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1
Joint Research Centre
the European Commission's
in-house science service
Jornada sobre competencia digital
Universidad d...
22
JRC: servicio científico interno de la
Comisión Europea. Proporciona
asesoramiento científico y técnico
para apoyar la ...
33
1. Las competencias digitales
como prioridad política europea
44
5
Abril2016
Digital Agenda Score Board, 201
66
Digital Skills Index (2016) – La población europea:
• 45% insuficientes competencias digitales: 17
Estados Miembros % s...
77
• Ciudadanos con competencias digitales más posibilidad
de tener un empleo– población inmigrante con
competencias digit...
88
99
1010
Competencia digital y participación en MOOCs
0
1
2
3
4
5
6
7
Lower quintile
digital
competence
Medium low
quintile di...
1111
"La transformación digital está
cambiando el mercado laboral y
la naturaleza del trabajo"
Necesita de un conjunto de
...
1212
1313
1414
New Skills Agenda for Europe: 3 prioridades:
• Mejorar el nivel de competencias y su
relevancia para el mercado labor...
1515
New Skills Agenda for Europe
DigComp – Digital Competence Framework
como marco para un entendimiento común
1616
1 Diciembre 2016 –
Se lanzó la "Digital Skills and Jobs Coalition"
1717
https://destree.eventsair.com/digital
-competence-entrepreneurship-
competence-framework/save-the-
date-digcomp-
entr...
1818
2. El Marco de Competencias
Digitales para la Ciudadanía
(DigComp)
https://ec.europa.eu/jrc/en/digcomp/digital-compet...
1919
Estudios (2010 - …)
¿Qué es la competencia digital?:
• Identificar y describir los componentes claves de la competenc...
20
Mapeo
conceptual
Análisis de
casos de
estudio
Workshop de
expertos
Consulta
online
Primera propuesta
Consulta Stakehold...
21
22
23
JRC IPTS study on
Digital Competence for DG EAC A3 (2010-2012)
Dimension 1
Competence areas (5)
Dimension 2
Competences...
2424
Estructura del marco para la Competencia Digital
•Dimensión 1: Áreas de competencias (5)
•Dimensión 2: Competencias (...
25
2626
Actualización de DigComp: 2015-2016
¡Listo!
¡En proceso!
Publicación
Abril 2017
2727
Fase 1: Actualización del modelo de referencia
conceptual
https://ec.europa.eu/jrc/en/digcomp
• Las 5 areas y 21 comp...
2828
Competence areas Competences
1. Information and data
literacy
1.1 Browsing, searching and filtering data, information...
2929
Competence areas
Dimension 1
Competences
Dimension 2
1. Information and
data literacy
1.1 Browsing, searching and fil...
3030
2. Communication
and collaboration
2.1 Interacting through digital technologies
To interact through a variety of digi...
3131
3. Digital content
creation
3.1 Developing digital content
To create and edit digital content in different formats, t...
3232
4. Safety 4.1 Protecting devices
To protect devices and digital content, and to understand risks and threats in digit...
3333
5. Problem solving 5.1 Solving technical problems
To identify technical problems when operating devices and using dig...
3434
Actualización de DigComp: 2015-2016
¡Listo!
¡En proceso!
Publicación
Abril 2017
3535
Actualización: Segunda fase
• 3 a 8 niveles de competencia: resultados de aprendizaje, inspirado
en el EQF – Publicac...
3636
1. Information and data literacy
1.1 Browsing, searching and filtering data, information and digital content
To artic...
3737
Employment
Scenario: Job
seeking
process
With help from an
employment adviser:
I can identify, from a list,
those job...
3838
Actualización: Segunda fase
• Elaboración de una herramienta de evaluación de
competencias digitales: Disponible para...
3939
Diseño de un instrumento de evaluación para
DigComp v2.1
• Basado en una revisión de la bibliografia (22 instrumentos...
4040
3. Usos de DigComp
4141
Galeria de implementación:
https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos
de DigComp en
educación...
4242
https://ec.europa.eu/jrc/en/digcomp/implementation
Report the uptake!
