GROOVE Toolkit_Final Version_090223

34 www.grooveproject.eu This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CY01-KA220-VET-000033254] SUB-ELEMENTS DESCRIPTORS Assessment Formats are engaging and motivating 34. The scope of formative assessment is extended 35. Summative assessment is diversified 36. Self- and peer-assessment are promoted 37. Rich, personalized and meaningful feedback is encouraged and expected Informal and Non- Formal Learning are recognized 38. Prior, experiential and open learning are recognized and accredited Learning Design is Informed by Analytics 39. Learning analytics is given strategic consideration 40. A code of practice for learning analytics is in place 41. Learning is supported through learning analytics 42. Quality management and curriculum/program design are supported through learning analytics Content and Curricula To modernize teaching, learning and assessment practices and improve the scope of learning outcomes, curricula should be reviewed and updated regularly by educational organizations, making the best use of the leverage potential of digital learning technologies and digital content. SUB-ELEMENTS DESCRIPTORS Digital Content and OER are widely promoted and used 43. Staff and students are the creators of the contents 44. Content repositories are widely and effectively used 45. Intellectual property and copyright are respected 46. Digital tools and contents are licensed as required 47. Open Educational Resources are promoted and used Curricula are redesigned or re-interpreted to reflect the pedagogical possibilities afforded by digital technologies 48. Subject-based learning is reimagined to create more integrated approaches 49. The time and place of learning are rescheduled 50. Online provision is a reality 51. Learning in authentic contexts is promoted 52. Digital learning provision is evident across curriculum areas 53. Students’ digital competence is developed across the curriculum