The EDEN Network of Academics and Professionals (NAP)
The EDEN Network of Academics and Professionals (NAP) supports networking of individual members of the Association and provides a highly effective meeting and communication forum.
It enjoys a functional autonomy, is co-ordinated by its own Steering Committee. The Steering Committee is elected by a ballot of NAP members. The Chair of the Steering Committee is traditionally an ex officio member of the EDEN Executive Committee.
As an acknowledgement of professional merit and scheme of recognition, the title of EDEN Fellow has been introduced for those NAP members who have demonstrated excellence in professional practice in the field of flexible and distance learning.
NAP Steering Committee
EDEN NAP webinars VIEW ALLLearn and Discuss! Interactive discussions and showcases about recent issues – monthly event.
You can find all EDEN NAP webinars here.
7 April 2021, 17:00 CEST
EDEN NAP webinar
Online educational courses on cultural topics – helping the Creative Industries sector reinvent itself during a crisis- EDEN NAP webinar
3 March 2021, 17:00 CET
Open Education Week webinar
3 February 2021, 17:00 CET
EDEN NAP webinar
13 January 2021, 17.00 CET
EDEN NAP webinar
EDEN Annual General Meeting 2020
2020 AGM Minutes accepted at the EDEN Executive Committee Meeting
The EDEN Executive Committee held its first meeting of 2021 on Thursday, 11 February. At the online event the EC’s tvelwe members, with EDEN President Sandra Kucina Softic (University of Zagreb) have made the unanimous decision to accept the Minutes of the 29th Annual General Meeting of the European Distance and E-Learning Network that was held on 21 October, 2020, online, embedded in the 11th EDEN Research Workshop in Lisbon, Portugal.The Minutes document can be viewed HERE.
EDEN Qualification Framework for Online Teachers
TOP – Teacher Online Permit: EDEN NAP has worked on a qualification framework for those who teach online. Competences are indicated which present an array of knowledge, skills and attitudes that benchmark quality of online teachers. It is a reference that may be used to define training, certification and a passport for those who want or need to teach online.
For joining the initiative, co-operation or just interest to be informed, please contact Prof. Alfredo Soeiro, University of Porto, EDEN Executive Committee Member via email.
Based on CALOHEE Publication:
Guidelines and Reference Points for the Design and Delivery of Degree Programmes in Teacher Education Edition 2018 Julia M. González Ferreras and Maria Yarosh, eds. 2018 University of Groningen Groningen
Qualifications Reference Framework of General Descriptors of a Bachelor Programme, Level 6 EQF, 1st cycle descriptors
Implementation of digital technologies into education process is nothing new, distance and online education has been present for the decades. But with the COVID-19 pandemic educational institutions, teachers and educators had to move suddenly to fully online teaching and learning. And many of them has not been prepared for that, especially lacking skills in digital pedagogy. How to implement digital technologies skilfully, equitably and effectively to support high quality and inclusive education is one of the most important issue now.
“Currently, the demand for teachers and educators to act in an online environment to address their students has become unavoidable at all levels of teaching and training. What is necessary it is to have teachers and trainers working online with the necessary pedagogical didactical competences to perform with quality. EDEN has worked on the development of a set of personal competences to ensure quality of online teaching and training. It is structured as the European Qualification Framework in terms of knowledge, skills and autonomy and responsibility (attitudes). These personal competence requirements to teach and to train online considered the European Framework for the Digital Competence of Educators of the European Commission in terms of handling digital tools. These two frameworks are complimentary with the latter addressing the mode and depth of the use of the digital tools while the former encompasses the recommended acquired competences in digital teaching and training. EDEN hopes that these terms of reference contribute to proper training of teachers and trainers online. This EDEN framework may also be used to the verification if those delivering digital courses are qualified to perform these activities. It is probably a major setback for learners to have teachers and trainers unprepared or prepared to deliver online teaching and training depending just on odds.”
A – Definitions
Knowledge Level 6 (K)
Meaning: Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
Skills Level 6 (S)
Meaning: Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialized field of work or study
Autonomy and Responsibility (Wider Competences) Level 6 (A)
Meaning: Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts
B – Descriptors for each dimension
Dimension 1. Knowledge management and creation
Advanced knowledge of major conceptual elements required of an online teacher as knowledge manager and creator. (K)
Ability to develop different types of thinking and apply these to different situations determined by online, curricular, pedagogical and policy needs. (S)
Capacity to envisage consequences of position taking and commitment to act with intellectual consistency. (A)
Dimension 2. Design and management of processes of learning, teaching and assessment
Knowledge of online management and digital content and format design and enhancement: teaching, learning and assessment processes. (K)
Ability to evaluate and select appropriate techniques and strategies of online management and contente syllabus enhancement: teaching, learning and assessment processes. (S)
Capacity and commitment to ensure that the different elements of the online course contribute to the development of desired learner profile (A)
Dimension 3. Learner empowerment, potential and creativity
Advanced knowledge of theories, strategies and tools that can support learner empowerment, and development of learner fullest potential and creativity. (K)
Ability to apply theories, strategies and tools that can foster the development of the fullest potential and creativity of each learner. (S)
Capacity and commitment to contribute to maintenance of contexts of engagement with each learner holistic growth and development. (A)
Dimension 4. Values and social leadership
Advanced knowledge of different value systems and of how to identify and promote those which can foster the fulfilment of the online teacher’s professional mission. (K)
Ability to identify and implement approaches and actions required to address the social needs; ability to analyse consequences of different value choices and to manage diversity. (S)
Capacity and commitment to build a sense of social responsibility in the choices made at personal, professional and contextual levels and act on needs and potentialities identified. (A)
Dimension 5. Communication
Advanced understanding of different critical elements, methods and tools for communicating at online level, as well as in groups and society as a whole. (K)
Ability to identify and apply resources for improving online communication at different levels, as well as stay upto-date with digital developments. (S)
Capacity and commitment to foster transparency and responsibility in online interactions, in teams and groups, as well as in social media. (A)
Dimension 6. Development as online professionals and life-long learners
Advanced knowledge of sources, tools, mechanisms and main digital trends of personal and professional updating. (K)
Ability to critically examine applied educational research and improve own practice following evidence based approaches. (S)
Capacity and commitment to act as a critically reflective member of an international online teaching community that values evidence-based practice. (A)
Alfredo Soeiro (University of Porto, Portugal)
Antonella Poce (University Roma TRE, Italy)
Don Olcott, Jr. (Global Consultant, Romania)
Sandra Kučina Softić (University of Zagreb, Croatia)
Vlad Mihaescu (Politehnica University Timsioara, Romania)
Francesca Amenduni (University Roma TRE, Italy)
Igor Balaban (University of Zagreb, Croatia)
Orna Farrell (Dublin City University, Ireland)
Inés Gil Jaurena (UNED, Spain)
Mohammad Sameer Hasan (Universal Institute of Professional Management, India)