I can set up and handle a group video call. I know that I have freedom to announce my “online status”: online, away, do not disturb, invisible, offline (icons green, yellow etc.) I know how to create a Skype profile and I know also that I can use Skype features without having a profile. I have already sent files via Skype.
Element 4 Knowledge, Skills, Attitude (Examples)
KNOWLEDGE
- Knows about different functionalities of Skype. - Is able to sort the contacts. - Knows that users can find out whether a Skype users
is online although he/she put “away” as online status
SKILLS
- Is able to find and contact concrete communication partners
- Is able to work at a distance with others. - Is able to balance between: proceeding with the
current work task (apart from Skype) vs. answering right away to messages etc. Follows strategies against distraction.
ATTITUDE
- Regards Skype messenger system as a handy and convenient tool
- Is aware of the risks which are involved by using Skype (e.g. revealing IP addresses of users)
52
Area 3: Security
General Description:
This area is about protection of the digital identity and the right of publicity – it entails aspects which should encourage the potential users to getting familiar with Skype privacy settings, and to encourage them to inform themselves about the terms of use of enterprises like Microsoft and their purposes. As such this area is important for teachers and students, in order to strengthen their socio-political awareness and to convey knowledge about the functional logic of the economic system.
Area 3 Element 1 SECURITY of messenger systems, e.g. Skype
Element 2 Main Objective and Benchmark
The user knows the risks implied by signing in and using Skype.
Element 3 Levels and Indicators
Core I am familiar with Skype’s terms of use.
I know where and how to adjust the Skype privacy settings. I can communicate via Skype, which is, security-wise, not the same than having a phone call.
Advanced
I know and have read Skype’s “Protecting your online safety, security and privacy” document I am aware of the latest “Microsoft privacy statement” I know that everything I say and upload automatically becomes the property of Microsoft. I am aware that Microsoft gave intelligence agencies access to the Skype communication of its users.
Element 4 Knowledge, Skills, Attitude (Examples)
KNOWLEDGE
- Knows that there is a risk of getting malware on the computer while using Skype.
- Knows about the risks related to privacy, which go beyond commercial purposes.
SKILLS
- Can weigh up the things he/she says and/or reveals (e.g. profile).
- Can inform him/herself in independent sources about purposes of enterprises like Microsoft or Google.
ATTITUDE
- Communicates through messenger systems and has a critical eye on all aspects involved.
53
Syllabi
1. Internet Security
Main Objectives and Benchmarks
Related to the Framework – Element 2
Have knowledge of what the Internet is and the typical terms associated with it.
Have knowledge of the importance of keeping information and data secure.
Be able to identify typical data/privacy protection, retention and control principles.
Determine threats to personal security from identity theft and potential threats to data from the use of cloud computing.
Have the skills to use passwords and encryption to secure files and data.
Acknowledge the threat of malware; be able to protect computers, devices, networks from malware.
Be familiar with ordinary network and wireless security types.
Have the knowledge to use personal firewalls and personal hotspots.
Protect computers/ devices from illegal access and be able to securely manage and update passwords.
Use proper web browser settings and comprehend how to authenticate websites.
Be able to safely browse the web.
Be aware of communication security issues from the use of e-mail, social networks, and voice over Internet protocols, instant messaging, smartphones and mobile devices.
Backup and restore data to local or cloud storage locations, delete data from devices securely.
54
Area 1 Element 2 Ref. Element 4
1. Introduction 1.1 Basic Internet and
Internet Security
Terminology
1.1.1
Introduction to the
basic terminology
2. Internet
History
2.1 General Knowledge 2.1.1 The beginning of the
Internet, ARPANET
(1969)
2.1.2 The first email was
send (1971)
2.1.3 Launch of TELENET
(1974)
2.1.4
Internet Protocols,
design of TCP/IP
protocols
2.1.5advanced
Introduction of
Domain Name
Server (DNS) (1983)
2.1.6 Introduction of the
WWW (1989)
2.1.7 Appearance of the
dial-up service
(1992)
2.1.8 advanced Secure Socket layer-
SSL (1995)
2.1.9
Appearance of peer-
to-peer file sharing
(1999)
55
2.1.10 Youtube, Facebook,
Google, Firefox are
launched (2000-
2010)
3. The Internet
Today
3.1 Concepts/Terms 3.1.1
Understand what is
the Internet
3.1.2 Understand that the
World Wide Web is.
3.1.3
Understand the
terms Internet
Service Provider
(ISP), Uniform
Resource Locator
(URL)
3.1.4
Understand what a
web browser is.
Name different
browsers
3.1.5advanced Understand the
make and structure
of a web address
4. Internet
Security - Basic
Concepts
4.1 Basic Terminology 4.1.1 What is data and
information, the
difference between
them?
4.1.2
Definition of
cybercrime, hacking
4.2 Data Risks 4.2.1 Recognize threat to
data;
56
Accidental,
Malicious,
From Service
Providers,
Individuals,
External
Organizations.
