Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Digital Competence Framework for citizens (DigComp): State of play and Next Steps

1,911 views

Published on

An outline of work for DigComp version 2.0

Published in: Education

Digital Competence Framework for citizens (DigComp): State of play and Next Steps

  1. 1. Digital Competence Framework for Citizens DigComp State of play and Next steps Riina Vuorikari JRC-IPTS, Information Society Unit European Commission February 9 2016 Governance meeting for the EU digital competence and entrepreneurship competence frameworks
  2. 2. This presentation: State of the play and Next steps I. Introduction: DigComp II. Why DigComp 2.0 • Need to re-fresh and update the concepts & terms • Alignment with other taxonomies and frameworks (e.g. Esco, eCF) III. Steps to DigComp 2.0 • Update of the Conceptual reference model (publication: May 2016) • 8 Proficiency levels (2nd half of 2016) IV. Future work
  3. 3. Introduction: DigComp 3
  4. 4. JRC-IPTS Study on Digital Competence 2010-2012 on behalf of DG EAC 2014-2016 on behalf of EMPL http://https://ec.europa.eu/jrc/digcomp DigComp version 1.0
  5. 5. 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).
  6. 6. EU Common Conceptual definition • Based on Key Competences framework (2006) - 1 of the 8 key competences • Digital competences for ALL citizens EU Common Referencing framework • Descriptors of the needed competences • Proficiency levels described as learning outcomes (Self-)assessment tools • For individuals ; for E&T providers; for Employment service; for guidance centres; for employers; etc. WHAT ?
  7. 7. 78 February 2016
  8. 8. Available at: http://ikanos.blog.euskadi.net/?page_id=2423&lang=en DigComp version 1.0
  9. 9. Conceptual reference model Framework Dimension 1: Competence areas ( 5 areas) Dimension 2: Competences that are pertinent to each area (21) with their title and description Dimension 3: Proficiency levels that are foreseen for each competence Dimension 4: Examples of the knowledge, skills and attitudes applicable to each competence Dimension 5: Examples on the applicability of the competence to different purposes. DigComp framework is composed of two parts
  10. 10. Why DigComp 2.0 10
  11. 11. Feedback on content issues, coherance and feasibility of levels External experts in 2015 - Comments gathered from various implementations - Review report by iMinds vzw Desirability and flexibility of 8 levels 3. ET2020 WG sessions in 2015 - February - June Stakeholder feedback 4. Stakeholder & expert workshop - in Seville spring 2015 DIGCOMP 2.0 DigComp 1.0: Feedback & analytical work
  12. 12. 12 • In 2015, JRC-IPTS collaborated with the development of the ESCO ICT transversal skills list • A mapping exercise undertaken to converge towards a common understanding • DigComp 2.0 takes into account the ESCO work, and vise versa (see also slide 22 for more) Example 1: analytical work
  13. 13. Comparison of main areas 13 DigComp ESCO ICT transversal skills list Information and data processing Digital data-processing Communication Digital communication Content creation Content-creation with ICT software Safety ICT Safety Problem solving Problem-solving with ICT tools and hardware Example 1: analytical work
  14. 14. 14 • The frameworks have a different target audience: citizens vs. ICT professionals • DigComp covers 14 out of 40 e-CF competences (1/3): this shows that ICT professional competences have a much wider and specific scope • Cross-referencing "passage" from DigComp to e-CF for those seeking to become ICT professionals Continuity from DigComp to e-CF Example 2: analytical work
  15. 15. from DigComp to e-CF DigComp competence Nature of cross- reference e-CF competence 3.4 Programming could correspond with A.6. Application Design (EQF levels 3-6); B.1 Application Development (EQF levels 3-8); B.6 Systems Engineering (EQF levels 6-7) 1.3 Storing and retrieving information higher levels could correspond with D.10 Information and Knowledge Management (EQF levels 6-8) 4.1 Protecting devices higher levels could correspond with D.1 Information Security Strategy Management (EQF levels 7-8); E.8. Information Security Management (EQF levels 5-7) 159 February 2016 Example 2: analytical work
  16. 16. Steps to DigComp 2.0 & dates 16
  17. 17. From DIGCOMP 1.0 to DIGCOMP 2.0  Task 1: Update of the conceptual reference model i.e. the titles and descriptions of each competence (21) -> Publication of the updated conceptual reference model in May 2016 – Feedback welcome until March 15 !  Task 2: Update the proficiency levels • From 3 levels to 8 levels of learning outcomes • One learning outcome per level combining knowledge, skills and attitude • Task 3: Validation of DigComp framework 2.0 (=with 8 levels) in the course of 2016 • Task 4: Self-assessment (reference) questionnaire 17
  18. 18. What are the change in DigComp 2.0? • All 5 areas reamain more or less the same • Information -> Information and data processing • All 21 competences remain more or less the same • Updated vocabulary, e.g. online -> digital environments • Conceptual updates to follow the time (e.g. data protection and right to be forgotten) • Streamlining of competence descriptions to reduce redundancy • 8 proficiency levels • One description per level combining knowledge, skills and attitude 188 February 2016
  19. 19. Conceptual reference model Dimension 1: Competence areas ( 5 areas) Dimension 2: Competences that are pertinent to each area (21) with their title and description DigComp 2.0: Proposal for the conceptual reference model Any feedback welcome by March 15, 2016!
  20. 20. Proposal at: https://ec.europa.eu/jrc/en/digcomp /digital-competence-framework 208 February 2016 PDF & PPT
  21. 21. 21
  22. 22. 5.2 Identifying needs and technological responses The ability to assess own or others' needs and to identify, evaluate, select and use digital tools and technological responses to help solve them. To adapt and adjust digital environments (e.g. applications, software and devices) to personal needs (e.g. accessibility). Example of one competence (DigComp 2.0)
  23. 23. Conceptual reference model Framework Dimension 3: Proficiency levels that are foreseen for each competence Dimension 4: Examples of the knowledge, skills and attitudes applicable to each competence DigComp 2.0: Proposal for 8 levels of learning outcomes Contact IPTS if you are interested in the validation process!
  24. 24. 24 DigComp 2.0: From 3 to 8 levels of learning outcomes
  25. 25. The top line indicates the autonomy of a user. The level of responsibility increases. The blue text indicates the parts of the description that are repeated throughout. The underlined verbs are action verbs indicating the level of knowledge and skills. Each competence area has its own color. The description of the competence is in the 3rd column.
  26. 26. Future work 26
  27. 27. Future work includes… • Self-assessment (reference) questionnaire • For individuals ; for E&T providers; for Employment service; for guidance centres; for employers; etc. 279 February 2016
  28. 28. 28

×