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Et2020 WG: DIGCOMP and 8 levels of learning outcomes

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DIGCOMP, issues arising from the 8 levels of learning outcomes

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Et2020 WG: DIGCOMP and 8 levels of learning outcomes

  1. 1. European Digital Competence framework for citizens: 8 levels of learning outcomes ET2020 Brussels June 15 2015 Working Group on Transversal skills Dr. Riina Vuorikari JRC-IPTS, Information Society Unit
  2. 2. What is Digital competence reference framework?
  3. 3. DigComp is one of the 8 key competences DigComp is a transversal key competence enabling us to acquire other key competences
  4. 4. 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).
  5. 5. What kind of digital competence do people need in our digital economy and society ?
  6. 6. JRC-IPTS Study on Digital Competence 2010-2012 on behalf of DG EAC 2014-2015 on behalf of EMPL Google “DigComp IPTS” Link: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html Version 1.0
  7. 7. Digital Competence Framework Aim: • Identify and describe key components of Digital Competence in terms of knowledge, skills and attitudes. Why: • Many initiatives but lack of common European understanding and guidelines Policy: • 2006 Recommendation on Key Competences for Lifelong Learning • 2013 COM on Opening up Education • Digital Agenda Scoreboard http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
  8. 8. Digital Competence framework
  9. 9. http://ikanos.blog.euskadi.net/?page_id=2423&lang=en
  10. 10. 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
  11. 11. Source:ElaboratedbyIPTS,basedonthe structureoftheeCompetenceframeworkfor ICTprofessionals
  12. 12. What can you do with the Digital competence framework for all citizens?
  13. 13. Case 1: “Measurability”
  14. 14. …confident and critical use of ICT..?
  15. 15. 17 In 2012, 47% of the EU population has insufficient digital skills, including 23% who has none at all. Digital Agenda Scoreboard 2014 – Digital Inclusion and Skills http://ec.europa.eu/digital-agenda/news-redirect/16547
  16. 16. 18 14 June 2015
  17. 17. 19 communication content creation 14 June 2015 safety information proc Source: http://ec.europa.eu/information_society/newsroom/cf/dae/document.cfm?action=display&doc_id =5406 content creation Communication
  18. 18. 20 14 June 2015
  19. 19. Case 2: Self assessment
  20. 20. How to use level? For self-assessment:
  21. 21. 2314 June 2015
  22. 22. 2414 June 2015
  23. 23. Case 3: Examples of national and regional up-take
  24. 24. TEACHER PROFESSIONAL DEVELOPMENT E & T CONTENT /STUDENT ASSESSMENT ASSESMENT FOR EMPLOYABILITY POLICY SUPPORT, FRAMEWORK IMPLEMENTATION BASQUE COUNTRY, SPAIN Ikanos project Developed by the Basque Government to deploy the Digital Agenda. Free online testing tool based on DIGCOMP. 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. LITHUANIA Translation of the DIGCOMP framework by the Education Development Centre. UNITED KINGDOM GO ON UK definition of Basic Digital Skills now aligns with DIGCOMP. Works closely with Cabinet Office and the Governments Digital Service. ESTONIA Translation of the DIGCOMP by the Ministry of Education and Research. Input for planning teacher PD. SLOVENIA Translated by National Education Institute. The DIGCOMP framework is used for the assessment of students' digital competence. NAVARRA, SPAIN Navarra Department of Education uses DIGCOMP as a key reference for strategic planning. MALTA Use of DIGCOMP framework by the Ministry for Education and Employment in "Green Paper: Digital Literacy". CROATIA e-Schools project by Croatian Academic and Research Network will use DIGCOMP to support teachers EXRTREMADURA, SPAIN Implements Teachers Digital Competence Portfolio based on DIGCOMP. ITALY Italian Digital Agenda will evaluate the official adoption of DIGCOMP. SERBIA Considering translations of DIGCOMP v1.0.
  25. 25. 27 14 June 2015 Another example in a context of an EU-project Case 4:
  26. 26. Using DigComp as a reference framework: 2 examples from the field Case 5:
  27. 27. Mapping DIGCOMP with ESCO
  28. 28. 3214 June 2015 https://ec.europa.eu/esco/web/guest/escopedia/ -/escopedia/European_Skills%2525252C_Competences%2525252C_Qualifications _and_Occupations_%25252528ESCO%25252529
  29. 29. 3314 June 2015
  30. 30. Mapping DIGCOMP with ECDL
  31. 31. 3514 June 2015 http://www.ecdl.com/
  32. 32. 3614 June 2015
  33. 33. 3714 June 2015
  34. 34. Further research in proficiency levels Introduction to 8 levels of learning outcomes 14 June 2015
  35. 35. 3914 June 2015 v1.0 3 proficiency levels v1.1 8 proficiency levels A-Foundation Level 1 Level 2 B-Intermediate Level 3 Level 4 Level 5 C-Advanced Level 6 Level 7 Level8 Version 1.1
  36. 36. 4014 June 2015 Proficiency levels in v.1.0 8 Levels in v 1.1 A-Foundation Basic and general knowledge Basic factual knowledge of the field B-Intermediate Facts, principals, processes and general concepts Factual & theoretical knowledge in broad context Comprehensive, specialised and theoretical knowledge. Awareness of boundaries C-Advanced Advanced knowledge, critical understanding of theories Highly specialised knowledge, original thinking/research Most advanced frontier of knowledge, interface between fields Version 1.1
  37. 37. 4114 June 2015
  38. 38. 4214 June 2015
  39. 39. Issues arising from further development of 8 levels Expert and stakeholder workshop in Seville (April 2015) 14 June 2015
  40. 40. Issue no: 1 The granularity, and added complexity, of the learning outcome descriptors as divided into knowledge, skills and competences. Each competence is described with 24 descriptors (3 x 8) -> 504 learning outcome descriptors! 14 June 2015
  41. 41. Issue no: 2 At the highest levels of learning outcome descriptions, it is hardly possible to strike the balance between the framework remaining abstract, an all-purpose framework, and the specificity that is needed to describe highest levels of learning outcomes. 14 June 2015 In general, the higher the level of learning outcome in question, the less transversal it becomes.
  42. 42. 4614 June 2015
  43. 43. 4714 June 2015
  44. 44. 4814 June 2015
  45. 45. 4914 June 2015 Should the framework cover the entire population (e.g. laymen and professionals) or only focus on laymen?
  46. 46. 5014 June 2015 Worksheet in Yammer!
  47. 47. Group work – 30 min working time, 20 minutes discussion on your outcomes 14 June 2015
  48. 48. Future outlook • Self-assessment questionnaire for Digital competence • Implementation of the tool overseen by DG EMPL
  49. 49. Future outlook also includes… • Digital Competence Framework for Consumers (IPTS + DG JUST 2015) • Digital Competence Framework for teachers (IPTS + DG EAC 2015-2016) • Digitally Innovative Educational Organisations (IPTS + DG EAC 2015-2016) • Competence Framework for Entrepreneurship (IPTS + DG EMPL 2015- 2016)
  50. 50. Thank you!

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