4343
TEACHER
PROFESSIONAL
DEVELOPMENT
E & T CONTENT
/STUDENT
ASSESSMENT
ASSESMENT FOR
EMPLOYABILITY
POLICY SUPPORT,
FRAMEW...
4444
Galeria de implementación:
https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos
de DigComp en
educación...
4545
DG JUSTICE AND
CONSUMERS
Development on-going
of the Consumers' Digital
Competence Framework based
on DIGCOMP
DG EDUC...
4646
4747
Galeria de implementación:
https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos
de DigComp en
educación...
4848
Spain, La Red de Bibliotecas Universitarias
Españolas (The Network of Spanish University
Libraries)
REBIUN, the Netwo...
4949
5050
5151
http://mooc.educalab.es/courses
• Protégete en la red
• Medidas y actuaciones frente el
ciberacoso
• Comunícate en di...
5252
Portfolio de Competencia Digital Docente de Extremadura
• Determina el nivel competencia de cada
area según DigComp: ...
5353
5454
Galeria de implementación:
https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos
de DigComp en
educación...
5555
5656
5757
Andalucía es digital – Junta de Andalucía
Adaptado de
DIGCOMP
5858
https://pix.beta.gouv.fr/
5959
6060
5. Conclusiones
6161
Competencia digital:
• Disponibilidad de un marco de referencia a nivel europeo
• Cada vez más importante para todos ...
6262
https://ec.europa.eu/jrc/en/digcomp
63
Stay in touch
JRC Science Hub:
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Twitter and Facebook:
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Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía

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DIGCOMP: Hacia un nuevo marco de formación en Competencias Digitales - 20/03/2017 - Sesión informativa en la Biblioteca María Moliner (Universidad de Zaragoza) - Stephanie Carretero Gómez, Scientific Officer, European Commission Joint Research Centre, Sevilla. "DigComp: Marco Europeo de Competencias Digitales para la ciudadanía" (Videoconferencia).

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Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía

  1. 1. 1 Joint Research Centre the European Commission's in-house science service Jornada sobre competencia digital Universidad de Zaragoza, 20 de Marzo 2017 DigComp: Marco Europeo de Competencias Digitales para la ciudadanía Stephanie Carretero, Riina Vuorikari, Yves Punie
  2. 2. 22 JRC: servicio científico interno de la Comisión Europea. Proporciona asesoramiento científico y técnico para apoyar la política europea Education and Skills team > 80 publicaciones gratuitas online Principales clientes: DG EAC & DG EMPL Nueva estructura y organigrama desde el 1 de Julio de 2016 DG JRC – Directorate Innovation and Growth Unit B4 Human Capital and Employment
  3. 3. 33 1. Las competencias digitales como prioridad política europea
  4. 4. 44
  5. 5. 5 Abril2016 Digital Agenda Score Board, 201
  6. 6. 66 Digital Skills Index (2016) – La población europea: • 45% insuficientes competencias digitales: 17 Estados Miembros % superior • 21% no competencias digitales • 26% nunca ha usado software básicos • 35% no sabe que los cookies rastrean sus movimientos online
  7. 7. 77 • Ciudadanos con competencias digitales más posibilidad de tener un empleo– población inmigrante con competencias digitales más posibilidades de tener un trabajo, promocionar, etc (Carretero et al., 2016) http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/IEM_Icte gra.html • Facilita el cambio tecnológico en los sistemas y servicios públicos – Bajas competencias digitales entre profesionales de la salud barrera para la incorporación digital (Carretero et al., 2013, Carretero, 2015) http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/carers.ht ml
  8. 8. 88
  9. 9. 99
  10. 10. 1010 Competencia digital y participación en MOOCs 0 1 2 3 4 5 6 7 Lower quintile digital competence Medium low quintile digital competence Medium quintile digital competence Medium high quintile digital competence Higher quintile digital competence Enrolled Completed Completed with certificate • High self-declared level of digital skills • Clear relationship between digital skills and participation in MOOCS Position in digital skills quintile and participation in MOOCs in the past N=1910 (ALL MOOCs), Genocide MOOC only included for Enrolled. Fuente: Castaño Muñoz, J et al. (2016): MOOCs in Europe: Evidence from pilot surveys with universities and MOOC learners. https://ec.europa.eu/jrc/sites/jrcsh/fil es/JRC%20brief%20MOOCs_JRC1019 56.pdf La competencia digital juega un papel clave en la intensidad de participación en las MOOCs. A mejor competencia digital del participante, más participación en MOOCs.