Recognize threats
from extreme
circumstances (fire,
flood, etc.).
Recognize threats
from the use of
cloud services; data
control, loss of
privacy.
4.2.3 Characteristic of
information security:
integrity, availability
4.3 Protect information 4.3.1 Protect Personal
information (fraud,
avoid identity theft,
maintain privacy)
Protect Workplace
information (prevent
theft, fraudulent
use, sabotage, etc.)
5. Malware 5.1 Types and methods
5.1.1 What is malware?
Different ways a
malware can be
concealed: Trojans,
rootkits, and
57
backdoors.
5.1.2
Types of infectious
malware: viruses,
worms. How they
work.
5.1.3advanced Types of data theft,
profit
generation/extortion
malware: adware,
ransom ware)
Spyware, botnets,
keystroke logging.
5.2 Phishing 5.2.1 What is phishing?
Phishing
characteristics (use
of legitimate
organizations,
people, web links,
etc.)
5.2.2 Report phishing
attempts to the
authorities
5.2.3 What is pharming?
5.3 Protection
5.3.1
Know about
antivirus software
and limitations
5.3.2 • Why antivirus
software should be
installed on
computers and
devices
Why update
software? ( anti-
virus, operating
system, web
58
browsers,
applications, plug-
ins)
Know the risks of
using unsupported
software
(incompatibility,
malware threats)
5.4 Resolve and
Remove
5.4.1 Know that a
malware attack can
be diagnosed &
resolved with the
use of online
resources ( anti-
virus, websites of
operating systems,
etc.)
Scan drives,
folders, files by the
use of antivirus
software.
Understand what
quarantine is, delete
infected/suspicious
files.
59
Area 2 Element 2 Ref. Element 4
6. Security
Methods
6.1. Personal Security 6.1.1
Know the term
social engineering
and its implications
(unauthorized
information
gathering, fraud)
Methods of social
engineering (phone
calls, phishing)
6.1.2
Understand the
term identity theft
and its implications
Methods of
identity theft
6.2 File Security 6.2.3
Set passwords for
files (documents,
spreadsheets,
compressed files)
6.2.1 advanced
Be aware of the
basic terms of
encryption
6.2.2advanced
Encrypt files, drives,
folders
6.3 Access Control 6.3.1 Prevent
unauthorized access
to data( username,
passwords,
encryption,
multifactor
authentication)
6.3.2 What is one time-
password/ Typical
use
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6.3.3 What is a network
account?
Why use usernames
and passwords with
network accounts.
Why logout from
network account
when not using
them
6.3.4 We aware of
biometric security
techniques
6.4 Password
Management
Techniques
6.4.1 How to choose a
strong password.
Be familiar with
good password
policies.
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Area 3 Element 2 Ref. Element 4
7. Internet
Security
Concepts
7.1 Networks and
Connections
7.1.1 What is a Network?
What are the
different types of
networks? (LAN,
WLAN, VPN)
7.1.2
Network
connections-
implications to
security (malware,
maintain privacy,
unauthorized data
access)
7.1.3 advanced
What is the role of a
network
administrator
7.1.4
Limitations of
different types of
firewalls (personal,
work)
7.1.5advanced
Activate/deactivate
firewalls.
Block/unblock
applications
7.2 Wireless Security 7.2.1 What are the
different ways for
wireless security?
(WEP, MAC, SSID,
etc.)
7.2.2 What are the
dangers of using
unprotected
wireless networks?
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(Attacks:
eavesdroppers, man
in the middle)
7.2.3 What is a personal
hotspot?
7.2.4 advanced Enable/ Disable
personal hotspot.
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Area 4 Element 2 Ref. Element 4
8. Communications
and Social Media
Security
8.1. Email 8.1.1
What is a digital
signature
8.1.2
Why encrypt/decrypt
an email
8.1.3
Identify fraudulent
emails/ unsolicited
8.1.4 Infection of a
computer by clicking
on an email
attachment that
contains executable
files.
8.2 VoIP 8.2.1 What are the
Security
vulnerabilities of IM
VoIP (malware,
backdoor access,
eavesdropping)
8.2.2 Methods to ensure
confidentiality while
using IM/ VoIP
(encryption,
restricting file
sharing etc.)
8.3 Mobile 8.3.1 Be aware of the
possible implications
of the use of
unofficial
applications (mobile
malware, access to
personal data, poor
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quality, hidden costs)
8.3.2 What are application
permissions?
8.3.3 Be aware that mobile
applications can
extract private
information from
phone (contact
details, location,
images)
8.3.4advanced What actions can be
taken when the
device is lost.
(remote swipe,
locate, remote
disable)
9. Social Networks 9.1 Basic Information 9.1.1 Why is not wise to
disclose
personal/confidential
information on social
media sites
9.1.2 Why is necessary to
apply privacy setting
to a social network
account?
