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European Digital Competence
framework for citizens
Dr. Riina Vuorikari
JRC-IPTS, Information Society Unit
HITSA internatio...
Who am I?
 Riina, from Finland, but I now work in Spain!
 First training: teacher in Finland,
studying abroad (exchange
...
Institute for Prospective
Technological Studies
(IPTS)
European Commission,
Joint Research Centre
European Commission's
in...
Let me give you
an example of
what we do!
The Survey of Schools: ICT in Education
in 31 European countries (2013)
http://essie.eun.org/
Digital Agenda Scoreboard 2014 – Digital Inclusion and Skills
http://ec.europa.eu/digital-agenda/news-redirect/16547
7
Acc...
Why does
it matter
?
9
Outline of the presentation
 What is Digital Competence?
 What is Digital Competence Framework for citizen?
 Examples o...
What is the
Digital competence?
Digital Competence is a transversal key
competence enabling us to acquire
other key competences
http://files.eun.org/etwin...
What does it mean to be digitally
competent?
KNOWLEDGE
SKILLSATTITUDES
COMPETENCE
Digital competence ≠ use of ICT tools
Di...
…confident and
critical use of
ICT..?
What is the
Digital competence
framework
for all citizens?
JRC IPTS
Study on
Digital
Competence
2010-2012
on behalf of
DG EAC
2014-2015
on behalf of
DG EMPL
Google “DigComp IPTS”
Li...
Why a need for a framework at the
European level?
• Many initiatives at the country level
• However, no scientific base to...
Digital competence is the set of
knowledge, skills, attitudes
that are required when using
ICT, digital media and tools
Le...
Digital Competence framework
Competence areas
1.
Information processing
2. Communication
3. Content creation
4. Safety
5. ...
JRC IPTS study on
Digital Competence
Competence areas
21 Competences
1.
Information
1.1 Browsing, searching, & filtering i...
1. Information
1.1 Browsing, searching and filtering information
To access and search for online information, to articulat...
Source:ElaboratedbyIPTS,basedonthe
structureoftheeCompetenceframeworkfor
ICTprofessionals
2. Communication (1/3)
2.1 Interacting through technologies
To interact through a variety of digital devices and applicati...
2. Communication (2/3)
2.3 Engaging in online citizenship
To participate in society through online engagement, seek opport...
2. Communication (3/3)
2.6 Managing digital identity
To create, adapt and manage one or multiple digital
identities, to be...
3. Content creation (1/2)
3.1 Content development
To create content in different formats including
multimedia, to edit and...
3. Content creation (2/2)
3.4 Programming
To apply settings, program modification, program
applications, software, devices...
4. Safety
4.1 Protecting devices
To protect own devices and to understand online risks and
threats, to know about safety a...
5. Problem solving (1/2)
5.1 Solving technical problems
To identify possible problems and solve them (from
trouble-shootin...
5. Problem solving (2/2)
5.3 Innovating, creating and solving using digital tools
To identify and solve conceptual problem...
What can you do
with
the
Digital competence
framework
for all citizens?
Case 1:
Let me get back to the
youth today
“Measurability”
…confident and
critical use of
ICT..?
34
communication
content creation
16 April 2015
safety
information proc
Source:
http://ec.europa.eu/information_society/ne...
Case 2:
Self assessment
3616 April 2015
3716 April 2015
3816 April 2015
3916 April 2015
How to use level?
For self-assessment:
Case 3:
Support countries
creating better policies
e.g. teacher training
and professional
development
MALTA
Use of DIGCOMP framework
by the Ministry for Education
and Employment
ESTONIA
Translation of the
DIGCOMP framework b...
Case 4:
Support teachers
creating classroom
activities
http://www.etwinning.net/en/pub/collaborate/kits.cfm
Exaple
Example
1.2 Evaluating information
3.1 Developing content
1.3 Storing and retrieving information
5.3 Innovating and creati...
What about
teachers?
Is there a
special
framework for
them?
European Reference Framework
of Teacher Digital Competence
• IPTS will develop a similar framework for teachers starting O...
What about educational
organisations
like
schools?
5016 April 2015
2014-2016
on behalf of
DG EAC
5116 April 2015
Thank you!
Slides available at:
http://www.slideshare.net/vuorikari/
Digital Competence framework for citizens (DIGCOMP )
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Digital Competence framework for citizens (DIGCOMP )

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What is digital competence and how to use digital competence framework

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Digital Competence framework for citizens (DIGCOMP )

  1. 1. European Digital Competence framework for citizens Dr. Riina Vuorikari JRC-IPTS, Information Society Unit HITSA international conference Tallinn, Estonia April 16 2015
  2. 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
  3. 3. 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”
  4. 4. Let me give you an example of what we do!
  5. 5. The Survey of Schools: ICT in Education in 31 European countries (2013) http://essie.eun.org/
  6. 6. 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.
  7. 7. Why does it matter ?
  8. 8. 9
  9. 9. 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)
  10. 10. What is the Digital competence?
  11. 11. 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
  12. 12. 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).
  13. 13. …confident and critical use of ICT..?
  14. 14. What is the Digital competence framework for all citizens?
  15. 15. 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
  16. 16. 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!
  17. 17. 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
  18. 18. Digital Competence framework Competence areas 1. Information processing 2. Communication 3. Content creation 4. Safety 5. Problem solving
  19. 19. 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
  20. 20. 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
  21. 21. Source:ElaboratedbyIPTS,basedonthe structureoftheeCompetenceframeworkfor ICTprofessionals
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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.
  30. 30. What can you do with the Digital competence framework for all citizens?
  31. 31. Case 1: Let me get back to the youth today “Measurability”
  32. 32. …confident and critical use of ICT..?
  33. 33. 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
  34. 34. Case 2: Self assessment
  35. 35. 3616 April 2015
  36. 36. 3716 April 2015
  37. 37. 3816 April 2015
  38. 38. 3916 April 2015
  39. 39. How to use level? For self-assessment:
  40. 40. Case 3: Support countries creating better policies e.g. teacher training and professional development
  41. 41. 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
  42. 42. Case 4: Support teachers creating classroom activities
  43. 43. http://www.etwinning.net/en/pub/collaborate/kits.cfm
  44. 44. Exaple
  45. 45. 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
  46. 46. What about teachers? Is there a special framework for them?
  47. 47. 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,…
  48. 48. What about educational organisations like schools?
  49. 49. 5016 April 2015 2014-2016 on behalf of DG EAC
  50. 50. 5116 April 2015
  51. 51. Thank you! Slides available at: http://www.slideshare.net/vuorikari/

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