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Digital Competence frameworks DigComp & DigCompEdu
The document discusses capacity building for online and blended learning in Europe. It introduces the European Digital Competence frameworks for learners (DigComp) and educators (DigCompEdu). DigComp defines five areas of digital competence and specific competences within each area. DigCompEdu describes what it means for educators to be digitally competent across six competence areas and six proficiency levels. The frameworks provide a shared understanding of digital competence and are used in various ways, such as curriculum development and teacher training.
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Digital Competence frameworks DigComp & DigCompEdu
- 1. Capacity building foronline and blended learning: European Digital Competence frameworks for learners and educators Yves Punie, PhD Deputy Head of Unit Human Capital & Employment JRC Sevilla ALO final conference, 11 October 2018, Brussels @yves998
- 2. European Commission JointResearch Centre (JRC) • Internal science and knowledge service of the Commission • JRC mission is to support EU policies with independent evidence throughout the whole policy cycle • Policy neutral: has no policy agenda of its own • Work for more than 20 EC policy departments
- 3. - Digital skillschallenges - European policy context - DigComp: European Digital Competence framework - DigCompEdu: European Digital Competence framework for Educators Content
- 4. • About 70million Europeans lack sufficient reading, writing and numeracy skills • 24% of EU population has no upper secondary education diploma • 13% of Europeans have never used the Internet • 43% of EU population and 35% of UE labour force have insufficient digital skills • 42% of those with no digital skills are unemployed • Digital natives ≠ digital competence References: DESI Report 2018 – Human Capital; 2017 Education and Training monitor, 2016 Skills Communication, ICILS 2013 Main (digital) skills challenges in Europe
- 5. MOOCs & DigitalSkills MOOCKnowledge pilot data on MOOC learners. N=1910 Castaño Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29(1), 28-46. doi: 10.1007/s12528-016-9123-z
- 6. PISA 2015 • Students'perceived digital competence is positively associated with achievement, particularly when they are more frequently exposed to enquiry-based instruction at school. • Rodrigues, M. (forthcoming), Digital competence, use of digital technologies and students' achivement: Do instruction practices play a role? (JRC Science for Policy report) None to few lessons Some to many lessons Most to all lessons 0 1 2 3 4 5 6 7 8 9 10 Most to all lessons Some to many lessons None to few lessons 5.9 5.3 5.3 5.5 7.4 5.7 5.1 9.3 9.6 Enquiry-Based Instruction Teacher-Directed Instruction Association between digital competence and achievement in science
- 7. • 2018 DigitalEducation Action Plan {COM(2018) 22 final} • 2018 Council Recommendation on Key Competences for Lifelong Learning {COM (2018) 24 final} • 2017 COM on school development and excellent teaching for a great start in life {ST 9009 2018 INIT} • 2017 COM on a Renewed European agenda for Higher Education {COM(2017) 247 final} • 2016 New Skills Agenda {COM(2016) 381 final} • Digital Single Market initiative => JRC: Digital Competence frameworks (DigComp, DigCompEdu, DigCompOrg SELFIE, EntreComp, OpenEdu) Digital Skills and digital learning challenges also high on European agenda
- 8. What? • A competenceframework defining and describing key competences, proficiency levels and "knowledge, skills and attitudes" examples Why? • Provide an overall, complete and shared understanding of what is DC Method: • Strong scientific underpinning • Consensus building with multiple stakeholders • Updating and revising Multiple uses: • Curricula review, teacher training, (self-)assessment/reflection, policies, practical initiatives, jobseekers, certification, measurement (E.g. DESI indicators), etc... DigComp: European Digital Competence framework
- 9. DigComp (JRC &DG EMPL) Digital Competence involves confident, critical and responsible use of, and engagement with the full range of digital technologies for learning, at work, and for participation in society (Council Recommendation on Key Competences for Lifelong Learning, 22 May 2018, ST 9009 2018 INIT)
- 10. 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
- 12. DigComp into Action:get inspired, make it happen • A guide for stakeholders addressing digital skills • It explains DigComp and how it is used • It provides 38 examples of use, across • Formal education & training • Lifelong learning and social inclusion • Employability and employment • An opportunity to learn from each other2.680 downloads June-July 2018 38.000 DigComp downloads since 2017
- 13. Example: Adult Educationin Flanders
- 14. DigCompEdu • Published November2017 • 7.800 downloads first half of 2018 • Describes what it means for educators to be digitally competent • Educators at all educational levels • 6 Competence areas – 22 competences – 6 proficiency levels
- 15.
- 16. 3. Teaching andLearning In a traditional classroom, 3.1 could be the most important competence To plan for and implement digital devices and resources into the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction.
- 17. However, blended andonline learning requires more…
- 18. Digital Resources Finding, creatingand sharing resources that are tailored to the learning context and individual learners' needs 2. Digital resources
- 19. Assessment Innovatively using thepotential of digital tools for enhancing assessment and feedback 4. Assessment
- 20. Making learners fitfor life in the digital age 5. Facilitating Learners' Digital Competence
- 21. Opening up communicationand collaboration strategies, within and beyond the organisation Enhancing and developing pedagogical competences 1. Professional engagement
- 22. Competence Progression Not everyonecan be / should be expert or pioneer Self-reflection allows for understanding one's strength and weaknesses, to look for training and to improve proficiency in some competences Current JRC work: self-reflection and self-assessment instrument Proficiency levels
- 23.
Editor's Notes
- #3 The JRC today
- #7 Does the association between digital competence and achievement differ depending on which combination of instruction practices is employed in the science classroom? The association between the ICT competence level and science achievement is positive regardless of the instruction category, but the strength of that association does differ. In particular, a higher level of ICT competence is more strongly associated with achievement if enquiry-based practices are used in 'most to all lessons' and teacher-directed instruction is used with moderation ('none to few lessons' or 'some to many lessons'). In these cases, a one standard-deviation increase in the ICT competence level is associated with a higher achievement in the science test, of around 10 PISA points. These results suggest that when students are more frequently exposed to enquiry-based instruction the returns to their perceived ICT competence on science achievement are higher. As hypothesized before, an explanation for this result could be that enquiry-based instruction promotes relevant skills that make digital competence more effective in improving learning outcomes. For instance, there is evidence that enquiry-based strategies improve enquiry-based skills, critical thinking and reasoning skills. Hence, students are better in raising questions, finding data, reasoning and discussing about their findings which may give them an advantage when using their digital competence in learning activities.
- #12 Based on the reference conceptual model published in DigComp 2.0, DigComp 2.1 presents 8 proficiency levels and examples of use applied to the learning and employment field. Originally, proficiency was defined in three levels (basic , intermediate and advance), but time proved the need for a more fine grained progression, of how we learn to swim in the digital ocean. DigComp 2.1 expands progression to 8 proficency levels, according to increasing -complexity of tasks -autonomy of the learner in doing things -cognitive load Following Blooms' taxonomy, action verbs (remebering/understanding/applying/creating….) are used to define the progression