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At the beginning of the COVID-19 pandemic, a sudden shift from mainly face-to-face teaching andlearning to exclusively online teaching and learning took place and posed challenges especially for inservice teachers at all types of schools. But also for pre-service teachers, i.e. students who are preparing themselves in order to become future teachers, are challenged by the new profile of competencies demanded. Suddenly, alle teachers had to orient themselves in a completely digital world of teaching in which acquiring digital competences was no longer an option but a real necessity.We are investigating which digital competences are necessary as a prerequisite for pre- and in-serviceteachers in the current COVID-19 pandemic to ensure high quality teaching and learning(Schaarschmidt et al., 2021). Based upon the European DigComp 2.1 (Carretero et al., 2017) andDigCompEdu (Redecker, 2017) frameworks and the Austrian Digi.kompP (Virtuelle PH, 2021) framework, we adopted a curriculum from most recent research, tailored to the specific needs of our Euroepan level target group. That curriculum addresses the individual digital media competence (two modules), and the media didactic competence (three modules). For each of these modules, we developedcompetence-based learning goals (Bloom et al., 1956; Krathwohl & Anderson, 2010; Fessl et al., 2021)that serve as a focal point of what the learner should be able to do after his/her specific learning experience. The learning content will be prepared as micro learning units to be lightweight and flexible as time constraints are known to be challenging for any professional development.In three sequentially conducted workshops (Sept. 2021, Nov. 2021, Feb. 2022), we discuss with different stakeholders (researchers, teachers, teacher-students, education administrators) the curriculum andthe learning goals. Preliminary results of the first two workshops show that our developed curriculumand the digital competences specified are crucial for successful online teaching. In our presentation, wewill summarize the results of all three workshops, discuss the theoretical underpinnings of our overallapproach, and provide insights on how we plan to convey the digital competences developed to educators using learning strategies such as micro learning and reflective learning.

The COVID-19 pandemic initiated a fundamental change in learning and teaching in (higher-) education [HE]. On short notice, traditional teaching in HE suddenly had to be transformed into online teaching. This shift into the digital world posed a great challenge to in-service teachers at schools and universities, and pre-service teachers, as the acquisition of digital competences was no longer an option but a real necessity. The previously rather hidden or even neglected importance of teachers’ digital competences for successful teaching and learning became manifest and clearly visible. In this work, we investigate necessary digital competences to ensure high quality teaching and learning in and beyond the current COVID-19 pandemic. Based upon the European DigComp 2.1 (Carretero et al., 2017), DigCompEdu (Redecker, 2017) frameworks, the Austrian Digi.kompP framework (Virtuelle PH, 2021), and the recommendations given by German Education authorities (KMK 2017; KMK 2021; HRK 2022), we developed a curriculum consisting of 5 modules: 2 for individual digital media competence, and 3 for media didactic competence. For each module, competence-oriented learning goals and corresponding micro-learning contents were defined to meet the needs of teachers while considering their time constraints.Based on three online workshops, the curriculum and the corresponding learning goals were discussed with university teachers, pre-service teachers, and policymakers. The content of the curriculum was perceived as highly relevant for these target groups; however, some adaptations were required. From the university teachers’ perspective, we got feedback that they were overwhelmed with the situation and urgently needed digital competences. Policymakers suggested that further education regarding digital competences needs to offer a systematic exchange of experiences with peers. From the perspective of in-service teachers, it was stated that teacher education should focus more on digital competences and tools.In this paper, we will present the result of the workshop series that informed the design process of the DIGIVID curriculum for teaching professionals.

With this workshop, we intend to bring together the European communities of technology-enhanced learning, which typically meets at the ECTEL, and of computersupported cooperative work, which typically meets at the ECSCW. While the ECTEL community has traditionally focused on technology support for learning, be it in formal learning environments like schools, universities, etc. or in informal learning environments like workplaces, the ECSCW community has traditionally investigated how computers can and do mediate and influence collaborative work, in settings as diverse as the typical “gainful employment” situations, project work within university courses, volunteer settings in NGOs etc. Despite overlapping areas of concerns, the two communities are also exploiting different theories and methodological approaches. Within this workshop, we discuss issues that are relevant for both communities, and have the potential to contribute to a more lively communication between both communities.