The document discusses the European Digital Competence Framework for citizens. It defines digital competence as the set of knowledge, skills, and attitudes required to use information and communication technologies. The framework identifies 5 areas of competence: 1) information, 2) communication, 3) content creation, 4) safety, and 5) problem solving. It then describes each area and the specific competences within each one. The framework was developed to provide a common understanding and guidelines for developing and assessing digital skills across Europe.

1. European Digital Competence
framework for citizens
Dr. Riina Vuorikari
JRC-IPTS, Information Society Unit
HITSA international conference
Tallinn, Estonia April 16 2015

2. Who am I?
 Riina, from Finland, but I now work in Spain!
 First training: teacher in Finland,
studying abroad (exchange
and postgraduate studies)
e.g. hypermedia,
web, research, Doctoral (‘09)
 2000-2011 in European Schoolnet
as Senior Research Analyst and
Project Manager
 eTwinning!
 Research fellow in JRC

4. Institute for Prospective
Technological Studies
(IPTS)
European Commission,
Joint Research Centre
European Commission's
in-house science service
“Research institute
supporting EU policy-making
on
socio-economic,
scientific and/or
technological issues”

5. Let me give you
an example of
what we do!

6. The Survey of Schools: ICT in Education
in 31 European countries (2013)
http://essie.eun.org/

7. Digital Agenda Scoreboard 2014 – Digital Inclusion and Skills
http://ec.europa.eu/digital-agenda/news-redirect/16547
7
According to a newly constructed
Digital Skills Indicator*, based
on the Digital Competence
Framework**, 23% of the EU
population has no digital skills
(2012); ranging from 6% in
Sweden to 50% in Romania.
Considering that to function
effectively in the digital society
one needs more than low level
skills, almost half the EU
population (47%) can be
considered as insufficiently
digitally skilled (having either low
or no digital skills).***
* Measuring Digital Skills across the EU: EU wide indicators of Digital
Competence
** Ferrari, A. (2013), DIGCOMP: A Framework for Developing and
Understanding Digital Competence in Europe, JRC Scientific and Policy
Reports.
*** To be classified as Low skilled an individual has to have carried out
activities from only one of the four Digital Competence domains included in
the index (information, communication, content-creation and problem-
solving). To have basic skills, an individual has to have basic in at least one
domain, but no none. To be classified Above basic the individuel has to
score above basic in each of the four domains.
47% of the EU population has insufficient digital skills,
23% has none at all.

8. Why does
it matter
?

9. 9

10. Outline of the presentation
 What is Digital Competence?
 What is Digital Competence Framework for citizen?
 Examples of what you can do with the DIGCOMP
framework
 Future work:
Digital Competence Framework for teachers (2015-2016)
Digitally Innovative Educational Organisations (2015-2016)

11. What is the
Digital competence?

12. Digital Competence is a transversal key
competence enabling us to acquire
other key competences
http://files.eun.org/etwinning/EN_Developing%
20pupil%20competences%20through%20eTwi
nning.pdf (see p. 44)
Digital Competence
is one of the 8
key competences

13. What does it mean to be digitally
competent?
KNOWLEDGE
SKILLSATTITUDES
COMPETENCE
Digital competence ≠ use of ICT tools
Digital competence involves the
confident and critical use of ICT
for employment, learning, self-
development and participation in
society (EC, 2006).

14. …confident and
critical use of
ICT..?

15. What is the
Digital competence
framework
for all citizens?

16. JRC IPTS
Study on
Digital
Competence
2010-2012
on behalf of
DG EAC
2014-2015
on behalf of
DG EMPL
Google “DigComp IPTS”
Link: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
Version 1.0

17. Why a need for a framework at the
European level?
• Many initiatives at the country level
• However, no scientific base to say which competences should be
part of every citizen's digital competence
-> Lack of common understanding and guidelines at
the European level
-> Lack of tools to develop and assess training
-> Confusion by the end-users between the frameworks!
…not to mention
the EU or
international level!

