Skills Instead of Knowledge
In the past, added value was created through factual knowledge, now information often spreads just as quickly as it becomes outdated. New technologies make information available at any time and anywhere. As a result, less factual knowledge will be required in future. Instead, skills will be in demand, with keywords such as future skills, digital literacy and digital competence. So added value is now created when education provides skills that the computer does not have, and uses the efficiency potential of modern technologies. It is necessary to develop concepts that enable educational and non-educational staff to respond to and promote the development of adolescents, by means of media communication appropriate to their age and media support in line with their learning type.
As an appropriate response to the fourth industrial revolution, the digital transformation in education, teaching and research (#Education 4.0) must be equally revolutionary.
These New Requirements Present Many Educational Institutions with a Number of Challenges:
- How can digital features usefully improve my processes in education, teaching and administration?
- How do I formulate and draw up my media instructive proposals and media development plans?
- Where and how do I start with all the stakeholders (teachers, parents and school students) of my educational institution with regard to digital processes and the changes it brings?
- How do I promote the acceptance of media and technology by all the stakeholders (teachers, parents and school students) in my educational institution?
- When and how can digital media be integrated into teaching in an academically meaningful way?
- What does my existing IT infrastructure look like? How powerful, future-proofed and secure is it?
- Which hardware and software components for media technology should I use to equip my rooms?
- Who will train my teachers in the new platforms, media and equipment?
- Is my expenditure on digital processes eligible for funding? What funding programs are there, and how do I apply for and use funding in compliance with audit requirements?
- How do I procure the required planning, construction and technical services?
- What operator models are there for my digital infrastructure and what does sustainable and economic service and operation look like?
- Which digital media provides the best support for our academic and educational challenges?
- What possibilities do current and pioneering software and hardware solutions offer me in the implementation of our media curriculum?
- Who will support me in bridging the gap between our integral media curriculum, the structural and technical requirements, and the training of our school community?
Issues such as these are complex and diverse. The bureaucratic effort is high, especially in the breadth of the topics to be considered and the required depth of agreement and coordination among the relevant parties, involving the university/school, educational institution, owner and operator.
Five Steps to Success
By establishing the status, the Digital Ready Check forms the basis of your digital strategy. It is supplemented by four other modules. These build on each other, but are also suitable for selectively supporting existing approaches. As a requirement for procuring infrastructure eligible for funding, the Digital Ready Check itself is usually also eligible for funding.
Step 1 - Establishing the Status through a Digital Ready Check
- Inventory of your buildings to review all aspects relevant to IT and media technology, based on a comprehensive set of criteria
- Checking to ensure nothing has been omitted, and determining your position - where do we currently stand in terms of media set-up? How are our pedagogical and didactic proposals interlinked with media support?
- Analysis and evaluation of existing media development plans, digital transformation proposals and operational plans
- Determining the digital readiness of your buildings in the form of a target-actual comparison
- Assessing the current status and experience of digital media in teaching
- Summarized explanatory report with recommendations for action
Step 2 - Requirements Management for Digital Processes
- Conducting creative workshops and future-oriented workshops with the school authority, school supervision, school management, the educational and non-educational staff, as well as school students
- Formulating the resulting requirements for buildings and technical equipment
- Developing user-specific media requirements – in relation to teaching, administration and buildings
- Developing an integral media curriculum
Step 3 - Proposal
- Developing a digital strategy and media development plan
- Defining of the infrastructure and technology to be procured
- Determining the required framework of costs and scheduling
- Assessing the eligibility of the proposed measures for receiving funding, management of funding applications
Step 4 - Planning and Implementation
- Planning the digital classrooms and the required IT infrastructure
- Tender procedures, award of contracts, coordinating the procurement of the goods, construction work and services required, as well as supervision of the work to ensure that it is on schedule and free of defects
- Documentation of the use of funding and preparation of the final statement proving use of the funding
Step 5 - Training and Operation
- Support for formulation of operating models, maintenance services and service contracts
- Review and optimization of existing service contracts
- Training your teaching and technical staff as well as providing contact persons and support during use
- Determining the condition of existing technology with regard to lifespan and freedom from defects
- Training your teachers for didactically worthwhile implementation of digital media in the classroom