digcomp: describing digital competence digital literacy: sharing knowledge to create better policies...
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Digcomp: describing Digital Competence
Digital literacy: sharing knowledge to create better policies
Anusca Ferrari Yves PunieJRC-IPTS26 July 2012
Part of Joint Research Centre of the EC
IPTS: Research Institute supporting EU policy-making on socio-economic, scientific and/or technological issues
Objectives of the DIGCOMP study
• Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent;
• Develop DC descriptors that will feed a conceptual framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available;
• Propose a roadmap for the possible use and revision of a DC framework and descriptors of DC for all levels of learners.
• Guidelines or meta-framework, descriptors of DC (e.g. for curricula/initiatives development)
• A simple self-assessment grid
What?
Why?• DC is one of the 8 key competences for LLL (2006 Recommendation)• Europe 2020 Flagships: DAE, YoM, NS&J, Innovation Union• Transversal basic competence important for learning, employability,
inclusion, participation, innovation, creativity and competitiveness• Many initiatives exists but lack of a common/comparable language in Europe
Conceptual mapping
Case studiesanalysis
Experts’workshop
Online Consultation
First proposal
Stakeholders’ Consultation
Validated proposal
Conceptual mapping
Case studiesanalysis
Experts’workshop
Online Consultation
First proposal
Stakeholders’ Consultation
Validated proposal
completed completed finished
ongoing
July-Nov 2012
Dec 2012
Feb 2012
Case studiesanalysis
Digital Literacy
Information literacy
Internet literacy
ICT Literacy
Media literacy
Conceptual mapping
Online Consultation
Draft Proposal
Stakeholders’Consultation
Know and use digital equipment
Know and use relevant software
Autonomy and commitment to achieve goals in
changing environments
Understand role and uses of networked resources
Create a system of networked
resources for learning and
problem-solving
Locate, process and organise hyperlinked non-linear
information
Plan, execute and evaluate goal-oriented
activities
Critical attitude towards
information and answers found
Reflective and analytical attitude to
media influence
Access and use media in different
formats and platforms
Create and store media
Awareness of the value of both digital and
traditional tools
Build a personal system to benefit
from relevant people networks/
communities
Integrate digital tools and media productively in work, leisure, learning and life activities.
Systematically analyse
information content and
source vs media presentation
Create personal information strategy with
filters and agents Confidence in
creating content, communications and expressionsFind relevant
options for personal and professional
learning
Responsible and ethical attitude
for digital media usage
Acceptance and appreciation of
diversity
Adapt and participate to
digital intercultural
communication
Communicate, express and collaborate
through versatile media
Willingness for sharing and
collaboration
Initiate and participate in
digital ventures for personal, economic or social value.
Create, maintain and
manage situation-
specific digital identities
Safe and sensible attitude
in digital activities
Openness to reflect, adapt, improve and innovate with
ICT
Motivation to use ICT for
personal and community
benefit
Instrumental skills and
knowledge
Advanced skills and knowledgeAttitudesMedia
application StrategicPersonal
objectives
Know about legal and ethical issues in digital media
Operational
Communication and collaboration
Information management
Meaningful participation
Intercultural
Critical
Creative
Autonomous
Responsible
Learning and problem-solvingMedium-related
AIMS: • to analyse how DC is currently developed and acquired
• to map sub-competences
• to compare current definitions
Conceptual mapping
Case studiesanalysis
Online Consultation
Draft Proposal
Stakeholders’Consultation
Erstad: 3 phases of digital literacy
1st (60s - 80s)
Mastery phase
Professionals only
Programming languageseSkills
2nd (mid 80s - 90s)
Application phase
EducatedGraphic user interfaces
Mass certification
3rd (90s - today)
Reflective phase
Digital inclusionNatural user interfaces
Critical/transversal skills
Need to go beyond the second phase
Application phase
EducatedGraphic user interfaces
Mass certification
Communication and sharing
Ethics & Responsibility
Information management
Technical operations
Creation of content & knowledge
Collaboration
Evaluation & Problem-solving
identify, locate, access, retrieve, store and organise information
link with others, participate in online networks & communities, interact constructively
communicate through online tools, taking into account privacy, safety and netiquette
integrate and re-elaborate previous knowledge and content, construct new knowledge
behave in an ethical and responsible way, aware of legal frames
