Fomento de Competencias Digitales Transversales en Educación Superior

We requested this project to address the need to effectively integrate transversal digital competences into Higher Education, in accordance with the European DigComp framework. We observed a lack in the training of these competencies in both students and teachers, as well as a lack of structured resources and innovative methodologies. The project focused on designing, implementing and evaluating a pilot course with a competency-based approach and active methodologies, incorporating gamification techniques to promote motivation and autonomous learning. In addition, open and transferable educational resources were developed. Two work packages were specifically targeted at other education and training professionals. One, the development of a Curriculum structured around the 21 points of the DigComp framework, to facilitate its integration into training plans. The other, a Methodological Guide that collects the knowledge generated during the project, with the aim of offering a reproducible and adaptable model in different educational contexts. At the University of Malaga we promoted this international cooperation to generate a sustainable impact that transcended the participating institutions.

By executing this project, we hoped to achieve a substantial improvement in the integration of transversal digital competences in Higher Education. The main objective was to train teachers and students in the critical, safe and effective use of digital tools, in accordance with the European DigComp framework, thus promoting more innovative, inclusive teaching aligned with current challenges. We aspired to design a gamified pilot course that would serve as a replicable model, capable of motivating students and encouraging active learning. At the same time, we wanted to generate open, multilingual and transferable educational resources that could be used by other institutions and professionals in education and training, and in which language was not an impediment to learning. We also set out to develop a curriculum based on the 21 points of DigComp and a methodological guide that would collect the knowledge generated during the project. These results sought to facilitate the systematic incorporation of digital skills in different educational contexts and to contribute to a stronger and more effective international cooperation in the university environment.

Many activities were implemented collaboratively. The main ones were: Project Management: General coordination using MS Teams and Redmine. Meetings with partners: online and TPMs. Administrative and quality control activities. Teacher materials: Definition of profiles and key competences in transversal digital competences: basis for all subsequent development. Creation of a curriculum. Creation of a Methodological Guide. Pilot Course: Creation of teaching resources: topics, lessons at three levels of complexity and videos. Design of a training course for students of any discipline. Multi-language translation of all content. Creation of Sollertia, a multi-language LMS. Quality Assessment: Peer review of the materials created. Application of surveys and tools on quality: TPMs, pilot course and deadlines. Dissemination and sustainability: Creation of outreach materials, including a website, newsletters and social media. Publication of news on radio and newspapers. Reuse of multiplier events from other related projects for dissemination. Creation of micro-credentials to ensure continuity of results.

The concrete results have been: A curriculum for the 21 DigComp competencies from a transversal perspective; all supported by an analysis of the key profiles in Digital Skills. Pilot course based on 6 critical DigComp competencies. Following the evaluator's report, a single course was made endorsed by all the partners through an official agreement. Materials associated with five courses of 2 ECTS each (10 ECTS). Each course with 12 topics of 3 lessons and a practice. All in English and translated into the languages of the partners (5). Videos associated with each topic (60 videos), as well as others on the promotion of the course and the resolution of practices. Voiced in English and with subtitles in 6 languages. An LMS called Sollertia to implement the course and give multi-language support. Self-assessment and official quizzes in 4-answer single-choice mode: 180 assessment + 180 self-assessment: 1800 in total, all of them multi-language. A Methodological Guide that collects experience and advice for the implementation of similar initiatives. Feedback questionnaires for students (pilot course) and partners (TPM). A multitude of minutes, meeting presentations and intermediate documentation. Wide dissemination of the project.