Apply appropriate
social account
network settings
(privacy, location)
9.1.3 What are the
dangers of using
social networking
sites? (Cyber
bullying, false
identities, fraudulent
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links, malicious
disclosure of
personal content.)
9.1.4 Report inappropriate
social network
use/behavior to the
service provider/
authorities.
9.2 Facebook 9.2.1 What is it?
9.2.2 Most common use.
9.2.3 Safe use/ Privacy
Settings
9.3 Instragram 9.3.1 What is it?
9.3.2 Most common use.
9.3.3 Safe use/ Privacy
Settings
9.4 Youtube 9.4.1 What is it?
9.4.2 Most common use.
9.4.3 Safe use/ Privacy
Settings
9.5 Snapchat 9.5.1 What is it?
9.5.2 Most common use
9.5.3 Safe use/ Privacy
Settings
9.6 Twitter 9.6.1 What is it?
9.6.2 Most common use
9.6.3 Safe use/ Privacy
Settings
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Area 5 Element 2 Ref. Element 4
10. Secure Data
Management and
Web Use
10.1. Secure and
Backup Data
10.1.1
Physically protect a
computer (cable
locks, access control,
etc.)
10.1.2
Why it is important
to have backup
procedures?
Different features of
backup (regularly,
frequently, storage,
location, etc.)
10.1.3
Backup data to
cloud, external,
media.
10.1.4advanced
Restore data from
media
10.2 Delete and
Destruct data
securely
10.2.1
What is the
difference between
delete and
permanently delete
files
10.2.2 Why permanently
delete data from
devices
Content deletion
may not be
permanent in some
cases (Social
Network, cloud
service, etc. )
10.2.3 Methods of
permanently
deleting data
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(shredding, drive
destruction, etc.)
11. Secure Web
Browsing
11.1 Setup the
Browser
11.1.1 Set appropriate
settings for enabling,
disabling
autocomplete, auto
save in form
completion
11.1.2 Delete data from
browser:
Browsing History
Download History
Cached Files
Passwords
Cookies
Autocomplete Data
11.2 Safe Browsing 11.2.1 Certain online
activity should be
undertaken on
secure web pages
Use of secure
network connections
11.2.2 How to confirm
authenticity of a
website
11.2.3 Ways to perform
secure online
transactions
11.2.4 Know the function of
content control
software.
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Internet filtering
software, parental
control software
12. Dark web 12.1 12.1.1 Definition of the
dark web
12.1.2 How to access the
dark web?
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Area 6 Element 2 Ref. Element 4
13.Going Online 13.1. Students/Teens
Online
13.1.1
Devices used to
access the Internet
13.1.2 What do they do
online?
13.2. Risks of Being
Online
13.2.1 Important Terms
13.2.2 Online Inappropriate
Content a student
might come across
13.2.3 What to do when a
child/student has
come across with
inappropriate
content.
14. Online
Information
14.1. Online Posts 14.1.1 What NOT to post
online
14.1.2 Consequences of
inappropriate posts.
14.1.3 How to prevent
inappropriate posts.
14.1.4 What is ok to post
online?
14.2. Sharing
Information
14.2.1 What personal
information shouldn’t
be shared
14.2.2 Dangers of sharing
personal information
14.2.3 Protect students from
revealing too much
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information
14.3. Sharing Images 14.3.1 Sexting – statistics
14.3.2 Why do teens sext?
14.3.3 Consequences of
sexting?
14.3.4 Addressing sexting
15. Sexual
Solicitation
15.1. Sexual
Solicitation
15.1.1 What is it?
15.1.2 How does it occur?
15.2. Grooming 15.2.1 What is grooming?
15.2.2 Signs of grooming.
15.2.3 Predatory offenders.
15.2.4 Protect students from
predatory offenders.
16. Cyber Bullying 16.1. Cyber Bullying 16.1.1 Definition of Cyber
Bullying.
16.1.2 Examples.
16.1.3 Bullying vs Cyber
bullying.
16.1.4 The players in Cyber
Bullying.
Cyber bully
Victim
Bystanders
16.2. Victim 16.2.1 Victim Characteristics.
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16.2.2 How to help a cyber-
bullying victim.
16.3. Cyber-Bully 16.3.1 A cyber-bully’s
behavior.
16.3.2 Prevent a student
from becoming a
cyber-bully.
16.4. Bystander 16.4.1 What to do with
bystanders.
17. Strategies to
deal with
inappropriate
content
17.1. Monitor
Technology
17.1.1 Ways to monitor
technology.
17.2. Communication 17.2.1 Discuss with the
student.