18. Digital competence is the set of
knowledge, skills, attitudes
that are required when using
ICT, digital media and tools
Learning domains
to perform tasks; solve
problems; communicate;
manage information;
collaborate; create and share
content; and build knowledge
for work, leisure, participation,
learning, socialising,
consuming & empowerment
Tools
Competence areas
Purpose
To summarise Digital Competence

19. Digital Competence framework
Competence areas
1.
Information processing
2. Communication
3. Content creation
4. Safety
5. Problem solving

20. JRC IPTS study on
Digital Competence
Competence areas
21 Competences
1.
Information
1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
1.3 Storing and retrieving information
2. Communication
2.1 Interacting through technologies
2.2 Sharing information and content
2.3 Engaging in online citizenship
2.4 Collaborating through digital channels
2.5 Netiquette
2.6 Managing digital identity
3.
Content creation
3.1 Developing content
3.2 Integrating and re-elaborating
3.3 Copyright and Licences
3.4 Programming
4.
Safety
4.1 Protecting devices
4.2 Protecting data and digital identity
4.3 Protecting health
4.4 Protecting the environment
5.
Problem solving
5.1 Solving technical problems
5.2 Expressing needs & identifying technological
responses
5.3 Innovating, creating and solving using digital tools
5.4 Identifying digital competence gaps
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

21. 1. Information
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate
information needs, to find relevant information, to select
resources effectively, to navigate between online sources,
to create personal information strategies
1.2 Evaluating information
To gather, process, understand and critically evaluate
information
1.3 Storing and retrieving information
To manipulate and store information and content for easier
retrieval, to organise information and data

22. Source:ElaboratedbyIPTS,basedonthe
structureoftheeCompetenceframeworkfor
ICTprofessionals

23. 2. Communication (1/3)
2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to
understand how digital information is distributed, displayed and
managed, to understand appropriate ways of communicating through
digital means, to refer to different communication formats, to adapt
communication modes and strategies to the specific audience
2.2 Sharing information and content
To communicate with others the location and content of information
found, to be willing and able to share knowledge, content and
resources, to act as an intermediary, to be proactive in the spreading
of news, content and resources, to know about citation practices and
to integrate new information into an existing body of knowledge

24. 2. Communication (2/3)
2.3 Engaging in online citizenship
To participate in society through online engagement, seek opportunities
for self-development and empowerment in using technologies and digital
environments, be aware of the potential of technologies for citizen
participation
2.4 Collaborating through digital channels
To use technologies and media for team work, collaborative processes and
co-construction and co-creation of resources, knowledge and content
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online or
virtual interactions, to be aware of cultural diversity aspects, to be able to
protect self and others from possible online dangers (e.g. cyberbullying),
to develop active strategies to discover inappropriate behaviour

25. 2. Communication (3/3)
2.6 Managing digital identity
To create, adapt and manage one or multiple digital
identities, to be able protect one's e-reputation, to deal
with the data that one produces through several accounts
and applications

26. 3. Content creation (1/2)
3.1 Content development
To create content in different formats including
multimedia, to edit and improve content that s/he has
created or that others have created, to express creatively
through digital media and technologies
3.2 Integrating and re-elaborating
To modify, refine and mash-up existing resources to
create new, original and relevant content and knowledge
3.3 Copyright and Licences
To understand how copyright and licences apply to
information and content

27. 3. Content creation (2/2)
3.4 Programming
To apply settings, program modification, program
applications, software, devices, to understand the principles
of programming, to understand what is behind a program

28. 4. Safety
4.1 Protecting devices
To protect own devices and to understand online risks and
threats, to know about safety and security measures
4.2 Protecting personal data
To understand common terms of service, active protection of
own data, understanding other people privacy, to protect self
from online fraud and threats and cyberbulling
4.3 Protecting health
To avoid health-risks related with the use of technology in terms
of threats to physical and psychological well-being
4.4 Protecting the environment
To be aware of the impact of ICT on the environment

