SELFIE Forum : teaching and learning in the digital age : 4-5 April 2019, Madrid.
Date: 2019-08-20
Institutions: Joint Research Centre
Subjects: digital literacy, education policy, educational reform, educational system, forum, innovation, learning technique, new technology, vocational education, vocational training

JRC CONFERENCE AND WORKSHOP REPORTS  
SELFIE Forum - Teaching and  
Learning in the Digital Age

4-5 April 2019, Madrid

2019

Joint
Research
Centre

This  publication  is  a  Conferences  and  Workshops  report  by  the  Joint  Research  Centre  (JRC),  the 
European Commission’s science and knowledge service. It aims to provide evidence-based scientific 
support to the European policymaking process. The scientific output expressed does not imply a policy 
position of the European Commission. Neither the European Commission nor any person acting on 
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JRC117482

ISBN 978-92-76-09033-5 
doi:10.2760/799301

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How  to  cite  this  report:  European  Commission,  SELFIE  Forum  -  teaching  and  learning  in  the 
digital  age,  4-5  April  2019,  Madrid,  Publications  Office  of  the  European  Union,  Luxemburg,  2019, 
ISBN 978-92-76-09033-5, doi:10.2760/799301, JRC117482.

 
JRC CONFERENCE AND WORKSHOP REPORTS 

SELFIE Forum - Teaching and  
Learning in the Digital Age

4-5 April 2019, Madrid

Introduction 

SELFIE Forum: participants and purpose of event 

Day 1 

Opening session 

Panel discussion  

Scene setter 

Workshops 

Day 2 

Demo of tool and reporting 

SELFIE sister projects 

Examples from policy and practice on how SELFIE is being used 

1. Online course for Digitally Competent Educational Organisations, 2nd Edition 

2. Planning using SELFIE in a small school on Europe’s edge 

3. Widening schools’ participation in SELFIE: the Italian approach 

4. SELFIE, embedded – the case of Cyprus 

5. SELFIE as a tool for developing competences of ICT coordinators in Lithuania 

6. Scaling up SELFIE in the Republic of Serbia 

Closing remarks 

Workshop on self-reflection tools for schools 

Annex - SELFIE Forum organising team 

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Introduction

The  SELFIE  tool,  launched  by  the  European  Commission  in  October  2018,  aims  to  support 
schools on the use of digital technologies for teaching and learning. SELFIE consists of a series 
of reflection questions and statements for school leaders, teachers and students from upper 
primary, secondary and vocational schools. Schools can customise the questionnaires and can 
add up to eight questions of their own. Once participants have replied to the statements, the 
school receives a detailed report with insights as to how technology is being used. It can help 
identify gaps and start a discussion in the school and form the basis for an improvement plan.

SELFIE is one of 11 actions in the Digital Education Action Plan adopted by the Commission 
in  January  2018.  Under  the  action  plan,  SELFIE  is  to  be  made  available  to  1  million  users, 
including  schools  in  Western  Balkan  countries.  SELFIE  has  been  developed  by  the  European 
Commission with more than 80 education policy and research experts from across Europe. In 
the first six months since its launch, over 300,000 students, teachers and school leaders have 
used the tool that is available in 31 languages.

5

SELFIE Forum - Teaching and Learning in the Digital Age.INTRODUCTION

SELFIE Forum: participants 
and purpose of event 

The  first  SELFIE  Forum  took  place  on  4-5  April  2019 
in  Madrid.  The  event  was  hosted  and  co-organised  by 
the  Spanish  Ministry  of  Education  and  Vocational 
Training. The 1.5-day event gathered almost 200 policy 
makers,  researchers,  students,  teachers  and  school 
leaders  from  35  countries  (EU  Member  States,  Western 
Balkans,  European  Free  Trade  Association  and  non-EU 
countries).  Participants  discussed  feedback  on  the  tool, 
shared practical examples of SELFIE use and in particular, 
discussed how schools could be supported with the next 
steps once they had completed SELFIE. 

Key goals of the event:

•  to promote SELFIE and the use of digital technologies 

to support teaching and learning;

•  to exchange practice and experience on promoting the 

use of the tool; 

•  to foster a SELFIE community and strengthen the con-
nections between schools/countries using SELFIE;

•  to  explore  how  an  ‘ecosystem’  could  be  developed 
around  SELFIE  use  -  including  recommendations  on 
funding and policy;

•  feedback on strengths and weaknesses of SELFIE and 

recommendations on how to improve the tool.

The  hashtags  used  during  the  Forum  were  #SELFIE_
FORUM2019 and #SELFIE_EU (the generic hashtag of 
the project).  
See  also  the  short  video  created  by  the  Commission 
on the Forum at https://youtu.be/PeKq_tmWTz0 or the 
report  by  Spanish  TV  at  https://bit.ly/2SF52ml    (from 
16:23’’ to 26:26’’).

Drawnalism artists have sketched the key moments of the 
Forum - selected illustrations are presented in this report. 

At the end of the Forum the participants were asked to 
fill in an evaluation form. 84% of SELFIE Forum partici-
pants said they were very satisfied with the event.

6

SELFIE Forum - Teaching and Learning in the Digital Age.Day 1

Opening session

The  SELFIE  Forum  was  opened  with  a  keynote  speech  by  Maeve  Galvin,  a  16-
year  old  student  from  Ireland  and  winner  of  the  2017  European  Digital  Girl  award, 
who shared her experience as a young person living and studying in the digital age. 
Maeve outlined the benefits of digital technology as she sees it every day, including 
easy  access  to  unlimited  information  and  communication  with  like-minded  people 
from across the globe. Maeve talked about how digital technology had enhanced her 
learning  by  providing  a  way  to  study  in  an  interactive  and  proactive  way,  including 
with  games  and  software.  She  shared  her  experience  as  mentor  in  a  Coder-Dojo 
coding club helping younger girls to learn to code, a key step, in her view, to close the 
gender digital divide. Maeve also emphasised some of the drawbacks of technology 
such  as  addiction  and  cyber  threats  but  pointed  to  the  central  role  of  schools  in 
teaching  young  people  internet  safety  and  digital  well-being.  In  conclusion,  Maeve 
saw the SELFIE tool as a great opportunity to give a voice to students in how digital 
technologies are used in their school.

Deputy Director-General of the Joint Research Centre, Charlina Vitcheva, welcomed 
participants on behalf of the European Commission and thanked the Spanish Ministry 
of  Education  and  Vocational  Training  for  hosting  the  event.  She  emphasised  the 
importance  of  involving  students  in  the  conversation  on  digital  age  learning  and 
teaching and welcomed those students from local secondary schools who had joined 
the event. 

The  Deputy  Director-General  spoke  about  the  success  of  SELFIE  since  launch  and 
future  goals  of  the  project:  extending  SELFIE  to  the  Western  Balkans,  Georgia, 
Russia and Turkey and adapting the tool further to the needs of VET. SELFIE can help 
further  a  number  of  key  policy  goals:  boosting  digital  skills,  using  technologies  in  a 
pedagogical and purposeful way in the classroom and improving school infrastructure. 
The  role  of  the  European  Commission  is  to  support  Member  States  in  scaling  up 
innovation,  exchanging  good  practice  and  providing  funding  through  programmes 
such as Erasmus+.

Alejando  Tiana,  Secretary  of  State  for  Education  and  Vocational 
Training,  opened  the  conference  for  the  Spanish  Minister  of 
Education  and  VET.  The  aim  of  SELFIE,  he  stressed,  was  to  foster 
cooperation  and  create  a  sense  of  community  where  everybody 
can  learn  and  reflect  on  improvements  to  be  made.  In  Spain,  the 
importance  of 
in  education  has  been 
recognised  by  the  establishment  of  the  National  Institute  for 
Educational  Technologies  and  Teacher  Training  (INTEF),  which  aims  to  address  the 
needs  of  citizens  to  be  able  to  use  digital  tools  in  safe,  responsible,  critical  and 
competent ways. The Ministry of Education and VET  has deployed various initiatives 
in  this  regard,  such  as  the  Common  Digital  Competence  Framework  for  Teachers, 

integrating 

technology 

7

SELFIE Forum - Teaching and Learning in the Digital Age.Digital  Competence  Portfolio  for  Teachers  and  Open  Digital  Credentials.  In  addition 
to these national initiatives, the Ministry is also collaborating in various EU projects 
and studies.

Day 1

In his keynote speech, Fernando Trujillo Sáez, University of Granada, spoke about 
innovation in schools in the context of digital transformation. Education and schools 
are at the centre of major societal problems, such as poverty, 
hunger,  health  and  gender  inequality.  Even  though  many 
people  in  the  education  sector  would  like  to  act  as  agents  of 
transformation, they can find themselves limited because they 
work  in  an  institution  that  is  slow  and  reluctant  to  change. 
Education should not be the first stage for preparing students 
for the workforce but the first stage in preparing citizens of the 
future. Technology is essential in such preparation. We should 
ask the question: how can we reach our goals, with the tools we 
have, with the people we have in our schools right now?

“How can we reach 
our goals, with the 
tools we have, with 
the people we have in 
our schools right now?”

Fernando  highlighted  three  common  myths  that  could  lead  to  failure  in  fostering  education 
innovation: 

•  the idea that teachers are solely responsible for the failures of education, when in reality, 
they are often working within an environment which does not allow innovation to take place; 

•  the  ‘supermarket innovation’ approach, where teachers are led to believe that transformation 
is  based  on  using  the  latest  technology  or  educational  trend,  be  it  flipped  learning  or 
interactive whiteboards without going through a reflection on the possible benefits of this 
new product or trend;

•  the ‘heroic innovator’ approach, where the system rewards teachers who are working solo 
and who might be highly innovative in their classrooms, but such practice is difficult to scale 
to school-level and is not sustainable in the long run. 

Fernando stressed that ‘islands of innovation’ cannot help us build the future, it should 
be a collective process, which tends to be gradual and slow, but which emerges from 
the  exchange  of  ideas  and  knowledge  amongst  teachers.  SELFIE,  he  argued,  adds 
value  in  this  respect  because  it  is  a  tool  for  collective  self-knowledge  and  shared 
critical reflection based on the opinions of different institutional stakeholders. It is a 
good tool which allows the institution to get to know itself better and to understand 
that  every  school  is  different.  Moreover,  the  data  belongs  to  school  and  the  results 
from SELFIE can act as a guide for future improvement and innovation at the school. 
Fernando  concluded  that  it  is  important  that  we  stop  insisting  that  teachers  alone 
are  the  key  for  innovation  and  transformation.  It  is  the  community  of  practice  of 
reflective practitioners which is vital for innovation, transformation and change.

Fernando Trujillo Sáez

8

SELFIE Forum - Teaching and Learning in the Digital Age.Day 1

Panel discussion

In  this  session,  moderated  by  Yves  Punie  (Deputy 
Head of Human Capital and Employment Unit, European 
Commission,  the  panel  was  asked  to  address  questions 
related  to  scalability,  sustainability  and  resistance  to 
change. All speakers agreed that the toughest challenge 
was scalability. Sustainability, in their view, was in some 
ways  less  difficult  as  is  granted  by  the  usefulness  of 
technology  and  its  ability,  when  used  effectively,  to 
facilitate learning. 

A  major  point  throughout  the  panel  discussion  was  the 
European  dimension.  Carmen  Lázaro  (School  leader, 
Itaca  School,  Spain)  highlighted  how  SELFIE  allows  users 
in Europe, especially teachers and school leaders to know 
that  they  are  facing 
similar 
challenges 
or  answering  similar 
questions. It can also 
provide  a  “portrait” 
for policy-makers and 
help them with policy 
interventions. 

…it is important that 
teachers understand 
that they are not 
supposed to be experts 
in technology but 
experts in pedagogy

Anja  Balanskat  (Senior  Analyst,  European  Schoolnet) 
highlighted  the  heterogeneous  nature  of  education 
systems  in  Europe,  and  their  different  needs  and 
stakeholders when introducing or facilitating innovation.

