EUVHS_IO1_Toolkit_EN

27 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 Phase 5. Evaluating Even though evaluation appears as a last step, it does not occur only at the end. It is rather a continuous process, incorporated at different stages since we: • first evaluate the design and first prototype of the lesson/course • conduct a formative evaluation of the instruction, while the lesson/course is running. For this, we can gather data from the LMS and tools integrated (e.g., what the students view, post, etc.), we can conduct short interviews with the students or use exit tickets at the end of a synchronous sessions (students submit an evaluation before exiting the teleconferencing). • conduct a cumulative/summative evaluation of the instruction when it is completed. For this, a reflective practice is an additional procedure that is highly recommended for the teacher, to measure the degree of success of the instructional intervention. Evaluation provides important data for revision of the instruction as needed. To evaluate the application of technology in instruction, we can refer to the Digital Competence of Educators (DigCompEdu) Framework. This framework allows us to assess the digital skills of educators by reflecting on six (6) areas that fall into three (3) general categories (Fig. 1):

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