  11. 11. 1111 "La transformación digital está cambiando el mercado laboral y la naturaleza del trabajo" Necesita de un conjunto de competencias transversales: digitales, liderazgo, emprendimiento, ingeniería. No atendidas por sistemas educativos y de formación
  12. 12. 1212
  13. 13. 1313
  14. 14. 1414 New Skills Agenda for Europe: 3 prioridades: • Mejorar el nivel de competencias y su relevancia para el mercado laboral en Europa • Hacer que las competencias y las cualificaciones sea más fáciles de entender y comparar entre fronteras y sectores económicos. • Mejorar la previsión y la comprensión de las necesidades de competencias ahora y en el futuro the future. Foco en digital skills Revisión del marco de competencias claves: DigComp para un entendimiento común y potenciar las competencias digitales
  15. 15. 1515 New Skills Agenda for Europe DigComp – Digital Competence Framework como marco para un entendimiento común
  16. 16. 1616 1 Diciembre 2016 – Se lanzó la "Digital Skills and Jobs Coalition"
  17. 17. 1717 https://destree.eventsair.com/digital -competence-entrepreneurship- competence-framework/save-the- date-digcomp- entrecomp/Site/Register
  18. 18. 1818 2. El Marco de Competencias Digitales para la Ciudadanía (DigComp) https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework Encomendado y financiado por la DG Empleo de la Comisión Europea
  19. 19. 1919 Estudios (2010 - …) ¿Qué es la competencia digital?: • Identificar y describir los componentes claves de la competencia digital (DC) en términos de conocimiento, habilidades y actitudes. • Completo, científico y validado por los stakeholders ¿Para qué?: • Muchas iniciativas pero falta un entendimiento y referencia común • Meta marco a los que iniciativas actuales puedan referirse • Herramienta para la implementación, medición, desarrollo del currículo, competencias del profesorado, certificación y autoevaluación.
  20. 20. 20 Mapeo conceptual Análisis de casos de estudio Workshop de expertos Consulta online Primera propuesta Consulta Stakeholders Propuesta validada 69 referencias 100+ (15 in-depth) 95 expertos 17 + 9 EC 40 consultants Metodología
  21. 21. 21
  22. 22. 22
  23. 23. 23 JRC IPTS study on Digital Competence for DG EAC A3 (2010-2012) Dimension 1 Competence areas (5) Dimension 2 Competences (21) 1. Información 1.1 Navegación, búsqueda y filtrado de información 1.2 Evaluación de la información 1.3 Almacenamiento y recuperación de la información 2. Comunicación 2.1 Interacción mediante nuevas tecnologías 2.2 Compartir información y contenidos 2.3 Participación ciudadana 2.4 Colaboración mediante canales digitales 2.5 Netiqueta 2.6 Gestión de la identidad digital 3. Creación de contenidos 3.1 Desarrollo de contenidos 3.2 Integración y reestructuración 3.3 Derechos de autor y licencias 3.4 Programación 4. Seguridad 4.1 Protección de dispositivos 4.2 Protección de datos personales 4.3 Protección de la salud 4.4 Protección del entorno 5. Resolución de problemas 5.1 Resolución de problemas técnicos 5.2 Identificación de necesidades y respuestas tecnológicas 5.3 Innovar y utilizar la tecnología de forma creativa 5.4 Identificación de lagunas en la competencia digital
  24. 24. 2424 Estructura del marco para la Competencia Digital •Dimensión 1: Áreas de competencias (5) •Dimensión 2: Competencias (21) •Dimensión 3: Niveles de competencias (3) •Dimensión 4: Ejemplos de conocimientos, habilidades y actitudes •Dimensión 5: Aplicabilidad según los distintos objetivos (ocio, social, comprar y vender, aprendizaje, empleo, ciudadanía, bienestar) Modelo de referencia conceptual
  25. 25. 25
  26. 26. 2626 Actualización de DigComp: 2015-2016 ¡Listo! ¡En proceso! Publicación Abril 2017