The  panel  discussed  how  SELFIE  is  an  important  tool  for 
allowing  innovation  to  develop  in  the  school.  It  can  enable 
teachers to understand the steps needed for innovation and in 
this way, change mindsets.  François Jourde (Teacher, Digital 
Learning, European Schools) explained that it is important that 
teachers understand that they are not supposed to be experts 
in technology but experts in pedagogy. In this respect, SELFIE is 
an excellent tool to nurture and link bottom-up with top-down 
processes. Indeed, the importance of including all stakeholders 
from the beginning was highlighted. Understanding that not 
all  countries  have  the  same  approach  to  risk-taking  is  also 
important.  The  need  for  more  evidence  on  how  technology 
is,  or  is  not,  improving  learning  outcomes  and  supporting 
competence-based education was also discussed.

Alessandro Brolpito (Senior Specialist, European Training 
Foundation)  discussed  the  need  to  reflect  on  processes 
such as digital transformation and its impact on education. 
It  is  important  to  examine  whether  digital  transformation 
is  working  or  examine  unexpected  barriers.  Two  questions 
we need to ask is whether SELFIE should be implemented 
in national policy and whether and, if so how, it should be 
combined with other initiatives.

Speakers  also  highlighted  the  usefulness  of  SELFIE  in 
providing a snapshot to schools on where they are in terms 
of  technology  adoption,  so  as  to  design  an  action  and 
improvement plan for the future. 

9

SELFIE Forum - Teaching and Learning in the Digital Age.Day 1

Scene setter

SELFIE  project  managers  Panagiotis  Kampylis  and 
Deirdre Hodson (European Commission) gave an over-
view  of  the  origins  of  the  SELFIE  project  and  the  basis 
of the tool, which was the European Framework for 
Digitally Competent Organisations published by the 
Commission  at  the  end 
of  2015.  They  recalled 
the design principles  on 
which  SELFIE  has  been 
developed:  the  need  to 
create a tool which was 

The focus of SELFIE is  
on innovative learning 
in the digital age, 
rather than technology

flexible  and  adaptable  to  the  particular  needs  of  every 
school;  involving  the  whole  school  community;  including 
students; making sure the tool could run on any platform 
and operating system; testing and iterating and focusing 
on the usability of the tool.

The focus of SELFIE is on innovative learning in the digital 
age, rather than technology. The results generated through 
using SELFIE can form the basis for planning and dialogue 
within the school. The idea of the Forum was to gather 
ideas from participants on how we could further develop 
and raise awareness of the tool and provide support and 
guidance for schools to use their results from SELFIE.

10

SELFIE Forum - Teaching and Learning in the Digital Age.Panagiotis and Deirdre presented some key figures on participation in SELFIE and user satisfaction. 
In the first six months since its launch, over 300,000 school leaders, teachers and students from 
more than 3,000 schools (mainly primary and secondary) in 33 countries have used the tool.

300,000

250,000

200,000

r
e
b
m
u
N

150,000

100,000

50,000

0

253,191

Chart 1.
Participation in SELFIE

40,847

8,114

3,113

Respondents rated SELFIE 7.5 out of 10 and 9 out of 10 school leaders and teachers would 
recommend SELFIE to a colleague.

7.7

7.3

7.4

Chart 2.
Overall score

93.3

87.9

Chart 3.
Recommending SELFIE

e
r
o
c
s

e
g
a
r
e
v
A

%

8

6

4

2

0

100

80

60

40

20

0

Panagiotis and Deirdre recalled the participatory nature of the tool and thanked the many coun-
tries and organisations that have been involved in the development of SELFIE, in particular the 
14 countries and 650 schools, which tested and gave feedback on an early version of the tool 
in late 2017. 

Day 1

11

SELFIE Forum - Teaching and Learning in the Digital Age. 
Workshops

In the afternoon of the first day, participants split into eight 
groups to brainstorm and identify different scenarios on the 
support schools might need after having completed SELFIE. 
The discussion covered insights and existing good practice 
in supporting schools with technology use based on the six 
areas  of  SELFIE:  leadership,  infrastructure,  teacher  conti-
nuous  professional  development,  teaching  and  learning, 
assessment, and student digital competence.

Group 1 
Moderated by Fernando Trujillo Sáez, University of 
Granada, Spain 

Key messages:

•  There is a need to create a community of schools that 
have used SELFIE as a way to encourage exchange of 
practice and experience.

•  More initiatives could be taken on a national level to 
promote  SELFIE,  such  as  SELFIE  ambassadors,  we-
binars,  conferences  and  presentations  to  encourage 
more schools to use the tool.

•  SELFIE  could  be  linked  to  Continuous  Professional 
Development of teachers and other school staff. The 
feedback  collected  through  SELFIE  could  be  used  to 
address the improvement of teacher and student digi-
tal skills. 

Day 1

However, it is important that the data is not used for 
ranking  schools,  but  to  inform  policymakers  and  to 
give insights as to how technology is used in schools.

Group 2 
Moderated by Ana Hernández, Ministry of Education 
and VET, Spain

Key messages: 

•  SELFIE  could  be  reinforced  by  providing  schools  with 
recommendations  and  guidance  on  the  next  steps, 
e.g. how a school can use the results as the basis for 
creating a plan for improvement, to be implemented 
by school leaders and teachers.

•  Data gathered from the tool could potentially be analysed 
and used for policymaking on a regional or national level. 

•  Aggregated  results  from  the  self-reflection  could  be 
shared  not  only  with  schools  but  also  with  policy-
makers on a regional and national level.

• A SELFIE network could be established, based on exis-
ting networks such as eTwinning, as a way to inspire 
schools and encourage them to participate in self-re-
flection.

•  Existing  frameworks  such  as  the  Digital  Competence 
Framework  for  Educators  (DigCompEdu)  and  the  Di-
gital  Competence  Framework  for  Citizens  (DigComp) 
could be linked to SELFIE. This way schools could work 
on  teacher  professional  development  using  DigCom-
pEdu, and on the digital competence of students with 
DigComp.

12

SELFIE Forum - Teaching and Learning in the Digital Age.Day 1

Group 3 
Moderated by Ana Maria Stan, European 
Commission

Key messages:

•  Existing networks, such as eTwinning could be used to 
engage not only schools but also to encourage local 
authorities, cities and universities to approach schools 
and promote SELFIE.

schools through incentives and to sustain it in the longer 
term  in  order  to  ensure  that  results  and  impact  are 
maximised.

•  Schools  should  develop  strategies  and  plans  to  im-
prove weaker points highlighted in the SELFIE report. 
Activities could include job shadowing or a mentoring 
arrangement with schools more experienced in tech-
nology use.

