European Digital Competence framework for citizens

Transcription

1 European Digital Competence framework for citizens Riina Vuorikari JRC-IPTS, Information Society Unit Tallinn, Estonia April

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) in European Schoolnet as Senior Research Analyst and Project Manager etwinning! Research fellow in JRC

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4 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

5 Let me give you an example of what we do!

6 The Survey of Schools: ICT in Education in 31 European countries (2013)

7 47% of the EU population has insufficient digital skills, 23% has none at all. 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 problemsolving). 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. Digital Agenda Scoreboard 2014 Digital Inclusion and Skills 7

8 Why does it matter?

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10 Digital Competence is one of the 8 key competences Digital Competence is a transversal key competence enabling us to acquire other key competences 20pupil%20competences%20through%20eTwi nning.pdf (see p. 44)

11 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, selfdevelopment and participation in society (EC, 2006). KNOWLEDGE COMPETENCE ATTITUDES SKILLS

12 confident and critical use of ICT..?

13 What is the Digital competence framework for all citizens?

14 Version 1.0 JRC IPTS Study on Digital Competence on behalf of DG EAC on behalf of DG EMPL Google DigComp IPTS Link:

15 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 not to mention the EU or international level! -> Confusion by the end-users between the frameworks!

16 To summarise Digital Competence Digital competence is the set of knowledge, skills, attitudes Learning domains that are required when using ICT, digital media and tools Tools to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge Competence areas for work, leisure, participation, learning, socialising, consuming & empowerment Purpose

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

18 Competence areas 1. Information Digital Competence JRC IPTS study on 21 Competences 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 4. Safety 3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming 4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment 5. Problem solving 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

19 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

20 Source: Elaborated by IPTS, based on the structure of the ecompetence framework for ICT professionals

21 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

22 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

23 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

24 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

25 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

26 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

27 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

28 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-todate with new developments.

29 What can you do with the Digital competence framework for all citizens?

30 Case 1: Let me get back to the youth today Measurability

31 confident and critical use of ICT..?

32 Communication communication content creation information proc safety Source: = April

33 Case 2: Self assessment

34 27 April

35 27 April

36 27 April

37 27 April

38 How to use level? For self-assessment:

39 Case 3: Support countries creating better policies

40 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. SPAIN The Ministry of Education Dept institute INTEF, uses DIGCOMP for teachers PD. FLANDERS, BELGIUM Used by Dept. of Education as an input to curricula review and to development of adult education courses. 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. 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 ) Carer+ also used the competence map for domiciliary care workers and caregivers. SLOVENIA Translated by National Education Institute and used in schools to teach digital competences for students.

41 What about teachers? Is there a special framework for them?

42 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 ->

43 What about teaching organisations like schools?

44 27 April on behalf of DG EAC 44

45 27 April

46 Thank you! Slides available at: