Guidance on basic digital competence for teaching staff
Teachers at the University of Gothenburg are expected to have a basic competence in handling digital resources relevant to teaching, assessment, and study documentation. The guidelines have been developed by the Advisory Body for Digitalisation in Education (BODU) on behalf of the University Board of Education.
Basic digital competence for teaching staff involves having knowledge of, and the ability to select, use and adapt digital tools in their teaching. Digital competence also encompasses an understanding of the opportunities and challenges of digitalisation, as well as the ability to make informed choices regarding digital solutions in relation to the aims and objectives of teaching. An ethical approach and a readiness to deal with constantly changing circumstances and situations where digital technology is used in teaching are an important part of this competence.
Within the context of teaching, digital competence enhances teachers’ ability to plan for and use digital tools in an educational manner in collaboration with students. This is achieved, for example, by utilising digital tools for student-centred teaching, for assessment and examination, for supervision, for various types of collaboration, and to help students plan, visualise and reflect on their own learning.
The guidelines are intended to serve as support for managers in working with strategies for ongoing competence and organizational development, as well as recruitment. They can also be used to encourage collegial discussions about teachers’ roles and responsibilities in relation to the digitalisation of society.
Read more
Discussion material developed to support collegial discussions.
Self-assessment form
Guidance as a PDF
Expected digital competence
Based on the above, teaching staff are expected to possess basic digital competence to manage the following digital resources relevant to teaching, assessment and study documentation:
Learning management platform
Basic management of course pages, sharing of materials and communication with students. Planning and applying functionality based on teaching needs (e.g. Canvas).
AV technology
Management of projectors, microphones and other technology in teaching rooms.
Presentation tools
Clarity and structure in the presentation of materials (e.g. Keynote/PowerPoint).
AI-based tools
Understanding of what AI and generative AI are, as well as their possibilities and limitations in relation to higher education (e.g. ChatGPTEdu).
Video tools
For digital lectures, seminars and meetings, online group rooms, and the recording and publishing of video (e.g. Zoom/Teams/GU Play).
Examination tools
Functionality for digital examination formats (e.g. DISA, Canvas).
Student administration system support
Grade reporting, credit transfer, certification and other student administration (e.g. Ladok).
Expected digital competence for other administrative tasks
Document management
Basic skills in creating, organising and sharing documents in a structured manner (e.g. SharePoint/OneDrive).
Communication with colleagues and students (e.g. Outlook)
Digital calendar
Managing a digital calendar to organise and plan daily work, share information and invite people to meetings (e.g. Outlook).