•  There is a need to build trust so that schools unders-
tand that their participation in SELFIE will not be used 
to rank or ‘punish’ schools. 

•  Recommendations on Continuous Professional Develo-
pment on a national level are needed, as well as con-
sultancy for schools, national SELFIE networks or recog-
nition mechanisms.

•  Provision  of  support  for  schools  after  they  have  run 
SELFIE,  could  include  Massive  Online  Open  Courses 
(MOOCs),  guidance  documents,  gamification,  labels 
or  awards  which  recognise  that  the  schools  are  part 
of a wider SELFIE project. SELFIE could be integrated 
to  schools  development  plans,  when  relevant  and 
in  capacity-building  projects  for  school  leaders  and 
teachers.

Group 4 
Moderated by Ignacio Casado, Ministry of Education 
and VET, Spain

Key messages: 

•  A  programme  is  needed  to  promote  SELFIE  across 

Group 5 
Moderated by Alina Senn, European Commission

Key messages: 

•  Dialogue  on  an  institutional  level  -  before,  while  ta-
king  SELFIE  and  after  receiving  the  results  -  is  crucial 
for  identifying  where  a  school  stands  with  the  use  of 
digital  technology  in  the  classroom  and  planning  the 
way forward. Such discussion can also result in a CPD 
programme for teachers and staff.

•  The  schools  could  be  given  an  option  to  share  their 
results  publicly  with  other  schools.  This  way  schools 
with more experience can be used as good practice for 
embedding digital technology in the learning process.

•  Anonymised and aggregated data could potentially be 
shared with public bodies to improve policymaking.

•  The SELFIE platform could include materials for profes-
sional development based on SELFIE results. Collabo-
ration between formal and non-formal actors has been 
identified as key in CPD. 

13

SELFIE Forum - Teaching and Learning in the Digital Age.Day 1

Group 6 
Moderated by Ralph Hippe, European Commission  

Group 7 
Moderated by Yves Punie, European Commission

This group looked specifically at SELFIE for the VET 
sector. It brought together national representatives 
from  the  EU’s  ET2020  VET  Working  Group  on 
Innovation  and  Digitalisation  as  well  as  other 
VET  experts.  The  group  looked  specifically  at  the 
possibility  of  extending  SELFIE  in  the  future  to 
work-based  learning  contexts,  i.e.  when  training  is 
provided in school and in a company (such as dual 
apprenticeships).  A  feasibility  study  on  this  topic 
was  recently  carried  out.  The  study  and  its  results 
were presented by Simon Broek (Ockham IPS) and 
discussed  by  the  group,  including  possible  follow-
up steps.

Key messages:

•  Continue  work  on  adapting  SELFIE  to  work-based 

learning in VET.

•  There  is  a  need  to  clarify  what  will  be  done  with 
feedback on companies gathered through SELFIE and 
how this data will be used.

•  Important  to  involve  companies  working  with  VET 
institutions,  sectoral  bodies,  chambers  of  commerce, 
trade unions and Centres of Vocational Excellence. 

Key messages:

•  Access to SELFIE could be widened to include teacher-
training  institutes,  so  SELFIE  can  be  integrated  into 
teacher training practices.

•  SELFIE  results  (anonymised  and  aggregated)  could 
potentially be shared based on an agreed data policy. 
Yet, SELFIE should not lose its focus on self-reflection 
and should not become a ‘performance test’.

•  Open  Education  Resources  could  be  developed  and 
made available for training based on SELFIE results at 
European/national level. 

•  An inventory of needs based on the results from SELFIE 
could be developed at school, regional, national level 
and European level.

•  A  personal 

learning  development  programme/
portfolio could be created for each teacher to enhance 
individual  teacher  development  and  the  school’s 
digital  capacity.  At  the  same  time,  a  cross-curricular 
development of digital skills for all (teachers, students 
and school leaders) should be created.

•  Vital to use communication channels at different levels 
to raise awareness among companies and encourage 
them to get on board.

•  Use of SELFIE should be promoted outside the school 
to ensure wider engagement in the digital society.

•  The  added-value  (‘selling  points’)  of  SELFIE  need  to 
be communicated, in particular that SELFIE can lead 
to better learning outcomes.

•  Consider  introducing  a  SELFIE  support  service  for 
implementation  bodies  and  stakeholder  organisations 
(e.g.  providing  information  and  training  on  SELFIE), 
similar to the European credit system for VET (ECVET).

14

SELFIE Forum - Teaching and Learning in the Digital Age.Day 1

Group 8 
Moderated by Diego Rojas, Ministry of Education and 
VET, Spain 

Key messages: 

•  Networks  of  SELFIE  schools  should  be  created  at 
national and European level, to help raise awareness 
at  school  and  policy  level  and  allow  for  the  sharing 
of good practice among schools that have taken and 
will use SELFIE. The networking would also encourage 
professional development and could be plugged into 
existing networks.

•  Digital culture should be embedded at the whole school 
level and should impact the delivery of curriculum and 
services  in  the  school.  This  should  be  coherent  with 
and, reinforced by, the overall school plan. Innovation 
should be at the core of school’s digital culture.

•  The school improvement plan developed after running 
SELFIE  should  be  driven  by  school  leaders,  and  the 
school management team and be based on collective 
participation.  The  plan  should  be  discussed  and 
agreed by the whole community and be based directly 
on SELFIE results.

15

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

Demo of tool and reporting 

The  second  day  started  with  reporting  the  results  from  the  workshops  and  a  demo  of  the 
SELFIE tool by Lilian Weikert Garcίa and Ralph Hippe (European Commission). 

The first step for any school that wants to use SELFIE is the registration process. The school 
coordinator (person or small team who sets up SELFIE and coordinates the exercise) registers 
the school on the SELFIE platform. They will be asked to provide a few details such as the size, 
location and type of school (e.g. primary or secondary or both). If the school offers more than 
one level of education the school coordinator can choose where they want to run the tool. For 
example, just primary or both primary and secondary.

SELFIE has three types of questions:

•  A set of questions that are the same for every school. 

•  A set of optional questions that schools can choose from.

•  Customised questions that the school can create (up to eight questions). 