29. 5. Problem solving (1/2)
5.1 Solving technical problems
To identify possible problems and solve them (from
trouble-shooting to solving more complex problems) with
the help of digital means
5.2 Expressing needs & identifying technological responses
To assess own digital needs in terms of resources, tools
and competence development, to match needs with
possible solutions, adapting tools to personal needs, to
critically evaluate digital tools and practices

30. 5. Problem solving (2/2)
5.3 Innovating, creating and solving using digital tools
To identify and solve conceptual problems or issues
through technological means, to improve and innovate
with ICT, to actively participate in collaborative digital and
multimedia production, to express him/herself creatively
through digital media and technologies, to create
knowledge with the support of technologies digital tools
5.4 Identification of digital competence gaps
To understand where own competence needs to be
improved or updated, to support others in the
development of their digital competence, to keep up-to-
date with new developments.

31. What can you do
with
the
Digital competence
framework
for all citizens?

32. Case 1:
Let me get back to the
youth today
“Measurability”

33. …confident and
critical use of
ICT..?

34. 34
communication
content creation
16 April 2015
safety
information proc
Source:
http://ec.europa.eu/information_society/newsroom/cf/dae/document.cfm?action=display&doc_id
=5406
content creation
Communication

35. Case 2:
Self assessment

36. 3616 April 2015

37. 3716 April 2015

38. 3816 April 2015

39. 3916 April 2015

40. How to use level?
For self-assessment:

41. Case 3:
Support countries
creating better policies
e.g. teacher training
and professional
development

42. MALTA
Use of DIGCOMP framework
by the Ministry for Education
and Employment
ESTONIA
Translation of the
DIGCOMP framework by
the Estonian Ministry
of Education and
Research.
DG JUSTICE
Development of a
Digital Framework
for Consumers
based on DIGCOMP.
BASQUE COUNTRY, SPAIN
Ikanos project
Developed by the Basque
Government to deploy the
Digital Agenda.
Free online testing tool based on
DIGCOMP.
NAVARRA, SPAIN
Navarra Department of
Education uses DIGCOMP
as a key reference for
strategic planning.
SLOVENIA
Translated by National Education
Institute and used in schools to teach
digital competences for students.
FLANDERS, BELGIUM
Used by Dept. of Education
as an input to curricula
review and to
development of adult
education courses .
SPAIN
The Ministry of Education
Dept institute INTEF, uses
DIGCOMP for teachers PD.
EU projects
1) CareNet (Building ICT competences in
the care sector to improve the quality of
life of older people) applied DIGCOMP to
competence map for care workers and
care recipients aged 65+.
2) Carer+ also used the competence map
for domiciliary care workers and
caregivers.
COUNTRY/REGION
EUROPEAN
ORGANISATION

43. Case 4:
Support teachers
creating classroom
activities

44. http://www.etwinning.net/en/pub/collaborate/kits.cfm

45. Exaple

46. Example
1.2 Evaluating information
3.1 Developing content
1.3 Storing and retrieving information
5.3 Innovating and creatively using
technologies
2.4 Collaboration though digital channels
3.3 Copyright and Licences

47. What about
teachers?
Is there a
special
framework for
them?

48. European Reference Framework
of Teacher Digital Competence
• IPTS will develop a similar framework for teachers starting Oct
2015
• First looking at cases where DIGCOMP is already used in
teaching and other programmes that exist (e.g. Mentep,
UNESCO)
• Framework and self assessment tool will help
-> develop better training across European teachers, gap
analysis,…

49. What about educational
organisations
like
schools?

50. 5016 April 2015
2014-2016
on behalf of
DG EAC

51. 5116 April 2015

52. Thank you!
Slides available at:
http://www.slideshare.net/vuorikari/