This document discusses a digital competence framework called DigComp that was developed to help improve students' digital skills. It presents the framework, which includes 5 competence areas and 21 specific competences. The framework is intended to provide common guidelines and assessment tools for developing digital competence in Europe. The document then provides examples of how the DigComp framework has been applied by various countries and organizations, such as for strategic planning, teacher professional development, and developing online self-assessment tools. It concludes by discussing how the framework could be used to help design eTwinning activities that develop students' digital competences.

1. DIGICOMP
-
A framework
to help improve students’
digital competence
.
Considerations for teachers?
Riina Vuorikari
JRC-IPTS

2. Planning
• Get to know each other (10 min)
• What is Digital Competence framework?
• Presentation of 21 competences
• Group activity to help teachers develop students’ digital
competences
• Sharing of activities
• Discussion: What about teachers? Are additional
competences needed to teach? (15 min)
• Quick survey (10 min)

3. Getting to
know

4. Get to know each other
• Name
• What do you teach?
• Have you already done an eTwinnning project?

5. What is
DigComp?

6. What does it mean to be digitally
competent?
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).
KNOWLEDGE
COMPETENCE
ATTITUDES SKILLS

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

8. Trends,
technologies &
challenges for
European schools
over the next
5 years
Horizon Report Europe 2014 >Schools Edition
Source
NMC Horizon Report > 2014 Higher Education Edition Graph adapted from Horizon 2014
Europe: School Sector

9. JRC IPTS
Study on
Digital
Competence
(2010-2012)
Google “DigComp IPTS”
Link: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

10. 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

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

12. 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

13. 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

14. Dimension 1
Name of area
Information
Dimension 2
Competence title
and description
1.1 Browsing, Searching & filtering information
To access and search for online information, to find relevant information, to select resources effectively, to create
personal information strategies
Dimension 3
Proficiency levels
A - Foundation B- Intermediate C- Advanced
I can do some online searches
through search engines. I know that
different search engines can provide
different results.
I can browse the internet for
information and I can search for
information online. I can select the
appropriate information I find.
I can use a wide range of search
techniques when searching for
information and browsing on the
Internet. I can filter and monitor the
information I receive. I know whom
to follow in online information
sharing places (e.g. micro-blogging).
Dimension 4
Knowledge
examples
Understands how information is generated, managed and made available
Is aware of different search engines
Understands which search engines or databases best answer to his/her own information needs
Understands how information can be found in different devices and media
Understands the reliability of different sources
Understands how search engines classify information
Understands how feeds mechanism works
Understands indexing principles
Skills examples Adjusts searches according to results
Can follow information presented in hyper-linked and non-linear form
Can use filters and agents
Is able to search for words that limit the number of hits
Can refine information searches and selects controlled vocabulary specific to the search tool
Has strategic information skills for goal oriented activities
Can modify information searches according to how algorithms are built
Is able to adapt search strategies to a specific search engine, application or device
Attitude examples Has a proactive attitude towards looking for information
Values the positive aspects of technologies for information retrieval
Is motivated to seek information for different aspects in his/her life
Is curious about information systems and their functioning
Is aware of the limitation of searches through technological means
Dimension 5
Application to
purpose
Learning I can use a search engine to find
details about a specific type of heat
energy
I can find a range of sources of
information about a specific form
of heat energy, and use a refined
search to locate the most
appropriate sources
I can find a range of sources of
information about a specific form
of heat energy using different
search engines and advanced
searches, and can also use online
databases and searches through
linked references
Employment I can find details of flights using a
common search engine
I can find details of flights using a
number of search engines, and a
number of flight company
websites, selecting details that
relate to schedule times
I can find details of flights using a
number of search engines, flight
company web sites, and web sites
that compare details of many flight
companies, including costs and
schedule times
Source: Elaborated by IPTS, based on the
structure of the eCompetence framework for
ICT professionals

15. How to understand the proficiency levels?

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

17. To summarise Digital Competence
Digital competence is the set of
knowledge, skills, attitudes,
strategies and awareness
that are required when using
ICT and digital media
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

18. • DigComp is one of the 8
key competences
• DigComp is a transversal
key competence enabling
us to acquire other key
competences (see p. 44)

19. Group
work

20. Group work: Designing eTwinning activity that
helps teachers to develop students’ digital
competence
• Form a group, 2-4 people
• Your goal is to develop eTwinning activities for your pupils that
help develop their digital competence according to the DigComp
framework
• Choose at least one competence from each area!