Once the questions and statements have been set up, the coordinator sends links to teachers 
and students who have between one and three weeks to answer (schools decide the timing). 
SELFIE can be run up to three times during the school year. 

After the explanation of how SELFIE can be set up and run in a school, participants were then 
shown a demo report with SELFIE results. The feedback from staff and students is displayed 
in an interactive way and highlights what’s working well and where improvement is needed. 
Lilian  and  Ralph  showed  how  staff  and  students  can  download  a  personalised  certificate 
when they have completed the questions. The school can receive an open digital badge for 
taking part in SELFIE, which can, for example, be put on the school website. 

Conferences participants were asked to vote (through the Slido website) on what is needed 
to improve the experience of schools using the SELFIE tool. The recommendations from the 
workshop were summarised into 22 items and participants voted on these. Results are listed 
in chart 4.

16

SELFIE Forum - Teaching and Learning in the Digital Age.Chart 4.
List of recommendations

Day 2

59

56

40

36

34

31

30

30

30

29

28

49%

47%

33%

30%

28%

26%

25%

25%

25%

24%

23%

21%

19%

18%

15%

14%

14%

12%

10%

9%

7%

5%

25

23

21

18

17

17

14

12

11

8

6

SELFIE sister projects

Yves  Punie  presented  how  the  SELFIE  tool  fits  into  the 
wider research and policy agenda for the development of 
digital competence in Europe. The questions and statements 
in  SELFIE  and  the  thinking  behind  the  tool  were  based 
on  the  European  framework  for  Digitally  Competent 
Educational  Organisations  (DigCompOrg),  published 
by  the  Commission  in  2015.  The  framework  aims  to 
support schools, colleges, universities and policy makers 
in  dealing  with  the  digital  transformation  of  education 
and training practices. Digital change in society and the 
economy  not  only  affects  organisations,  of  course,  but 
also  educators,  students  and,  more  broadly,  all  citizens. 
To  address  these  challenges,  two  related  frameworks 

have  been  developed  by  the  Commission:  DigComp  - 
the European Digital Competence framework for citizens 
and DigCompEdu - the European Digital Competence 
framework for educators. 

The  Commission  has  developed  DigComp,  DigCompOrg 
and DigCompEdu as reference frameworks which can help 
establish a shared language, understanding and vision for 
learning in the digital age within and across organisations, 
countries  and  at  European  level.  Before  the  frameworks, 
there had been agreement that digital competences were 
needed,  but  little  work  had  been  done  on  what  these 
should actually be, how to define and describe them and 
what different levels of proficiency could look like.

17

SELFIE Forum - Teaching and Learning in the Digital Age.European Digital Competence 
framework for citizens

The  European  Digital  Competence  framework  for  citizens, 
DigComp,  sets  out  the  most  important  competences 
(knowledge, skills, and attitudes) people need to live and 
thrive in our increasingly digital world.

A  total  of  21  competences  are  defined  around  five 
areas:  information  and  data  literacy;  communication  and 
collaboration;  digital  content  creation;  safety;  problem 
solving.

DigComp was first published in 2013 and an updated version, 
DigComp 2.0, was released in June 2016. A third edition of the 
framework was published in May 2017 focussing on detailed 
proficiency levels and how these could be applied, using the 
metaphor of “learning to swim in the digital ocean”.

The framework is currently used (its in entirety or adapted) 
in more than 14 EU countries, for example, for curricula 
development, student assessment, training and upskilling 
schemes for adults as well as in digital skills strategies and 
policies. The European Training Foundation, for example, 
uses the framework in their work with non-EU countries, 
including  Western  Balkans  countries,  to  support  reform 
of  their  education,  training  and  labour  market  systems. 
DigComp is used by UNESCO to develop a Global Digital 
Literacy framework as part of Sustainable Development 
Goal 4. More examples of how the framework for citizens 
is being used can be found in the “DigComp into action”, 
guide which documents 38 examples.

Day 2

digital  tools  in  teaching  and  learning;  digital  tools  and 
strategies  to  enhance  assessment;  the  use  of  digital 
tools to empower learners and facilitating learners’ digital 
competence.

An online community has been created, bringing together 
stakeholders  interested  in  using  and  implementing  the 
framework to exchange experience and training materials. 
This  community  currently  has  around  100  members, 
including 
regional 
representatives  of  national  and 
agencies, researchers, training providers and educators. 

The Commission is currently working on developing self-
assessment tools for educators based on the framework 
for primary, secondary, vocational and higher education. 
The  tool  will  allow  educators  to  reflect  on  their  digital 
practices, test their practical knowledge and guide them 
in  further  developing  their  skills.  Different  modules  will 
be offered that can be used flexibly, either by individual 
educators for their personal professional development or 
integrated into training courses.

Examples from policy and practice 
on how SELFIE is being used

1. Online course for Digitally Competent 
Educational Organisations, 2nd Edition 
Fran Balsera, Ministry of Education and VET, Spain

Fran  presented  this  free  online  course  (in  English  and 
Spanish) which enables participants to: 

The framework also formed the basis for the definition of 
digital competence in the European Commission’s Eight 
Key Competences for Lifelong Learning which sets out 
key skills needed by all learners today.

•  learn about the European Framework for Digitally 
Competent Educational Organisations as a way of 
improving teaching and learning at the school

Framework for educators

•  develop a school digital plan 

The  Digital  Competence  Framework  for  Educators 
(DigCompEdu)  published  in  2017,  sets  out  the  digital 
skills and competences educators need in contemporary 
teaching environments. It is designed for educators at all 
levels,  from  pre-primary  to  vocational,  higher  and  adult 
education.  A  total  of  22  educator-specific  competences 
for  teaching  are  set  out  in  six  competence  areas: 
professional environment; sourcing, creating and sharing 
digital resources; managing and orchestrating the use of 

•  support teacher training and collaboration. 

As part of the assignments, participants use SELFIE for the 
diagnosis of their school’s current use of technologies. The 
course combines self-assessment and peer assessment. 
At the end of the course, participants can receive a digital 
badge.  The  course  is  based  on  a  collectivist  learning 
approach,  whereby  participants  interact  with  the  team 
running the course and with each other to facilitate the 

18

SELFIE Forum - Teaching and Learning in the Digital Age.learning  experience.  A  second  edition  of  the  course 
was launched live at the conference. The MOOC is under 
Creative  Commons  licence  meaning  it  can  be  used  and 
adapted by other countries and organisations.