  27. 27. 2727 Fase 1: Actualización del modelo de referencia conceptual https://ec.europa.eu/jrc/en/digcomp • Las 5 areas y 21 competencias se mantienen más o menos igual: • Actualización de vocabulario (online vs digital) • Actualizaciones conceptuales (protección de datos, derecho al olvido) •Reducción de redundancias • Mayor cambio en 3.4 Programación
  28. 28. 2828 Competence areas Competences 1. Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content 1.2 Evaluating data, information and digital content 1.3 Managing data, information and digital content 2. Communication and collaboration 2.1 Interacting through digital technologies 2.2 Sharing through digital technologies 2.3 Engaging in citizenship through digital technologies 2.4 Collaborating through digital technologies 2.5 Netiquette 2.6 Managing digital identity 3. Digital content creation 3.1 Developing digital content 3.2 Integrating and re-elaborating digital content 3.3 Copyright and licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps
  29. 29. 2929 Competence areas Dimension 1 Competences Dimension 2 1. Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content To articulate information needs, to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies. 1.2 Evaluating data, information and digital content To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content. 1.3 Managing data, information and digital content To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.
  30. 30. 3030 2. Communication and collaboration 2.1 Interacting through digital technologies To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context. 2.2 Sharing through digital technologies To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices. 2.3 Engaging in citizenship through digital technologies To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies. 2.4 Collaborating through digital technologies To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge. 2.5 Netiquette To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication modes and strategies to the specific audience, to be aware of cultural and generational diversity in digital environments. 2.6 Managing digital identity To create and manage one or multiple digital identities, to be able to protect one's own reputation, to deal with the data that one produces through several digital tools, environments and services.
  31. 31. 3131 3. Digital content creation 3.1 Developing digital content To create and edit digital content in different formats, to express oneself through digital means. 3.2 Integrating and re-elaborating digital content To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge. 3.3 Copyright and licences To understand how copyright and licences apply to information and digital content. 3.4 Programming To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.
  32. 32. 3232 4. Safety 4.1 Protecting devices To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy. 4.2 Protecting personal data and privacy To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a “Privacy policy” on how personal data is used. 4.3 Protecting health and well-being To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well- being and social inclusion. 4.4 Protecting the environment To be aware of the environmental impact of digital technologies and their use.
  33. 33. 3333 5. Problem solving 5.1 Solving technical problems To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems). 5.2 Identifying needs and technological responses To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility). 5.3 Creatively using digital technologies To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments. 5.4 Identifying digital competence gaps To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.