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2. Website Design
Main Objectives and Benchmarks
Related to the Framework – Element 2
Be aware of the basic web concepts, terms and definitions
Be familiar with the important principles of a good website
Understand the main theorem of HTML
Be able to use the basic HTML mark-ups and edit the design of a webpage
Know what web-authoring applications are
Be able to use a web authoring application to design/ format webpages, edit text, work with hyperlinks and tables
We able to efficiently plan the design of a webpage
Understand the challenges when designing a webpage (e.g. color blindness, age of user)
Recognize common image formats and use them on a webpage
Be able to create forms in a webpage
Understand Cascade Style Sheets and be able to use them to format a webpage
Produce webpages for publishing online- on a web server
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Area 1 Element 2
Ref. Element 4
1.Introduction 1.1.Basic Terminology 1.1.1 Understand the services provided from the Internet:
World Wide Web
File Transfer
Instant Messaging
1.1.2 Understand the terms:
Client
Server
1.1.3 Understand the connection between browser and web server
2. Additional Information
2.1 Advanced Terminology
2.1.1 Understand the terms
Uniform Resource Locator
Hyperlink
Web Hosting
Search Engine
2.2 Protocols 2.2.1 advanced Understand the basic Internet Protocols
Transmission Control Protocol/ Internet Protocol (TCP/IP)
Hypertext Transfer Protocol (HTTP)
File Transfer Protocol (FTP)
74
Area 2 Element 2
Ref. Element 4
3. Website Design
3.1 Useful Information 3.1.1 Advantages of having a website:
Access to a global audience
Ease of updating
Audience interactivity
Cost benefits
3.1.2 How to get a website online
Domain registration
Choose a web hosting service
3.1.3advanced Search Engine optimization techniques:
Relevant meta-data inclusion
Site map inclusion
Website links
Search engine registration
3.2 Download Time 3.2.1 Factors that affect web page download time:
Audio
Video
Graphical objects
Animation content
3.2.2 File formats optimize download time.
3.3 Legal Matters 3.3.1 Copyrights and implications on any type of content on websites
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3.3.2 advanced Hosting country laws apply on the website
4.Important Principles of Website Design
4.1 Website Evaluation and Rubric Creation
4.1.1 Target Audience evaluation
4.1.2 advanced Developing a Website Evaluation Tool
4.2 Color Theory 4.2.1advanced Color Theory in Web Design
4.2.2advanced Selecting a Color Scheme
4.3 Web Standards and Accessible Design
4.3.1 Web Standards
4.3.2 advanced How People with Disabilities Access the Web
4.4 Planning a Website 4.4.1 Organizing a Website
4.4.2 Creation of page layout template
4.4.3 Navigation scheme decisions
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Area 3 Element 2
Ref. Element 4
5. HTML 5.1 HTML Basics 5.1.1 The HTML term – Hypertext Markup Language
5.1.2 advanced The W3C consortium
5.1.3 advanced Benefits of using the W3C recommendations
5.2 HTML Use 5.2.1 View the source code of a website
5.2.2 Structure a website with the basic markup tags: <html> <head> <title> <body>
5.2.3 Develop the layout of a website with markup tags: <h1> <h2> <p> <br /> <a href> <img />
6. CSS 6.1 CSS Basics 6.1.1 The CSS term – Cascading Style Sheets and its benefits
6.1.2 Different Approaches on applying CSS styles:
- Internal - External - Inline
6.1.3 Structure of a CSS rule: Selector & Declaration
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6.2 CSS Use 6.2.1 Create and Use a CSS file
6.2.2 CSS Rules: Create and Modify:
- Color - Background, - Font
6.2.3 advanced Attaching external CSS files to web pages
78
Area 4 Element 2
Ref. Element 4
7. Web Authoring 7.1 Web Authoring Applications
7.1.1 Examples of Web authoring applications:
- Artisteer - Weebly - Wordpress - Kompozer
7.2 Application Use – Kompozer
7.2.1 Open/ close application
7.2.2 Create, save a new webpage on a drive
7.2.3 Create, save a webpage based on an available template
7.2.4 Descriptive Webpage titles: Add/ Edit
7.2.5 Change between Design View & Source Code View
7.3 Productivity Increase
7.3.1 Set basic preferences: - Default
preview browser
- Default document type
- Encoding - Fonts
7.3.2 Use of the Help Functions
8. Input and Formatting
8.1 Text Input and Formatting
8.1.1 Insert, Edit, Delete Text
8.1.2 Relative Font Size:
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Understand and Use
8.1.3 Text Formatting:
Bold,
Italic,
Font Type,
Font Color
8.2 Paragraph Formatting
8.2.1 Paragraph Properties:
Alignment,
Indentation
8.2.2 Paragraph Breaks, Line Breaks: Insert / Remove
8.2.3 Create and Modify Lists: Numbered, Bulleted
8.3 Page Formatting
8.3.1 Page Margins: Top, Bottom, Left, Right
8.3.2 Page Background: Add/ Remove Color/ Image
8.3.3 advanced Hyperlinks: Change colors of Visited, Active, Unvisited
9. Hyperlinks 9.1 Hyperlinks Explained
9.1.1 Absolute & Relative Hyperlinks
9.2 Hyperlink Handling
9.2.1 Insert, Edit, Remove Hyperlink / Email Hyperlink on Text and Image
9.2.2 advanced Hyperlink Target Definition: Same Window, New Window
9.2.3 advanced Set Anchors
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Insert Link to Anchors
10. Tables 10.1 Using Tables 10.1.1 advanced Insert/ Delete Table & Table Caption
10.1.2 advanced Table Alignment: Left, Right, Centre
10.1.3 advanced Rows/ Columns: Insert & Delete
10.1.4 advanced Modify Columns – width Modify Rows – Height
10.1.5 advanced Merge/ Split Cells
10.1.6 advanced Modify Table Border – width Modify Cell Padding Modify Cell Spacing
10.1.7 advanced Change:
