We had quite a lot of nice discussions in our group related to online spaces and digital literacy in general. I took from this many ideas related to awareness of unsafe space and behavior and awareness of unsafe behavior – working agreement as well as the multi-disciplinary nature of digital literacy by Bridging the digital divide: measuring digital literacy and how to use a digital competence framework https://joint-research-centre.ec.europa.eu/digcomp/digital-competence-framework-20_en.

In the end, I was very interested in what tools can be used to do a digital literacy test for both teachers and students. In this way, I reflected on my own experience in teaching software engineering courses and what kind of spaces my students have at their disposal. These courses I mention are delivered in a flexible setup where the technical content, included in video lectures, is mixed with practical applications. We developed hybrid curricula that included online and face-to-face sessions in which we used the flipped class-room. In practice, we are delivering online content outside of the virtual classroom and students can watch online lectures in advance, have online discussions at home while learning new concepts in the virtual classroom with teacher guidance through stepwise progression. This is achieved by tackling content complexities with digital assignments that support progressive learning. During this longitudinal study we have learned how to use a variety of pedagogical techniques, including the use of visual aids (e.g., dynamic diagrams, interactive slides, videos and audio recordings), virtual group-work, student presentations and use case discussions. In many of these situations it is good to make sure that students are part of a safe environment and that you can moderate conversations. In addition, the use of digital tools needs to be eased in by training.