Carer+ Digital Competence Framework for care workers - Lubomir Valenta
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CARER+ Final Conference: Smart Homecare, 27 March 2015, Paris
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Carer+ Digital Competence Framework for care workers - Lubomir Valenta
- 1. Lubomir Valenta Carer+ Digital Competence Framework for care workers An Overview
- 2. || 2 | What is (digital) competence? Digital competence is a part of: „…essential life skills and assets in the information society. Developing digital competence should be considered as a continuum from instrumental skills towards productive and strategic personal competence. Mastering basic tools and computer applications in only a first step towards advanced knowledge, skills and attitudes.“ Ala-Mutka, K. (2011): Mapping Digital Competence. Towards a Conceptual Understanding. JRC – IPTS: p 5. Competences and learning outcomes: „Contemporary accounts of learning outcomes emphasise their diversity and suggest that, where learning outcomes are tacit, context-bound or applied in combination with one another, then inferential rather than behaviouristic approaches will be more appropriate (…). Learning outcomes are no longer conceptualised as self-evident performances.“ Cedefop (2012): Curriculum reform in Europe. The impact of learning outcomes. European Centre for the Development of Vocational Training: p 33. From technical dexterity to life skills
- 3. || 3 | Research methodology 1. Desk research – document analysis (IVET/CVET curricula, qualifications standards, occupational standards, Certificate Supplements) 2. Focus groups with expert stakeholders (current situation; future prospects; specific skills and competences needed in social care) 3. Individual semi-structured interviews with experts (ditto) 4. Questionnaire survey with care workers and caregivers (level of digital competence; relevance of digital competence in respondents‘ work; clients‘ digital needs) 5. Literature and context analysis Mapping digital competence in domiciliary care work
- 4. || 4 | Research outputs Mapping digital competence in domiciliary care work Research phase Countries involved Outputs per country- planned Outputs total - planned Outputs total - delivered Document analysis 4 not specified not specified 57 Focus groups 7 1 7 8 Interviews 7 5 35 46 Questionnaires 4 40 160 156
- 5. || 5 | Research findings - selection Mapping digital competence in domiciliary care work - Digital technologies are already relevant in social care, and will become more so in the years to come, even though one should avoid indiscriminate futurism. - Most care workers, however, lack sufficient digital competence and should be trained to gain it, as should care recipients too. - Before introducing digital technologies to care workers and/or care recipients, it is necessary to deal with their mistrust towards ICTs and increase their confidence and interest in the area. - Most valued aspect of digital technologies in care work: social aspect (re-establishing social ties, re-activation, engagement). - Two main areas of using digital competence by care workers: assisting care recipients + administration and organisation of care work.
- 6. || 6 | Digital competence modelling Analysis of existing frameworks ECDL eCompetence Framework DIGCOMP European Computer Driving Licence Assessment and certification purposes Syllabus consisting of 7 modules Activity/Task based, very specific For ICT professionals Job description purposes 4 dimensions of e- competence 5 e-competence areas 36 competences 5 proficiency levels Created by JRC for EC, Europass use, influence All-round digital competence, contemporary, general Follows the structure of e-CF, but adds 5th dimension: purpose
- 7. || 7 | Carer+ Digital Competence Framework Structure Dimension 1: Competence Domains (3) Dimension 2: Competence Areas (11) Dimension 3: Competences (41) Dimension 4: Application Levels (2) Dimension 5: Examples of learning outcomes
- 8. || 8 | Carer+ Digital Competence Framework Dimensions 1 + 2: Competence Domains and Competence Areas Enabling digital competence in care Care-specific digital competence General digital competence Acceptance Adaptation Progression Support Information Communi- cation Content creation Safety Independent living and social participation for care recipients Personal development and social integration of carers Care coordination 19 13 9
- 9. || 9 | Carer+ Digital Competence Framework Dimension 3: Competences Domain A: General digital competence 1. Information 2. Communication 3. Content creation 4. Safety 1.1 Browsing, searching, and filtering information 2.1 Interacting through technologies 3.1 Developing content 4.1 Protecting devices 1.2 Expressing information needs 2.2 Sharing information and content 3.2 Integrating and re- elaborating 4.2 Protecting data and digital identity 1.3 Evaluating information 2.3 Engaging in online citizenship 3.3 Copyright and licences 4.3 Protecting health 1.4 Storing and retreiving 2.4 Collaborating through digital technologies 3.4 Producing multimedia and creative outputs 4.4 Protecting environment 2.5 Netiquette 3.5 Programming 2.6 Managing digital identity
- 10. || 10 | Carer+ Digital Competence Framework Dimension 3: Competences Domain B: Enabling digital competence in social care 5. Acceptance 6. Adaptation 7. Progression 8. Support 5.1 Role of digital competence in care work 6.1 Identification of digital needs 7.1 Learning together 8.1 Guidance and mentoring 5.2 Inception and promotion 6.2 Identification of digital responses to needs 7.2 Evaluation of progress 8.2 Technical, instrumental and organisational assistance 5.3 Encouragement and confidence building 6.3 Tolerance and patience 7.3 Feedback and modification 5.4 Sustainability 6.4 Variability, creativity and resourcefulness
- 11. || 11 | Carer+ Digital Competence Framework Dimension 3: Competences Domain C: Care-specific digital competences 9. Independent living and social participation for care recipients 10. Personal development and social integration of carers 11. Care coordination 9.1 Application of digital technologies in on-site care work 10.1 Learning through ICTs 11.1 Digital administration of care work 9.2 Remote monitoring and assistance to care recipients 10.2 Peer support and exchange of good practices 11.2 Organising and supervising care work 9.3 Enabling communication and networking 10.3 Competence management, certification and acquiring qualifications in care work 9.4 Counselling for care recipients and families
- 12. || 12 | Carer+ Digital Competence Framework Example of a Competence Card (Dimensions 4 + 5) Link 1 Link 2
- 13. || 6/6/2013 13 | Thank you. Lubomir Valenta Head of Project Works in Process Modelling of Public Administration Ministry of the Interior of the Czech Republic Consultant 3s Unternehmensberatung GmbH valenta@3s.co.at
Editor's Notes
- Here, please use the information in our EDEN paper on the evolution of the concept of competence in general, and digital competence in particular. It should be emphasised that digital compentence no longer refers to mere technical dexterity, nor has it as its goal the ability to control sophisticated codes and programming languages. Rather, the contemporary notion of digital competence reflects the omnipresence of ICTs, the dissolving of the traditional divide between producer and user, and the life-likeness and intuitiveness of new digital solutions. Naturally, this does not mean that technical/instrumental skills are no longer needed (in fact, the „brains“ of ICTs are as complicated as ever), but it does imply that general digital competence of a Mary Smith the Care Worker must also integrate life skills and soft skills such as proactivity, participation, curiosity, information management, critical reading, ethics, and the like.
- With this slide, please utilise the information contained in our EDEN paper in the chapter „3 Methodology“. You may want to introduce briefly the four research methods applied, report on number of experts interviewed, focus groups organised, questionnaires collected, countries involved.
- This is the table I used in the Vienna meeting to give overview of the three major existing digital competence frameworks. The following can be said about them: ECDL This one is purely skill-based and instrumental. It can serve as reference for the assessment of specific hw and sw skills. eCompetence Framework This framework introduced a more abstract approach (general competence areas; competence understood as a complex of knowledge, skills and attitudes) but is focused on ICT professionals‘ needs and serves to define ICT-specific jobs mostly. DIGCOMP This is a potentially influential European development, however it should be observed that the final product is not yet ready and our information on it is based on a „gentlemens‘ agreement“ between us and the Joint Research Centre that we will not leak anything before they are finished. However, it can be presented that DIGCOMP is a framework that follows the „life-skill“ understanding of digital competence. It is general and abstract so that everyone can use it, and the authors invite researchers to specify it for particular purposes, e.g. Carer+. The structure builds on eCF but adds the dimension of purpose.
- This is the general structure of the Carer+ Digital competence framework. (Just a sketch, feel free to adapt the graphics if needed.) The central circle represents the three Competence Domains: in red, this is the domain following DIGCOMP (adapted) and representing general ICT competence including instrumental skills; -in blue, this is the domain representing the „meta-competences“ that are enable the very introduction of digital technology to the lives of the elderly as well as care workers; -in yellow, this is the domain that deals with specific ICTs for care, and with supporting the employability of the carers through digital competences. Each Competence Domain has 4 Competence Areas (rectangulars forms in the diagram), so the framework has 12 Competence Areas. Each Competence Area is further divided into a number of Competences. The numbers indicate how many Competences are there in each Domain, i.e. in the four Areas together. Thus the entire framework defines 49 Competences. I would find it too much of a technicality to list all 49 competences in this presentation. The next slide, therefore, gives example of one of them in detail.
- Now, each of the 49 Competences has its Competence Card. This is an example of the Competence coded as 5.3 and titled „Encouragement and confidence building“. The Card has four basic functions (or information areas): It specifies the position of the Competence in the coding system. -It gives the general definition of the Competence by listing its main features in the field „Competence description“. -It gives space for for further specification of learning outcomes characteristic for the competence in terms of examples of knowledge, skills and attitudes. It is important to note that these are just examples and may be extended indefinitely. -It distinguishes between two application scenarios (User and Guide/Mentor) which in the context of Carer+ can be also understood as specific proficiency levels. The User level refers to the care worker being able to apply the competence his/herself. The Guide/Mentor level is about the ability of the care worker to mediate the competence to care receivers and/or ensure they utilise it too.
- In the final slide I would mention these three points. But as in the entire presentation, these are just hints and it‘s completely up to you how you adapt each slide to your needs and purposes. Please contact me at valenta@3s.co.at if there is anything I can clarify or add. Good luck with the presentation! Lubomir