Digcomp: describing Digital Competence Digital literacy: sharing knowledge to create better policies Anusca Ferrari Yves Punie JRC-IPTS 26 July 2012

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


Experts’workshop

Online Consultation

First proposal

Stakeholders’ Consultation

Validated proposal

completed completed finished

ongoing

July-Nov 2012

Dec 2012

Feb 2012


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


Online Consultation

Draft Proposal


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


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


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


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


Online Consultation

Draft Proposal


• 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


Online Consultation

Draft Proposal


CERF (Common European reference framework) for languages

http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp

A B C

Communication, collaboration and

participation


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



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


Online Consultation

Draft Proposal


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


-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

• [email protected]

• http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

Thank you for your attention

Documents

Digcomp: describing Digital Competence Digital literacy: sharing knowledge to create better policies Anusca Ferrari Yves Punie JRC-IPTS 26 July 2012