  34. 34. 3434 Actualización de DigComp: 2015-2016 ¡Listo! ¡En proceso! Publicación Abril 2017
  35. 35. 3535 Actualización: Segunda fase • 3 a 8 niveles de competencia: resultados de aprendizaje, inspirado en el EQF – Publicación prevista Abril 2017 DigComp 1.0 Level in 2.1 Complexity of tasks Autonomy Cognitive domain Foundation 1 Simple tasks With guidance Remembering 2 Simple tasks Autonomy and with guidance where needed Remembering Intermediate 3 Well-defined and routine tasks, and straightforward problems On my own Understanding 4 Tasks, and well-defined and non- routine problems Independent and according to my needs Understanding Advanced 5 Different tasks and problems Guiding others Applying 6 Most appropriate tasks Able to adapt to others in a complex context Evaluating New to 2.1 Highly- specialised 7 Resolve complex problems with limited solutions Integrate to contribute to the professional practice and to guide others Creating 8 Resolve complex problems with many interacting factors Propose new ideas and processes to the field Creating
  36. 36. 3636 1. Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content To articulate information needs, to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies. Proficiency levels Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Foundation Intermediate Advanced Highly specialised (new) At basic level and with guidance, I can: At basic level and with autonomy and appropriate guidance where needed, I can: On my own and solving straightforward problems, I can: Independently , according to my own needs, and solving well- defined and non-routine problems, I can: As well as guiding others, I can: At advanced level, according to my own needs and those of others, and in complex contexts, I can: At highly specialised level, I can: At the most advanced and specialised level, I can: ● identify my information needs, ● find data, information and content through a simple search in digital environments, ● find how to access these data, information and content and navigate between them. ● identify simple personal search strategies. ● identify my information needs, ● find data, information and content through a simple search in digital environments, ● find how to access these data, information and content and navigate between them. ● identify simple personal search strategies. ● explain my information needs, ● perform well- defined and routine searches to find data, information and content in digital environments, ● explain how to access them and navigate between them. ● explain well- defined and routine personal search strategies. ● illustrate information needs, ● organise the searches of data, information and content in digital environments, ● describe how to access to these data, information and content, and navigate between them. ● organise personal search strategies. ● apply information needs, ● apply searches to obtain data, information and content in digital environments, ● show how to access to these data, information and content and navigate between them. ● propose personal information strategies. ● assess information needs, ● adapt my searching strategy to find the most appropriate data, information and content in digital environments, ● explain how to access to these most appropriate data, information and content and navigate among them. ● vary personal search strategies. ● create solutions to complex problems with limited definition, that are related to browsing, searching and filtering of data, information and digital content. ● integrate my knowledge to contribute to professional practice and knowledge and guide others in browsing, searching and filtering data, information and digital content. ● create solutions to solve complex problems with many interacting factors, that are related to browsing, searching and filtering data, information and digital content. ● propose new ideas and processes to the field.
  37. 37. 3737 Employment Scenario: Job seeking process With help from an employment adviser: I can identify, from a list, those job portals which can help me look for a job. I can also find these job portals in my smartphone's app store, and access and navigate between them. From a list of generic keywords for job seeking available in a blog on job hunting, I can also identify the keywords that are useful for me. With the help if necessary of an employment adviser I can identify, from a list, those job portals which can help me look for a job. I can also find these job portals in my smartphone's app store, and access and navigate between them. From a list of generic keywords for job seeking available in a blog on job hunting, I can also identify the keywords that are useful for me. By myself: I can name the job portals I routinely use to help me look for a job. I can use well-defined keywords to find jobs portals my smartphone's app store , and explain to the employment adviser how I access and navigate between them. I can explain to the employment adviser why I usually use certain keywords to find job portals and apps in my smartphone I can fix problems such as accessing to the wrong portal or job app, or navigating away from portals that I routinely use. I can give examples to the employment adviser of suitable job portals or apps that I use as for my job seeking needs. I can organise my own search strategy such as using keywords and checking apps' evaluation, in order to find suitable apps on my smartphone that fit with my job profile. I can describe to the employment adviser how I access and navigate between the apps I have found through this organised search strategy. I can organise my search strategy in an online spreadsheet (like Google Spreadsheet), with the list of keywords that are useful for finding job portals and apps with job offers related to my job profile on my smartphone. While I am doing these activities, I can resolve issues such as evaluate new apps that come up in my smartphone's app store as a result of my search, or add new keywords to my personal search strategy if I don't find appropriate job portals and offers. When job seeking, I can find job portals and apps related to my job profile in any environment by using either routine or new digital resources (OS, apps, devices). I can also show a friend how to find apps on her smartphone, using different keywords and evaluation