identify digital needs, solve problems through digital means, assess the information retrieved
use technology and media, perform tasks through digital tools
Conceptual mapping
Case studiesanalysis
Online Consultation
• Delphi-like consultation (2 rounds)• 79 experts in first round• 58 experts in second round• From first round: 125 unique
statements • Experts’ workshop in Seville: 15
experts to cluster results of first round• card sorting and hierarchical cluster
analysis • 12 areas of Digital Competence
Draft Proposal
Stakeholders’Consultation
General knowledge & functional skills
General knowledge & functional skills
Use in everyday lifeUse in everyday life
Lega
l & e
thic
al a
spec
tsLe
gal &
eth
ical
asp
ects
Balanced attitude tow
ards technologyBalanced atti
tude towards technology
Specialized & advanced competence for
work & creative expression
Specialized & advanced competence for
work & creative expression
Priv
acy
& S
ecur
ityPr
ivac
y &
Sec
urity
Understanding role ICT in society
Understanding role ICT in society
Informed decisions on appropriate technologiesInformed decisions on appropriate technologies
Seamless use demonstrating self-efficacySeamless use demonstrating self-efficacyTe
chno
logy
med
iate
d co
mm
unic
ation
&
colla
bora
tion
Tech
nolo
gy m
edia
ted
com
mun
icati
on &
co
llabo
ratio
nInform
ation processing &
managem
entInform
ation processing &
managem
ent
Learning about and with digital technologiesLearning about and with digital technologies
Conceptual mapping
Case studiesanalysis
Online Consultation
Draft Proposal
Stakeholders’Consultation
• Bring together the results of the previous phases (conceptual mapping, case studies analysis, online consultation)
• Create draft areas and descriptions• Populate areas with elements from
previous phases• Define competences according to
those areas• Establish level criteria and level
descriptions
Building the frameworkConceptual
mapping
Case studiesanalysis
Online Consultation
Draft Proposal
Stakeholders’Consultation
CERF (Common European reference framework) for languages
http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
A B C
Communication, collaboration and
participation
Information management
Creation of content and knowledge
Legal and ethical aspects
Privacy and security
Evaluation, informed decisions,
problem-solving and learning
A B C
Communication, collaboration and
participation
Information management
Creation of content and knowledge
Legal and ethical aspects
Privacy and security
Evaluation, informed decisions,
problem-solving and learning
Development of a wide range of strategies
ResponsibilityAwareness
Simple criteria
Basic interaction
Confident communicator
Technical operations
Creative production
Can avoid Takes action
Improver Life-long learner
Building the frameworkConceptual
mapping
Case studiesanalysis
Online Consultation
Draft Proposal
Stakeholders’Consultation
eCompetence framework for ICT professionals
www.ecompetences.eu
Dimension 1 : Areas Dimension 2: Competences
Communication, collaboration and participation
-Digital Communication-Sharing of Content, Knowledge and Resources-Online participation-Digital Collaboration
Information management -Information search-Information analysis-Information storage
Creation of content and knowledge
-Content creation-Integration and re-elaboration of previous knowledge and content-Knowledge creation and creative expression
Legal and ethical aspects -Legal constraints-Respect of self and others
Privacy and security -Personal data protection and privacy-Security and safety measures -Digital Identity Management
Evaluation, informed decisions, problem-solving and learning
-Assessment of digital needs and identification of appropriate sustainable technological responses-Update of own and other's digital competence-Solving technical and theoretical problems
Dimension 1Name of area
Information Management
Dimension 2Competence title and
description
Information storage Manipulation and storage of information for easier retrieval, development of a
wide range of strategies for storing information, awareness of different storage formats
Dimension 3Proficiency levels
A B C
Dimension 4
Knowledge examples structures and classifies information and content according to a classification scheme/method
organizes information and contentunderstands how information is stored on different devices/services
Skills examples downloads and classifies information and contentUses various classification schemes to store and manage resources and informationIs able to retrieve and access previously stored information and contentIs able to tag content
Attitude examples Realises benefits and shortfalls of different storage devices/servicesAcknowledges the importance of having an understandable and pragmatic storage
system/schemeIs aware of consequences when storing content as private or public
• http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
Thank you for your attention