Background Color
Background Graphic,
Image of Cells,
Entire Table
10.1.8 advanced Add/ Remove Table Background Graphic/Image
11. Objects 11.1 Graphical Objects
11.1.1 Add/ Remove Image and Video on a Web Page
11.1.2 Set/ modify attributes of an image: size, border, alignment, alternative text.
11.2 Forms 11.2.1 Set/ modify attributes
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of an image: size, border, alignment, alternative text.
11.2.2 Add/ remove single-line, multi-line text fields.
11.2.3 advanced Add/ remove form fields: drop-down, check box, radio button.
11.2.4 advanced Set/ modify form field properties: text field, drop-down, check box, radio button.
11.2.5 Add/ remove submit, reset buttons.
11.2.6 advanced Set/ modify properties for submit, reset buttons.
11.2.7 Set/ modify form action to send form output by email.
82
Area 5 Element 2
Ref. Element 4
12. Website Upload 12.1 Check 12.1.1 Identify and Fix Broken Links
12.2 Good Practices on Webpage Content
12.2.1 Include:
A last updated date
Details of software required to open
View files
Ensure content compatibility with web browsers
12.2.3 Perform spell checks on a web page and make changes
12.3 Going Online 12.3.1
advanced The process of
uploading a website to a server
12.3.2
advanced The process of
downloading a website from a server
12.3.3
advanced Upload a website to
a server
12.3.4
advanced Download a website
from a server
83
3. Hardware Devices: Interactive Whiteboard This course sets benchmarks for the knowledge and skills required to use, configure and
take advantage of interactive whiteboards. It provides knowledge and practical training
about how to use interactive whiteboards in educational contexts. It starts with the
installation and settings and reviews basic and advanced features of this technology,
including complementary systems that can extend its functionality. It also provides
information regarding when it is advisable to use this technological resource.
Main Objectives and Benchmarks
Related to the Framework – Element 2
To provide VET teachers with the knowledge required to use interactive whiteboards
To know what an interactive whiteboard is and the basic/advanced terms associated with it.
To be able to identify the basic/advanced components and software of interactive whiteboards.
To be able to install its components, adjust and restore the basic/advanced settings of the system.
To know and be able to compare different types of interactive whiteboards.
To know how to use an interactive whiteboard is.
To know and be able to use its main basic/advanced features.
To be able to install complementary elements (such as wireless components) and systems that can extent its functionality.
To know the general recommendations in the use of interactive whiteboards.
To know the advantages and possibilities of this technology in the classroom and its flexibility in educational contexts both for teachers and students..
To understand the advantages of using this technology compared to traditional black/whiteboard and digital whiteboard in order to know when/when not to use it.
To be able to decide when and how to use this technological resource, according to the learning objectives and the students profiles.
To be able to identify learning situations where the use of interactive whiteboards is recommended.
84
Area 1 Element 2
Ref. Element 4
1. What is an interactive whiteboard
1.1 To know the advantages and disadvantages of interactive whiteboards both for teachers and students
1.1.1
To know which are the advantages and disadvantages of interactive whiteboards.
1.1.2
To be able to decide when and how to use this technological resource, according to the learning objectives and the students profiles.
1.1.3
To understand the possibilities this technology brings both for teachers and students.
85
Area 2 Element 2
Ref. Element 4
2.How to use an interactive whiteboard
2.1. To have the basic knowledge about how to set and use basic and advanced features of interactive whiteboards.
2.1.1
To know how to use an interactive whiteboard is.
2.1.2
To be able to install its components and settings.
2.1.3 To be able to use its main basic/advanced features.
2.1.4 To understand the possibilities this technology brings both for teachers and students.
86
Area 3 Element 2
Ref. Element 4
3.When to use an interactive whiteboard
3.1 To know the advantages and disadvantages of interactive whiteboards both for teachers and students
3.1.1
To know which are the advantages and disadvantages of interactive whiteboards.
3.1.2
To be able to decide when and how to use this technological resource, according to the learning objectives and the students profiles.
3.1.3 To understand the possibilities this technology brings both for teachers and students.
87
4. Teaching environments: using Moodle as an example
Main Objectives and Benchmarks
Related to the Framework – Element 2
Have knowledge about what Moodle is.
