IO1: Practice Framework

The practice framework consists of a position paper and visuals that explain the why, what and how of our project. Teachers and schools are confronted with an abundance of challenges, changes and innovation projects that quickly follow each other, especially during the pandemic teachers were and are challenged on multiple fronts (such as teaching digitally, supporting their students from a distance,...). Teachers are expected to switch to digital/online/hybrid classroom practices but are often not prepared for this switch. Additionally, students’ self-regulated learning skills are important during times of distant learning. With this framework we want to connect these important aspects that arise in the current hybrid/online/blended education settings in which teachers are located. Self-regulated learning (SRL) refers to one's ability to understand and control one's learning environment. Self- regulation abilities include goal setting, self-monitoring, self-instruction, and self-reinforcement (Schraw, Crippen, & Hartley, 2006; Shunk, 1996). SRL can be challenging in the home situation. The support of teachers is little and students have to rely on themselves, their teachers through technology, or their caretakers. In a home learning environment efficient environmental structuring and help seeking strategies can be handy. Environmental structuring skills help structure the learning environment by for example choosing the part of the room least distracting; help seeking strategies, also a motivational SRL process, in which the student can ask help when needed to either the teacher, peers or their caregivers. This output aims to gather knowledge in three different tracks (see below). Next to gathering new knowledge of research regarding COVID-19 and education, we will use and summarize the results of the tMAIL and SLIDEshow project, focussing on bringing SRL theory to the classrooms. Building on that, the additional focus in this project will be on online classroom practices, and the use of digital solutions in these practices and link this with the framework of supporting SRL skills, in order to help teachers decide how and what tools and platforms they can use. The innovativeness of this output lies in the connection of digital teaching skills with SRL teaching skills. We aim to reinforce teachers (digital) pedagogical competencies and start from research evidence to support this. We focus on online/hybrid/blended classroom practices (and the use of digital solutions herein), and bring in SRL as a strong evidence-informed framework. Impact and transferability in the current times, connecting SRL promotion (skills) and digital teaching skills is paramount. The dual focus is our strength in this project, however for transferability purposes certain parts, for example regarding digital teaching skills are transferable to other learning disciplines and settings and in connection with other frameworks. With this practice framework and specifically the position paper we want to translate and bring together the scientific knowledge. The visuals, created according to the position paper, translate the paper into easy readable summaries for teachers and other relevant stakeholders (such as school heads and policy makers).