The ENCODE competences
Training materials have been collected and organised on the basis of a definition of competences and learning outcomes aligned to international reference frameworks. The competences’ choice has been developed in consultation with stakeholders who have designed or have participated in training events aimed at providing innovative digital competences to graduates and scholars specialised in the study of ancient written documents.
The result of the consultation is available in two reports published on the ENCODE website: https://site.unibo.it/encode/en/outputs: the first, by Birgit Breuer, Report on digital competences, learning outcomes and best practices in teaching and learning has focused mainly on the trainer perspective, while the second, by Marta Fogagnolo, Hands on workshops. ENCODE report on digital competences, learning outcomes and best practices in teaching and learning (published as well at: DOI: 10.6092/unibo/amsacta/7046) has focused mostly on the trainee perspective, starting from focus groups and surveys with participants to the ENCODE training events.
The shared views resulting from this have informed the design of basic and advanced teaching modules and of the database collecting teaching materials and examples of training activities, the reports have also been the basis for the design of the MOOC.
Existing surveys on subject specific and transversal competences as well as shared reference points at European level on expected learning outcomes do usually focus on the level of programmes and areas of study, while in this case we produced a specific report to be used within innovative and compact transnational training activities targeted at bridging the gap between very specific and specialistic humanistic training and emerging new areas of competence in the Digital Humanities and in the field of Artificial Intelligence. While research exists which details the necessity or the structure of training in this area (Bodard and Stoyanova 2016, Parker et al. 2019), no systematic report exists which crosses several national contexts, neither one that includes the point of view of students and employees.
In the last years, within the European Area of Higher Education and within the European Union strategy of LifeLong Learning, a growing attention has been devoted to competence frameworks and to definition key competences as a way, on one hand, to facilitate convergence in Education, on the other hand as a way to ‘support and reinforce the development of key competences from an early age and throughout life, for all individuals, as part of national lifelong learning strategies’, with the awareness that ‘a shared and updated understanding of key competences is a first step for fostering education, training and non-formal learning in Europe’. [COUNCIL RECOMMENDATION of 22 May 2018 on key competences for lifelong learning (2018/C 189/01).
More specifically, we have considered two main Reference Frameworks:
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Since we target HE graduates in the Humanities, with a special focus for disciplines dealing with ancient written objects, we have taken into account the Subject Area Learning Outcomes / Assessment Reference Framework in Higher Education for History produced within the EU Erasmus+ funded project Measuring and Comparing Achievements of Learning Outcomes in Europe - CALOHEE [https://www.calohee.eu/]
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Since we want to improve and bridge specialised knowledge with the suitable digital competences needed by new profiles of graduates, we have taken into account the DigComp. The Digital Competence Framework for Citizens in its 2.1 and 2.2 version. URI: https://publications.jrc.ec.europa.eu/repository/handle/JRC128415 DOI: 10.2760/115376 (online), 10.2760/490274 (print) connecting it with more specific reflections arising from pilot training carried out by the EpiDoc community (the community of scholars active in digital edition of Inscriptions and papyri)
Resources
CALOHEE Measuring and Comparing Achievements of Learning Outcomes in Europe - Guidelines and Reference Points [https://www.calohee.eu/]
DigComp. The Digital Competence Framework for Citizens 2.2 version. URI: https://publications.jrc.ec.europa.eu/repository/handle/JRC128415 DOI: 10.2760/115376 (online), 10.2760/490274 (print)
Bibliography
Bodard, Gabriel and Stoyanova, Simona. “Epigraphers and Encoders: Strategies for Teaching and Learning Digital Epigraphy”. In Digital Classics Outside the Echo-Chamber: Teaching, Knowledge Exchange & Public Engagement, edited by M. Romanello and G. Bodard, 51-68. London: Ubiquity Press, 2016.
Parker, Heather D.D. and Rollston, Christopher A. “Teaching Epigraphy in the Digital Age”. In Ancient Manuscripts in Digital Culture. Visualisation, Data Mining, Communication, edited by D. Hamidović, C. Clivaz S. Bowen Savant, 189-216. E-Book: Brill, 2019.
Salvaterra, Carla, Bencivenni, Alice, Fogagnolo, Marta, Gheldof, Tom and Vagionakis Irene. “ENCODE4OpenU and the Preparation and Delivery of an International Collaborative MOOC: A Preliminary Analysis of its Pedagogical and Technical Implementation”. Educ. Sci. 13, no. 1, 43 (2023): https://doi.org/10.3390/educsci13010043
Wagenaar, Robert. Tuning-CALOHEE assessment reference frameworks for civil engineering, teacher education, history, nursing, physics. International Tuning Academy, 2018: https://repositorio-aberto.up.pt/handle/10216/118864