Understand the philosophy of Moodle
Have knowledge about the history of Moodle
Can evaluate Moodle
Understand what is the use of asynchronous platforms
Can compare asynchronous platforms
Have knowledge about the structure of a Moodle platform.
Be able to login in a Moodle platform
Can navigate in a Moodle menu
Have knowledge about profile editing
Be able to use the Calendar
Be able to show students how to handle Moodle
Be able to administrate the Moodle Environment
Know what a Moodle course is.
Be able to use topics to organize a course in a Moodle platform.
Can navigate in Moodle topics
Know what kind of material I can upload to a Moodle platform.
Use Labels.
Can create my own tests.
Be able to upload, update and delete files inside topics.
Can create folders.
Can create links for external on-line information.
Be able to add other resources (chat, wiki etc.)
Can show my students how to navigate, download and take a test in a Moodle course.
Be able to create material for a Moodle course using external tools, like Hot Potatoes (tool for creating tests).
Administrate a Moodle Course.
Know what a Moodle user is.
Be able to define roles and permissions for users in a Moodle course
Be able to add participants in a Moodle course
Can find the courses I’m registered for
Be able to create new users
Be able to create groups to enroll easily in a Moodle course
88
Area 1 Element 2
Ref. Element 4
1. Introduction 1.1 Basic knowledge about Moodle
1.1.1
What is e-learning
1.1.2 Benefits of e-learning for teachers and students
1.1.3 What is a Virtual learning Environment
1.1.4 Open Source / GNU General Public License
1.1.5 What is Moodle?
2. Philosophy of Moodle
2.1 Theory that Moodle is built on
2.1.1 Social constructivism theory
2.1.2 How is Moodle build on the Social constructivism theory
3.History of Moodle
3.1 Concepts/Terms 3.1.1
When and who created Moodle
3.1.2 Facts and figures about Moodle
4. Why Moodle 4.1 Moodle characteristics
4.1.1 Features and Capabilities of Moodle
4.1.2
Advantages and disadvantages of Moodle
4.2 Other platforms 4.2.1 advanced Synchronous and asynchronous platforms
4.2.2 advanced Brief description of other on line platforms
4.2.3 advanced Compare platforms
89
Area 2 Element 2
Ref. Element 4
5. Navigating in a Moodle platform
5.1 Structure of a Moodle platform
5.1.1
Login
5.1.2
Home page Brief description:
Main Menu
Navigation
Administration
Calendar
5.2 Navigation 5.2.1
Home
My home
5.2.2
My profile:
View profile
Forum
Blogs
Messages
Files
5.2.3
My courses (Brief description)
5.3 Administration 5.3.1 Profile settings
5.4 Calendar 5.4.1 Exploiting Calendar
5.5 Advanced administration
5.5.1 advanced How to show/hide menu items
90
Area 3 Element 2
Ref. Element 4
6. Moodle Courses
6.1 Moodle Courses 6.1.1 Introduction to Moodle Courses. Relation with school subjects
6.1.2
Moodle Topics
6.1.3 advanced
Topics Administration
6.1.4 advanced
Topics Editing
6.1.5advanced
Activities / resources:
Lesson
Quiz (how to make a quiz)
Survey
Folder
File
Label
Page
URL (link)
7.1 External Tools
7.1 SCORM Packages 7.1.1 advanced How to use external tools (e.g. Hot Potatoes) to create material for Moodle
91
Area 4 Element 2
Ref. Element 4
8. Moodle Users 8.1. Moodle Users 8.1.1
Definition of a Moodle user
8.1.2
Roles and permission of a Moodle User
8.1.3
Participants in a Moodle course
8.2 Advanced User Administration
8.2.1 advanced Creating Users
8.2.2 advanced Creating and exploiting groups
92
5. Media Editing
Media Editing (sound editing and animation)
Main Objectives and Benchmarks
Related to the Framework – Element 2
Knows different types of formats for images: BMP, TIF, GIF, JPEG, etc.
Description and main features.
Knows vector format. Characteristics.
Knows different types of audio and video formats: WAV, WMA, MP3,
MPEG, AVI, etc. Description and main features.
Knows different types of special effects. Characteristics.
Be able to use basic techniques of graphic processing: image resize, crop,
resolution change, colour control
Be able to use basic techniques for audio and video processing: recording
and playback, mono and stereo techniques, save in various formats,
volume control, applying special effects
Be aware of the importance of using of different types of graphics, audio
and video elements
Has basic knowledge about graphic files and how to use it
Be able to use graphical applications of the operating system
Be able to use specific functions for drawing: drawing tools for lines and
geometric figures, colour attributes, line thickness
Can use operations for selection and processing (rotation, displacement,
deformation)
Be able to transform images from a graphic format into another
Be able to save images in various formats
Be able to make corrections and image improvement
Can use operations for image processing (animations, mixing, special
effects)
Be aware of the importance of using graphics in education
Be interested to communicate using specific means of an information
system
Having initiatives in approaching and solving various tasks using IT tools
Has basic knowledge about audio and video files
Be able to use audio and video tools of the operating system
Be able to do searches on the Internet and to select efficient the obtained
information
Knows about the importance of using existing resources on the Internet in
education
Be able to create products who develop ingenuity and creativity
93
Be able to use specific functions for sound recording and playback
Knows the operations about selection of segments, copying, moving,
mixing information from different files.