criteria to select those that fit her job profile. I can explain to her how to access and navigate between these apps to find appropriate job vacancies. I can make an online presentation (like Google Slide) on job seeking containing the main keywords, job ads, blogs, wikis, apps and portals I use when job seeking, and share it with other job seekers. I can assess the most appropriate job portals for job vacancies according to my job seeking needs and those of a friend. I can find those job apps adapted to my job seeking needs and those of a friend, and I can differentiate between appropriate and inappropriate portals and apps, pop- up information or spam while I am accessing and navigating between apps. I can explain to other job seekers how I perform these searches, and I can overcome unexpected situations that arise in the digital environment (spam, inappropriate job portals, problems with the downloading, etc.) in order to find appropriate apps on my smartphone. I can make an online presentation (e.g. using Google Slide) on job seeking with the most appropriate keywords, job ads, blogs, wikis, apps and portals adapted to different job profiles (e.g. using hyperlinks), and allowing other job seekers to collaborate, and give examples on how to overcome complex situations when job seeking (e.g. not finding appropriate job ads, fake or old job ads, etc.) I can create a digital collaborative platform (blog, wiki, etc.) which can be used by other job seekers to filter job portals and offers according to their job seeking needs. I can create new apps for browsing, searching and filtering job portals and offers, according to job seekers' needs. Examples of use
  38. 38. 3838 Actualización: Segunda fase • Elaboración de una herramienta de evaluación de competencias digitales: Disponible para 2018 Inclusion en el nuevo Europass
  39. 39. 3939 Diseño de un instrumento de evaluación para DigComp v2.1 • Basado en una revisión de la bibliografia (22 instrumentos) • Instrumento combinará ítems de autoevaluación y de conocimiento procedimental • Destinado a individuos con bajo nivel o ninguno de competencia digital • Asegurar la fiabilidad y la validez: intercambio con agentes implicados y usuarios finales, y piloto del instrumento en una muestra en 3 Estados Miembros. • Finalizado para mediados de 2018
  40. 40. 4040 3. Usos de DigComp
  41. 41. 4141 Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation Diferentes usos de DigComp en educación, formación y empleo Apoyo y formulación de políticas - Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS) - Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL) Planificación formativa - Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE) - Desarrollo de oferta educativa y de formación (ej. INTEF) - Competencias para el empleo (ej. Telecentros) Evaluación y certificación - Autoevaluación (ej. CV Europass) - Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
  42. 42. 4242 https://ec.europa.eu/jrc/en/digcomp/implementation Report the uptake!
  43. 43. 4343 TEACHER PROFESSIONAL DEVELOPMENT E & T CONTENT /STUDENT ASSESSMENT ASSESMENT FOR EMPLOYABILITY POLICY SUPPORT, FRAMEWORK IMPLEMENTATION SPAIN The Min. of Education, INTEF created Common Framework for Teacher Digital Competence based on DigComp. Use agreed between State and Regional governments. LITHUANIA Translation of the DigComp framework by the Education Development Centre. Used for Teacher PD NAVARRA, SPAIN Navarra Department of Education uses DigComp as a key reference for strategic planning EXTREMADURA, SPAIN Extremadura implements Teachers Digital Competence Portfolio based on DigComp Member State implementations Jan 2017 ESTONIA From 2017 on, all 9th graders will be evaluated using DigComp BASQUE COUNTRY, SPAIN Ikanos project developed by the Basque Government to deploy the Digital Agenda. Free DigComp self-assessment and training POLAND The Min. of Digital Affairs published a catalogue of digital competence frameworks for Digital Poland 2014- 2020 referring to DigComp POLAND Training for certification purposes based on DigComp provided by ECCC Foundation and ECDL in Poland. NORWAY The Centre for ICT in Education uses DigComp as a references to develop a DigComp framework for the teaching profession ITALY Italian Digital Agenda will translate and implement DigComp as part of its strategy PORTUGAL The Min. of Education uses DigComp as an input for teachers' PD. Translation by CIDTFF, supported by the MoE FLANDERS, BELGIUM Dept. of Education use DigComp for a curricula review and development of adult education courses EMILIA-ROMAGNA REGION, IT Uses DigComp to re-design courses/materials in Pane e internet, an e-inclusion initiative CROATIA e-Schools project by Croatian Academic and Research Network uses DigComp to support teachers FRANCE PIX platform being developed by the Min. of Education to certify digital skills based on DigComp ANDALUCIA, SPAIN "Andalucia digital" offers free DigComp self-assessment and training for job- seekers MALTA Use of DigComp by the Ministry for Education and Employment in Maltese "Digital Strategy " SLOVENIA Translated by National Education Institute. DigComp used in assessing UNITED KINGDOM Basic Digital Skills framework, created by GO UK, aligns with DigComp REBIUN, SPAIN The Network of Spanish University Libraries (REBIUN) uses DigComp to upskill students in 76 Spanish universities GERMANY A new strategy 'Education in the digital world' (Bildung in der digitalen Welt) builds on DigComp (+2 other frameworks)
  44. 44. 4444 Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation Diferentes usos de DigComp en educación, formación y empleo Apoyo y formulación de políticas - Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS) - Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL) Planificación formativa - Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE) - Desarrollo de oferta educativa y de formación (ej. INTEF) - Competencias para el empleo (ej. Telecentros) Evaluación y certificación - Autoevaluación (ej. CV Europass) - Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
  45. 45. 4545 DG JUSTICE AND CONSUMERS Development on-going of the Consumers' Digital Competence Framework based on DIGCOMP DG EDUCATION AND CULTURE Development starting on the Teacher Digital Competence Framework for based on DIGCOMP.