3. providing  schools  with  training  initiatives  that  build  on 
the results of SELFIE in order to foster a culture of self-
reflection, self-evaluation and self-action 

Day 2

2. Planning using SELFIE in a small 
school on Europe’s edge 
Seán Gallagher, St Angela’s College, Sligo, Ireland

Seán  Gallagher  presented  the  approach  undertaken 
by a small school in rural Ireland (where he was school 
principal)  to  adopting  new  technologies.  He  discussed 
how SELFIE enabled the school, not only to assess where 
they were at but also to formulate the digital plan of the 
school.  Based  on  various  policy  documents,  the  school 
focused on ensuring that the teachers and school leaders 
had  the  right  vision  on  how  to  use  technology  in  the 
school. Coding and computational thinking were identified 
as priorities. SELFIE enabled the school to take on board 
ideas from all stakeholders, teachers, school leaders and 
students. A valuable aspect of SELFIE was how it allowed 
teachers to reflect on and learn about digital technologies 
in education while completing the exercise. The students 
were  also  happy  to  receive  badges  that  came  from  a 
European  programme.  Seán  explained  how  the  role  of 
teachers in the context of technology changes and moves 
to  a  more  constructivist  approach.  As  for  the  students, 
the  school  aims  to  foster  and  support  active  learners 
who are able to reflect on their learning and use digital 
technologies  in  confident  and  creative  ways  not  just  as 
consumers.

3. Widening schools’ participation in 
SELFIE: the Italian approach 
Stefania Bocconi, National Research Council, Italy

Stefania Bocconi, responsible for the pilot of SELFIE in Italy 
presented the approach undertaken by the Italian government 
to  digital  education  and  the  role  of  SELFIE  within  this.  Key 
to the successful SELFIE pilot exercise was getting different 
stakeholders  involved.  Italy  is  now  pursuing  work  on  three 
fronts:

1. building and reinforcing relations at all levels of the system 

2. helping  the  schools  to  identify  the  synergies  between 
SELFIE and local, regional and national policies initiatives 
on digital education

In  Italy,  SELFIE  was  primarily  a  bottom-up  initiative 
facilitated  by  the  system  and  not  imposed  by  it,  where 
regional leaders helped connect the local actors. In terms 
of policy, SELFIE was included in some of the local digital 
education  action  plans  of  the  autonomous  regions. 
Moreover, those in charge of the national digital education 
plan at the regional level were involved in the process so 
they could understand possible synergies and connections 
between SELFIE and the national plan. And finally, SELFIE 
was included in the training programme for school leaders 
to help them identify ways of using SELFIE with their school 
community.  Stefania  also  raised  the  importance  of:  (a) 
helping  schools  map  what  is  mandatory  in  their  context 
and how to transform the data analysis from SELFIE into 
an action plan; (b) helping schools collaborate in networks 
to compare their results and reflect together on what could 
be included in their action plan; (c) the appointment of a 
‘digital catalyst’ teacher (an initiative of the national digital 
plan) to promote a culture of self-reflection in the school. 
This person also can act as a SELFIE coordinator. 

19

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

4. SELFIE, embedded - the case  
of Cyprus 
Anastasia Economou, Ministry of Education and 
Culture, Cyprus

In  Cyprus,  SELFIE  was  introduced  in  2017  as  part  of  the 
innovative schools programme. Anastasia pointed out that 
many  schools  were  overwhelmed  and  frustrated  with  the 
top-down strategies which they felt had been imposed on 
them. This is why a flipped approach to SELFIE was used. In 
Cyprus, schools were encouraged to develop a vision of how 
to use digital technologies and how to use SELFIE to gather 
data, so as to get a snapshot of their digital learning and to 
learn about different digital competences.

After an analysis of their needs, schools could develop an 
action  plan,  implement  it,  monitor  how  the  plan  is  going, 
gather  evidence  on  what  they  are  doing  and  discuss  and 
reflect on it with the school community. In this way, schools 
can  adjust  their  course  of  action  and  in  addition  can  also 
share progress within their own school community as well 
as with other schools. This is supported by a mentor, at the 
ministry  level  for  each  school  as  well  as  teacher  coaches, 
who support their peers in the school. A major success of 
the  programme  is  the  online  working  and  collaborative 
space  where  teachers  and  schools  can  share,  get  online 

feedback  and  reflect  on  an  ongoing  basis.  Teachers  and 
mentors can see how the different activities are designed, 
implemented,  what  kind  of  comments  they  received  and 
see how the activity has been implemented. A major goal 
in Cyprus is that learning organisations and individuals are 
able to identify their own needs, using self-reflection tools 
like SELFIE, to design their development and learning cycle.

5. SELFIE as a tool for developing 
competences of ICT coordinators in 
Lithuania 
Vaino Brazdeikis and Asta Buinevičiūtė, Ministry of 
Education, Science and Sport, Lithuania 

In  Lithuania,  some  60%  of  schools  have  ICT  coordinators, 
but many hold this position on a part-time basis. The main 
role of the coordinator is to support teachers in using ICT in 
a pedagogical way and managing and planning resources. 
According to research by European Schoolnet in 2015, 49% 
of IT administrators have not received any training. This is a 
challenge for Lithuania. Data and insights from SELFIE can 
help  ICT  coordinators  reflect  on  their  own  training  needs. 
Currently,  SELFIE  is  promoted  through  presentations  and 
awareness-raising seminars. A blended course has also been 
designed, of which 15 modules will be based on SELFIE. 

20

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

6. Scaling up SELFIE in the Republic  
of Serbia 
Danijela Scepanovic, Ministry of Education, Science and 
Technological Development, Serbia

In 2013, a policy paper promoting the role of ICT in the entire 
education  sector  was  adopted  with  the  aim  of  having  an 
e-maturity model for all primary and secondary schools in the 
country.  This  was  not  implemented,  however,  due  to  lack  of 
resources. In 2014, Serbia was invited to participate in European 
education policy cooperation. This was highly beneficial in terms 
of  collaboration  and  mutual  learning  with  other  European 
countries. In 2016, SELFIE was integrated into the country´s ICT 
action plan which was aimed at supporting the development 
of digital education. In 2017, Serbia participated with 13 other 
countries in the pilot phase of SELFIE and this included eight 
case studies of how schools had used the tool. Feedback from 
the schools showed that April was the best month to undertake 
the self-reflection exercise in schools. 