Be able to manage audio files and save in various formats
Be able to apply special effects (delay, volume, echo)
Be able to use tools for capture
Be able to use specialized applications for audio and video processing
(Movie Maker, Adobe Premiere)
Be able to process of video files (video montage, video and audio effects)
Be able to insert sound, comments, subtitles)
Be able to use cameras, scanners, digital camcorders
Be able to use existing educational tools on the Internet: Khan Academy,
Edpuzzle, TED, YouTube.
Be aware of the importance of using video in education
Be able to have a creative way of thinking
Be able to recognize that not all information can be found on the Internet
Be aware that not all information obtained from the Internet are credible
Be interested to communicate using specific means of an information
system
Having initiatives in approaching and solving various tasks using IT tools
94
Area 1 Element 2 Ref. Element 4
1. Graphic – Basic concepts
1.1 Types of graphic formats
1.1.1
Understand what are the common uses of digital images (print, web, mobile phone, ...)
1.1.2
Copyright – understand what are the rights to use images
1.1.3
Understand what are pixel and resolution of a digital image
1.1.4advanced
Raster (JPEG, GIF) and vector graphics (SVG, EPS) – definitions
1.2 Techniques of graphic processing
1.2.1 Typical formats for proprietary digital editing applications (psd, cpt)
1.2.2 Recognize common color models: RGB, CMYK, Grayscale
1.2.3 Understand basic techniques for image processing: crop, resize, rotate, color, brightness, contrast
1.2.4advanced Understand what are the special effects, like: artistic, distortion, blur, lighting, sharpen, red eye reduction)
2. Audio – Basic concepts
2.1 Types of audio formats
2.1.1 Understand what are analog and digital audio signals
2.1.2 Understand compressed and uncompressed audio formats
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2.1.3 Audio file format: WAV, WMA, MID, MP3, main characteristics.
2.1.4 Understand the different supports for audio recording (optical, magnetic, solid state)
2.2 Techniques of audio processing
2.2.1 MIDI protocol – main characteristics
2.2.2 Mono and stereo techniques
2.2.3 Understand basic audio functions: how to save in different audio formats, volume control
2.2.4advanced Understand what are the special effects (reverb, chorus, delay)
2.2.5 Know how to operate with microphones
2.2.6 Know how to connect input and output audio peripherals
2.2.7 Identify the most appropriate software as audio player
3. Video – Basic concepts
3.1 Types of video formats
3.1.1 Know the different video compression formats, like: AVI, MPG, MOV
3.1.2 Understand the different supports for video recording (optical, magnetic, solid state)
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3.2 Techniques of video processing
3.2.1 Know the operations which allow editing
3.2.2 Know the main features available in a video editing application
3.3.3 Know how to connect input and output video adapter and peripherals for video production
3.3.4 Understand basic video functions: how to save in different video formats, file export.
3.3.5 Identify the most appropriate software as video player
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Area 2 Element 2 Ref. Element 4
1. Graphic applications 1.1 Types of graphics processing applications
1.1.1 Simple graphics applications (Paint – MS Windows; GIMP – Linux; iPhoto – MacIntosh). Main features and main uses.
1.1.2 Proprietary specialized applications (Corel Draw, Adobe Illustrator). Main features and main uses.
1.1.3 Understand the concept of intellectual property and copyright for images.
2. Graphic using – simple graphic processing applications
2.1 Using graphics processing functions of simple graphical applications
2.1.1 Open, close an image file or an image editing application.
2.1.2 Create a new image file and select different options: size, resolution, color
2.1.3 Save image on drive to a specific location with different name
2.1.4 Scan an image using a scanner or a multifunction equipment (preview, set parameters, save)
2.1.5 Save an image from a digital camera on a drive to a specific location
3. Graphic using – specialized graphics processing applications
3.1 Using specialized graphics processing applications
3.1.1 Open, close an image file
3.1.2 Save, export an image as
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another file type (JPEG, GIF, TIFF, PNG)
3.1.3 Set basic options and preferences in the application
3.1.4 Set background color
3.1.5 Set grid properties (units, color, horizontal and vertical spacing)
3.1.6 Know how to use zoom tools
3.1.7 Know about color palette
3.1.8advanced Select a part of image using selection tools
3.1.9 Resize an image (pixels or measurement units)
3.1.10 Crop an image
3.1.11advanced Understand the term layer and set layer properties (name, hide, show)
3.1.12 advanced Transform layers (scale, rotate, move)
3.1.13 advanced Create an animated GIF from layers
3.1.14 Understand how to work with text (add, edit, delete, copy text, align text, formatting text)
3.1.15 advanced Know how to apply effects (artistic, blur, distortion, lighting)
3.1.16 Know how apply red eye
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reduction
3.1.17 Understand how to set printing properties and print the image
100
Area 3 Element 2
Ref. Element 4
1. Audio and video processing applications
1.1 Types of specialized applications for audio and video processing
1.1.1 Simple audio/ video applications of operation systems. Main features and main uses.
1.1.2 Proprietary audio/ video specialized applications. Main features and main uses.
1.1.3 Understand the concept of intellectual property and copyright for audio files, video files, logos or other proprietary elements.
