When developing your SELFIE-based action plan it is important to bear in mind any relevant national, regional, or local guidelines that might relate to those actions. Also consider how those actions would fit in with your school’s improvement plan.

The SELFIE-based Action Plan may include information from Phase 1, regarding the current state of the school’s digital strategies and practices (Step 1 & Step 2) and a prioritized list of SELFIE areas and selected items identified as requiring action, along with goals set for pursuing improvements aligned to these priorities (Step 3). Even though including this information into the SELFIE-based Action Plan is optional, by doing so, it will allow you to have all relevant information together in a single document.

‘Εχοντας υπόψη ότι τα αποτελέσματα SELFIE αποτελούν τις (υποκειμενικές) αντιλήψεις των χρηστών σε κλίμακα Likert scale[1] πέντε επιπέδων, τα σχολεία ενδέχεται να επιθυμούν να καθορίσουν υψηλότερους στόχους για βελτίωση και να κατανοήσουν τον τρόπο με τον οποίο μπορούν να δράσουν έτσι ώστε να εξελίξουν τις πρακτικές τους. Για τον σκοπό αυτό, μπορούν να ληφθούν υπόψη παραδείγματα από υφιστάμενα μοντέλα και πλαίσια ανώτερου επιπέδου, όπως το Πλαίσιο Ψηφιακής Μάθησης(Digital Learning Framework) ή τα πλαίσια DigCompOrg και DigCompEdu, τα οποία κατατάσσουν ικανότητες, προσδιοριστές και δηλώσεις επιδεξιοτήτων σε επίπεδα προοδευτικής επάρκειας. Παρόλο που δεν υπάρχει απόλυτη άμεση συσχέτιση μεταξύ των διαφόρων περιοχών, δεικτών και ικανοτήτων που καλύπτονται στο SELFIE και αυτών που καλύπτονται σε άλλα πλαίσια, η σύγκριση μαζί τους μπορεί να παρέχει στους εκπαιδευτές και στα σχολεία καλύτερη κατανόηση του επιπέδου των διαφόρων ικανοτήτων τους και του πώς αυτές μπορούν να αναπτυχθούν. Με συλλογική δουλειά μπορούν να διατυπώσουν τους στόχους και τις δράσεις τους με πιο απτό, ακριβή και συγκεκριμένο τρόπο.

For example, under the SELFIE Area “Pedagogy: Implementation in the classroom”, one of the indicators is “Student Collaboration” (F5). This is in line with one of the 22 competences in the DigCompEdu framework, specifically the competence “Collaborative Learning” under the area “Teaching and Learning”. For each of the 22 competences, descriptors, and proficiency statements in the DigCompEdu framework , there are separate descriptions at six progressive proficiency levels. When using the SHERPA’s Pedagogical Toolkit, schools could take advantage of these proficiency-graded descriptors to get an understanding of their general collective current proficiency level on the selected competence and draw on the detailed description of progression criteria when formulating their actions objectives.

The Digital Learning Framework for Primary Schools and Digital Learning Framework for Post Primary Schools, which articulate effective and highly effective practice for the use of technologies in two key dimensions (i.e., Teaching and Learning and Leadership and Management), could be used in a similar way as DigCompOrg or DigCompEdu frameworks. For instance, under the SELFIE area “Assessment Practices”, one of the indicators is “Assessing skills” (G1), which is aligned with one of the 32 standards in the Digital Learning framework, namely the standard “the teacher selects and uses planning preparation and assessment practices that progress pupils’ learning” under the domain 3: “Teachers’ Individual Practice” and under the dimension “Teaching and Learning”. For each of the 32 standards , statements of practice which describe “effective”, and “highly effective” school practices are provided which could assist schools to identify the areas of their practice that are effective or highly effective and to identify and prioritise the areas where improvement is needed.

[1] Στο SELFIE, οι επιλογές απαντήσεων για κάθε θεματική είναι: Διαφωνώ έντονα – με βάση την εμπειρία μου, κάτι τέτοιο δεν ισχύει καθόλου / Διαφωνώ / Συμφωνώ ελαφρώς / Συμφωνώ / Συμφωνώ έντονα – με βάση την εμπειρία μου, κάτι τέτοιο ισχύει.

A network of participating schools can be created (at the country level) to facilitate exchange of ideas, best practices, and experiences with national and international schools. Schools can also ask for suggestions of how to overcome obstacles and difficulties that may arise in the implementation of their activities.

Schools can identify further suggestions to specify activities to be carried out in relevant webpages from other countries such as:

• • https://www.dlplanning.ie/
  • https://innovativeschools.pi.ac.cy/
  • https://www.cybersafety.cy

Below you can find links to useful digital tools which could support teaching and learning:

Tools ePortfolio: An ePortfolio is a dynamic workplace "owned" by students. Taking into consideration the continuous development and integration of technology in education, an ePortfolio offers the students a digital workplace where they can capture their learning, submit and manage their work collections, reflect on their learning, share, set goals, seek feedback and showcase their learning and achievement (Cyprus Pedagogical Institute, 2021; EUfolio, 2014). Some suggested ePortfolio tools are:

• Mahara: https://mahara.org/
• Exabis ePortfolio plugin στο  Moodle (link)
• OneNote https://www.onenote.com/signin?wdorigin=ondc
• Google Sites https://sites.google.com/new

Tools for the creation of rubrics: In general, rubrics are scoring guides used to evaluate student products and performance. Some tools you can use to create rubrics are:

• Rcampus: https://www.rcampus.com/
• Rubistar: http://rubistar.4teachers.org/
• Corubric: https://corubric.com/

Tools for the creation of digital educational materials:  

• Canva: Allows you to design images such as infographics, posters, flyers, stories for social networks and so on. https://www.canva.com
• Animated videos: https://www.powtoon.com/
• Interactive videos: https://h5p.org/
• Screen/video recordings: https://screencast–o–matic.com/
• Dynamic presentations: https://prezi.com/
• Mind maps: https://www.mindmeister.com/
• Concept maps: CmapTools https://cmap.ihmc.us/
• Word clouds: https://www.nubedepalabras.es/
• Posters and murals: https://edu.glogster.com/
• Synchronous communication managers: skype, viber, etc.