HyperDocs, UDL, and the SAMR model as gateways to develop Greek teachers' digital competence through the lens of DigCompEdu: The case of “HyperMOOC”

Abstract

Digital competence encompasses a set of knowledge, skills, and attitudes citizens need to actively participate in the digital world. There is a need to adequately develop teachers’ digital competence as a part of their professional development to facilitate students’ digital competence. Several competency frameworks have described the facets of digital competence for teachers, but it remains unclear how to support teachers in developing their digital competence. MOOCs have the potential to be a viable solution for developing teachers’ digital competence. This study presents the educational design and development of the "HyperMOOC," a hybrid MOOC that utilizes the DigCompEdu framework to develop teachers' digital competence in certain areas identified as needing improvement. The proposed educational design is based on a collaborative approach that leverages existing frameworks and models, including UDL, HyperDocs, and the SAMR model, to provide valuable insights on how to design and develop MOOCs for effective teacher professional development on digital competences.