In  April  2019,  an  8-hour  online  course  on  SELFIE  was 
launched  by  the  Institute  of  Quality  in  Education.  Three 
participants per school were invited to take part and a small 
SELFIE team with a SELFIE school coordinator was formed. 
Teachers had one month to take the course and the school 
director promoted the course to staff. So far, 2,200 teachers 
in 40% of all schools in the country have taken the course 
that will continue to run. The goal is that by the end of the 
year, all schools are reached and informed about SELFIE. 

Schools  are  also  asked  to  give  an  estimate  of  how  many 
teachers need digital competence training at a basic level. 
The idea is to repeat this course and modify it according to 
the needs of users. In Serbia, SELFIE is not an isolated project, 
but is part of other initiatives and programmes. Danijela also 
highlighted that the work done so far on training and raising 
awareness of SELFIE has been done with modest resources.

21

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

Closing remarks

Consuelo Vélaz de Medrano Ureta, Director General for 
Assessment  and  Territorial  Cooperation  from  the  Spanish 
Ministry of Education and VET, thanked the delegates for their 
active  participation  and  the  Commission  for  co-organising 
the event. The Spanish Ministry of Education and VET is fully 
committed to promoting innovation and systemic change in 
education with the support of technologies. Events like the 
SELFIE Forum allow for interaction and discussion and show 
that collaborative work between schools and countries is the 
way forward. 

The  SELFIE  Forum  was  a  unique  opportunity  to  reflect 
with different people and organisations on the benefits of 
self-assessment and how to support schools in offering the 
best learning experiences to students. SELFIE is part of this 
supportive ecosystem for all those working to support and 
promote the transformation of education. 

Finally, she thanked the European Commission for offering 
useful  tools  such  as  SELFIE.  She  also  thanked  the  INTEF 
team for their hard work in organising the event. 

Deirdre  Hodson  closed  the  event  for  the  European 
Commission.  She  thanked  participants  for  attending  what 
had  been  the  largest  event  on  digital-age  learning  for 
schools organised by the Commission. Only six months since 
launch  a  community  was  already  emerging  around  the 

SELFIE tool. Although many of the discussions had been on 
SELFIE the key question was how to help students across 
Europe thrive in a rapidly changing and complex world? How 
can we prepare them to do jobs which may not even exist 
today? How can we get young people ready to solve societal 
challenges and problems we cannot even imagine yet? 

Deirdre recalled the importance of closing the gap between 
technology use outside and inside the classroom. As digital 
technologies are part of our everyday lives so they should 
be  an  intrinsic  part  of  our  learning  experience.  Technology 
should  not  be  on  the  edge  of  teaching  and  learning  -  it 
needs  to  be  a  central  part  of  reshaping  education  for  the 
digital age. Next steps for the SELFIE tool would be a new 
release in May with new features, including the possibility 
for schools to compare their results with previous exercises 
and  a  simpler  process  of  customising  the  questions.  New 
language versions of SELFIE would also be coming shortly, 
including  Serbian,  Albanian,  Montenegrin,  Turkish,  Russian 
and Georgian. SELFIE is also being further embedded into the 
Erasmus+ funding programme, including a call for forward-
looking cooperation projects, where SELFIE is highlighted as 
a priority area. 

Deirdre  concluded  by  thanking  the  Spanish  Ministry  of 
Education  and  VET  for  their  warm  welcome  and  for  the 
excellent collaboration and weeks and months of hard work 
to prepare the Forum.

22

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

Workshop on self-reflection 
tools for schools 

After the main SELFIE Forum, a separate workshop was held 
on  self-reflection  tools  for  schools.  The  workshop  brought 
together  35  researchers  and  practitioners  who  have  been 
involved in developing tools for schools.

The following were presented in the workshop:

•  Creative Classrooms - Patricia Butterini, Spain

•  Open  Source  Consortium  -  Theodoros  Karounos, 

Greece

•  Castile  &  Leon  tool  and  framework  for  digital 

schools - María José Martínez Burgos, Spain

•  School mentor - Morten Søby, Norway 

•  Assessing the e-Maturity of your school & 

•  360 Degree Safe - Gareth Cort, SWGfL/UK Safer Internet  

Centre, UK.

innovative schools   
-Anastasia Economou, Cyprus

•  AFS  Global  Competence  Readiness  Index  for 

•  DigCompEdu - Georgios Kapsalis, European Commission.

Schools - Milena Miladinović, AFS.

•  Digital Schools Awards - Victor McNair, UK.

•  Digital Schools of Pisa - Cristina Morelli, Pisa, Italy.

•  Digital Schools of Europe - Ismo Talsta, City of Oulu, 

Finland.

•  eLearning Roadmap - Robbie O’Leary, Digital Schools 

of Distinction, Ireland.

Although  most  tools  were  aimed  at  schools  and  involved 
self-reflection  or  self-assessment  they  were  nonetheless 
diverse in scope and target audience: from a regional level 
tool on digital capacity of schools (Spain), to OECD’s PISA for 
schools to the UK’s online safety tool. 

Participants were put into groups to discuss five key areas 
for the further development and improvement of the SELFIE 
tool.  Each  group  discussed  each  of  the  areas  and  key 
messages are presented below.

•  e-Schools  digital  maturity  tool  -  Igor  Balaban, 

Awareness raising

Croatia.

•  MENTEP TET-SAT - Anja Balanskat, European Schoolnet.

•  Opeka Tools - Jaakko Vuorio, Tampere University, Finland.

•  Open Schools for Open Societies - Nikos Zygouritsas, 

Ellinogermaniki Agogi, Greece.

•  PISA for Schools - Tanja Bastianic, OECD.

•  Schools as Learning Organisations Survey - Marco 

Kools, OECD.

Representatives  working  on  a  number  of  other  tools  were 
also at the workshop: 

•  eTwinning.gr - Nikos Tzimopoulos, Greece

•  Dissemination  and  awareness  raising  are  key  to  the 
success of SELFIE and activities need to target different 
groups.  Communication  with  centralised  national  ad-
ministrations/bodies was identified as vital for a rollout 
of the tool in a country. School leaders are also a key 
group when raising awareness of the tool. 