  46. 46. 4646
  47. 47. 4747 Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation Diferentes usos de DigComp en educación, formación y empleo Apoyo y formulación de políticas - Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS) - Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL) Planificación formativa - Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE) - Desarrollo de oferta educativa y de formación (ej. INTEF, REBUIN) - Competencias para el empleo (ej. Telecentros) Evaluación y certificación - Autoevaluación (ej. CV Europass) - Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
  48. 48. 4848 Spain, La Red de Bibliotecas Universitarias Españolas (The Network of Spanish University Libraries) REBIUN, the Network of Spanish University Libraries uses DigComp to upskill students in its network of 76 Spanish universities.
  49. 49. 4949
  50. 50. 5050
  51. 51. 5151 http://mooc.educalab.es/courses • Protégete en la red • Medidas y actuaciones frente el ciberacoso • Comunícate en digital • ¿Postureo o salud? • Navega en digital • ¿Gestionas eficazmente tu formación? • Resume visualmente con infografías • !Qué sencillo es respetar al autor! • Aclarar conceptos de forma creativa • Estar al día con la competencia digital
  52. 52. 5252 Portfolio de Competencia Digital Docente de Extremadura • Determina el nivel competencia de cada area según DigComp: Usuario principiante (A1 y A2), medio (B1 y B2), y Avanzado y experto (C1 y C2) • Conocimientos, destrezas y actitudes por incorporar • Itinerarios formativos y de capacitación para mejorar
  53. 53. 5353
  54. 54. 5454 Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation Diferentes usos de DigComp en educación, formación y empleo Apoyo y formulación de políticas - Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS) - Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL) Planificación formativa - Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE) - Desarrollo de oferta educativa y de formación (ej. INTEF) - Competencias para el empleo (ej. Telecentros) Evaluación y certificación - Autoevaluación (ej. CV Europass) - Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
  55. 55. 5555
  56. 56. 5656
  57. 57. 5757 Andalucía es digital – Junta de Andalucía Adaptado de DIGCOMP
  58. 58. 5858 https://pix.beta.gouv.fr/
  59. 59. 5959
  60. 60. 6060 5. Conclusiones
  61. 61. 6161 Competencia digital: • Disponibilidad de un marco de referencia a nivel europeo • Cada vez más importante para todos (jóvenes, mayores, en búsqueda de empleo, trabajadores, profesores, etc. ) • Uso Competencia • Hay que mantener y actualizar las competencias digitales: es un proceso continuo y cambiante con la evolución de las TICs: DIGCOMP v2.0 • No hay que tener el máximo nivel de competencias – Depende del uso pero más es mejor () • El marco es neutral y descriptivo (no prescriptivo)
  62. 62. 6262 https://ec.europa.eu/jrc/en/digcomp
  63. 63. 63 Stay in touch JRC Science Hub: ec.europa.eu/jrc Twitter and Facebook: @EU_ScienceHub LinkedIn: european-commission-joint-research-centre YouTube: JRC Audiovisuals Vimeo: Science@EC Stephanie.carretero-gomez@ec.europa.eu @deunacarretero

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