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

22. Exaple

23. Example
3.1 Developing content
5.3 Innovating and creating through
technologies
1.3 Storing and retrieving information
1.3 Storing and retrieving information
2.4 Collaboration though digital channels
3.3 Copyright and Licences

24. Group work: Design an eTwinning activity that
helps teachers to develop students’ digital
competence
• Form a group, 2-4 people
• Your goal is to develop eTwinning activities for your pupils that
help develop their digital competence according to the DigComp
framework
• Choose at least one competence from each area!
• Create a slide to present your idea
• Use the template “Presentation1.pptx) or download from
http://bit.ly/1HKlMgX (the 4th last letter is lowercase L)
• Make sure to mark the competences the project develops
• Think also which levels of competence development you are
aiming at? Can you possibly group the tasks for your students
according to their levels?
• Choose a person to present your ideas to others using slides
• Send your slides to me and we will share them all at
http://bit.ly/1HKlMgX

25. Discussion:
What
about
teachers?

27. By Nov 2014: 13 979 educators, from 13 001 schools

29. ESTONIA
Translation of the
DigComp framework by
the Estonian Ministry of
Education and
Research.
MALTA
DG JUSTICE
Development of a
Digital Framework
for Consumers
based on DigComp.
Use of DigComp framework
by the Ministry for Education
and Employment
COUNTRY/REGION
EUROPEAN
ORGANISATION
NAVARRA, SPAIN
Navarra Department of
Education uses DigComp
as a key reference for
strategic planning.
BASQUE COUNTRY, SPAIN
Ikanos project
Developed by the Basque
Government to deploy the Digital
Agenda.
Free online testing tool based on
DigComp.
SLOVENIA
FLANDERS, BELGIUM
Used by Dept. of
Education as an input to
curricula review and to
development of adult
education courses .
Translated by National Education
Institute and used for teacher training
workshops. Also, the "e-school bag"
project based its self-assessment
questionnaires are on DigComp.
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 the DigComp
to competence map for care workers and
care recipients aged 65+
http://www.carenetproject.eu/
2) Carer+
http://www.carerplusproject.eu/ also
used the competence map for domiciliary
care workers and caregivers.
http://www.carerplusproject.eu/carer-competence-
framework-executive-summary/
3) Telecentre Europa – used the
framework for developing the self-assessment
tool
http://www.telecentre-europe.org/

30. What do
you think?

31. Quick
survey

32. Thank you!
Institute for Prospective
Technological Studies (IPTS)
Information Society Unit
http://is.jrc.ec.europa.eu

33. Teacher
template

34. Name of your activity
name of participants
eTwinning activity for pupils
to help develop
their digital competence
according to the DigComp framework

35. Example
3.1 Developing content
5.3 Innovating and creating through
technologies
1.3 Storing and retrieving information
1.3 Storing and retrieving information
2.4 Collaboration though digital channels
3.3 Copyright and Licences

36. Group work: Design an eTwinning activity that
helps teachers to develop students’ digital
competence
• Form a group, 2-4 people
• Your goal is to develop eTwinning activities for your pupils that help
develop their digital competence according to the DigComp framework
• Choose at least one competence from each area!
• Create a slide to present your idea
• Use the template “Presentation1.pptx) or download from http://bit.ly/1HKlMgX
(the 4th last letter is lowercase L)
• Make sure to mark the competences the project develops
• Think also which levels of competence development you are aiming at?
Can you possibly group the tasks for your students according to their
levels?
• Choose a person to present your ideas to others using slides
• Send your slides to me and we will share them all
at http://bit.ly/1HKlMgX

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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.