•  The use of technologies is not a main concern for all schools 
and not all will be open to using the tool. But if SELFIE 
wants to reach schools that are not using technology or 
reflecting on technology use it will be important to show 
success stories from similar schools. 

•  Rewards  and  recognition  can  encourage  schools  to  use 
the tool but these should focus on the process, not on the 
excellence of using technologies. A public map/list where 
participating schools are listed (if they so choose) could be 
a way of increasing uptake.

23

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

•  SELFIE  needs  to  capitalise  on  existing  networks  (e.g. 
eTwinning) and events for the technology and education 
community.  SELFIE  should  also  have  its  own  network 
of  ambassadors  who  can  promote  the  tool  in  existing 
networks. In addition, clusters of schools/teachers willing 
to participate can be promoted.

•  Showing  the  added-value  and  usefulness  of  the  SELFIE 
tool should be clear in order to convince (especially more 

reluctant) stakeholders/schools to participate.  Motivational 
success stories should be shared on the SELFIE website. 
Robust evidence of the impact of participating in SELFIE 
is also needed. For public bodies, it can be also useful if 
SELFIE can be linked to other data sources.

•  A  mentoring  programme  could  help  connect  schools 

regarding the use of technology. 

24

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

Synergies with other tools

Data usage 

•  It  would  be  valuable  to  have  a  catalogue  of  existing 
self-reflection tools for schools, but it was not clear who 
would create this. Updating the catalogue would also be 
challenging given the different lifecycles of the tools.

•  Anonymised and aggregated data from SELFIE could be 
of use to policy makers. However, it is crucial that any data 
sharing respects the principles of SELFIE and that does not 
damage trust with the schools. 

•  An option could be to extend SELFIE and link it to existing 
tools; different tools could allow schools to go deeper in 
different areas of SELFIE. Yet, this could increase the com-
plexity of the tool, create confusion and ultimately aliena-
te users.

•  SELFIE could be embedded in other tools and programmes 

to help schools to develop specifically a digital plan.

•  SELFIE could in time be turned into an open-source tool, so 
people can use it and have an application programming in-
terface (API) to share the data models with a SELFIE country 
desk while keeping a connection to the core SELFIE team.

•  Anonymised  data  from  SELFIE  could  potentially  be  in-
tegrated  into  other  databases  such  as  eTwinning.  Data 
could  also  be  harmonised  and  standardised  with  these 
databases so that other tools can dock onto them.

•  Data should be made available to schools not only in the 
form of a web interface but also through other means and 
formats (such as PDF or Excel). However, the data in SEL-
FIE is extensive, so providing all information in such for-
mats could be too much for users. Therefore, a balanced 
selection of data is needed.

25

SELFIE Forum - Teaching and Learning in the Digital Age.Day 2

How to help schools after their 
self-reflection 

How and when we decide how to 
improve the tool 

•  A set of recommendations for schools could be embedded 
in the SELFIE platform for the various areas (leadership, 
assessment etc.).

•  A map of resources could be provided based on the SELFIE 
results. However, this idea was considered as challenging 
and  time-consuming,  not  least  as  similar  results  could 
reflect a variety of circumstances and contexts in schools.

•  Face-to-face  peer-support  and  exchange  of  practice 
were recommended as teachers would be willing to share 
resources and knowledge with fellow colleagues.

•  Schools could learn from each other through the creation 
of a network of schools. This could be supported with an 
interactive map allowing schools to connect and exchange 
ideas. Awards (given by the European Commission) could 
also be seen as an incentive for schools to support other 
schools.

•  The  number  of  questions  that  schools  can  create 
themselves should be increased (currently it is set at eight 
questions). Optional questions could include questions for 
specialised  schools  (such  as  music  and  arts).  However, 
adding more questions would increase the complexity of 
the questionnaire. Any change should bear this in mind.  

•  The  cultural  dimension  of  the  questions  is  important 
as  terms  that  are  commonly  used  in  one  country  can 
be  unknown  or  difficult  to  understand  for  another  (for 
example, students in Georgia were less familiar with the 
concept of copyright).

•  SELFIE results should be accessible in PDF or Excel versions. 
There should also be an option to download a specific part 
of  the  results  (e.g.  in  one  area  such  as  infrastructure  or 
assessment).

•  Schools should be able to see aggregated data to compare 

themselves in their region or country-wide.

•  A SELFIE week could be organised during which schools 
would  be  asked  to  reflect  on  their  digital  readiness  and 
their approach to digital learning (the week could be held 
annually during May/June).

•  Usability tests should be done in actual schools (similarly 
to the OPEKA tool in Finland) to ensure that a wide mix of 
users take part in an authentic setting.

26

SELFIE Forum - Teaching and Learning in the Digital Age.Annex 1

SELFIE Forum organising team

European Commission

Spanish Ministry of Education and VET

Panagiotis Kampylis

César Herrero Rámila

Deirdre Hodson

Simona Petkova

Carlos Javier Medina Bravo

Mirian Olga Cecilia Martínez

Lilian Weikert García

José Luis Fernández Díaz de Lope Díaz

Arianna Sala

Ralph Hippe

Jonatan Castaño Muñoz

Romina Cachia

27

SELFIE Forum - Teaching and Learning in the Digital Age.GETTING IN TOUCH WITH THE EU 

In person 

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nearest you at: https://europa.eu/european-union/contact_en 

On the phone or by email 

Europe Direct is a service that answers your questions about the European Union. You can contact this service: 

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Multiple copies of free publications may be obtained by contacting Europe Direct or your local information centre (see 
https://europa.eu/european-union/contact_en). 

28

SELFIE Forum - Teaching and Learning in the Digital Age. 
 
JRC Mission

As the science and knowledge
service of the European Commission,
the Joint Research Centre’s mission 
is to support EU policies with 
indipendent evidence throughout
the whole policy cycle.

EU Science Hub
ec.europa.eu/jrc

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EU Science Hub - Joint research Centre

Joint Research Centre

EU Science Hub

ISBN 978-92-76-09033-5
doi:10.2760/799301