2. Audio and video – Specialized applications
2.1 Specialized audio applications
2.1.1 Identify the most appropriate software for creation/ modification of digital audio
2.1.2 Understand the main features of the most popular audio software
2.1.3 Know how to connect a MIDI device to a computer
2.1.4 Understand the main features of MIDI protocol
2.1.5 Move and resize the audio tracks over timeline
2.1.6advanced Use software filters to eliminate / reduce noise
2.1.7advanced Understand how to use audio mixer elements
2.1.8advanced Understand how to apply an effect on audio track
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2.2 Specialized video applications
2.2.1 Know the advantages and disadvantages of the most common editing software
2.2.2 Understand the process of video production
2.2.3 Know the design techniques of a video film
2.2.4 Identify the tasks needed for video production
2.2.5 Know the operation which allow video editing
2.2.6 Acquire images and sounds within the project
2.2.7 Set the basic options in the application
2.2.8 Know how to perform image cutting operation
2.2.9 Add and remove audio track
2.2.10 Add main title and end title
2.2.11 Know how to export video
3. Educational resources
3.1 Educational resources on the Internet
3.1.1 Know how to search information on the Internet
3.1.2 Know how to effectively select the necessary information
3.1.3 Know how to use educational tools on the internet, like: Khan Academy, Edpuzzle, TED, YouTube.
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6. Communication platforms: using Skype as an example
Main Objectives
Related to the Framework
Can install Skype
Is able to create a Skype account
Can install microphone and camera
Can check the connection
Can communicate via video calls, chat and video messages
Is able to create a profile
Knows about the security implications with regard to a) install and b) use Skype
Is aware of alternatives to Skype
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Area 1 Element 2
Ref. Element 4
1. Installation 1.1 System requirements
1.1.1
Knows the technical features of the own a) computer (random access memory (RAM), processor, graphic board etc. “system control” > “system” b) mobile device and can decide whether the requirements are compatible with Skype software
1.1.2advanced
Knows where to find and how to install hardware drivers in order to run Skype
1.2 Download Skype software
1.2.1 Can find Skype software on the internet, download it, save it on the computer and runs/install it
1.2.2 Can set up a Skype name and a password
1.2.3 Can choose between different installation options
a) “more options”
b) Choose the user based installation
1.3 Camera/microphone
1.3.1 Can install external camera system (hardware and software) OR Can use the camera and microphone
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included in the system
1.3.2 advanced Can adjust features of camera and microphone (e.g. brightness; tone: bass/treble etc.)
1.4 Backup contacts 1.4.1 Can save the contacts details of communication partners
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Area 2 Element 2
Ref. Element 4
2. Communication
2.1 Video call 2.1.1
Able to find a concrete person and call him/her Able to answer to an incoming call
2.1.2 advanced
Can set up a group video call
2.1.3
Knows details about the online status. Aware that everybody can find out that the user is online although his status says “offline”.
2.2. Share documents 2.2.1 Is able to share documents/load up documents for others on Skype
2.3 Video message 2.3.1 Can send and receive a video message
2.4 Chat function 2.4.1advanced
Knows that there is a chat function and knows how to use it
2.5 Connection check 2.5.1 Knows where and how to check the Skype connection (camera/microphone)
2.6 Profile 2.6.1 advanced Can create a Skype profile and knows that he/she can be on Skype without having a profile
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Area 3 Element 2
Ref. Element 4
3. Security 3.1 Terms of use 3.1.1 Has read the terms of use and understands them
3.2 Privacy settings 3.2.1
Knows where in the program the privacy settings are – is able to adjust them according to own preferences.
3.2.2 advanced
Knows the Skype sub-site: “Protecting your online safety, security and privacy.” And actually knows how to protect the computer/mobile device; how to create a secure password.
3.2.3 advanced
Is aware that complete protection against worms, viruses etc. is not possible due to so called “exploits”.
3.2.4advanced
Is aware that Microsoft (company which owns Skype) can do whatever it want with everything which was said and uploaded on Skype (acc. to the terms of use)
3.2.5 advanced Knows that Microsoft collaborated with intelligence agencies in the past and gave access to the communication of users.
3.3 Alternatives 3.3.1 Knows alternatives to Skype (e.g: Oovoo) Knows the TOR
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browser in order to communicate, where the privacy is not violated against.