Digcomp: describing Digital Competence Digital literacy: sharing knowledge to create better policies Digcomp: describing Digital Competence Anusca Ferrari Yves Punie JRC-IPTS 26 July 2012

Part of Joint Research Centre of the EC IPTS: Research Institute supporting EU policy-making on socio-economic, scientific and/or technological issues 1

Objectives of the DIGCOMP study Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop DC descriptors that will feed a conceptual framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework and descriptors of DC for all levels of learners.

What? Guidelines or meta-framework, descriptors of DC (e.g. for curricula/initiatives development) A simple self-assessment grid Why? DC is one of the 8 key competences for LLL (2006 Recommendation) Europe 2020 Flagships: DAE, YoM, NS&J, Innovation Union Transversal basic competence important for learning, employability, inclusion, participation, innovation, creativity and competitiveness Many initiatives exists but lack of a common/comparable language in Europe What: Not an ICT curriculum Why: basic skill to be functional in today’s society

Stakeholders’ Consultation Conceptual mapping Case studies analysis Online Consultation Experts’ workshop First proposal Stakeholders’ Consultation Validated proposal

Stakeholders’ Consultation Conceptual mapping Case studies analysis Online Consultation Experts’ workshop completed completed finished Feb 2012 First proposal ongoing Stakeholders’ Consultation July-Nov 2012 Validated proposal Dec 2012

Conceptual mapping Case studies Digital Literacy analysis Online Information literacy Internet literacy ICT Literacy Media literacy Case studies analysis Online Consultation Draft Proposal Multi-faceted concept, need to take into acocunt all nuances Stakeholders’ Consultation

Communication and collaboration Instrumental skills and knowledge Advanced skills and knowledge Attitudes Media application Personal objectives Strategic Know and use digital equipment Operational Adapt and participate to digital intercultural communication Build a personal system to benefit from relevant people networks/ communities Intercultural Willingness for sharing and collaboration Acceptance and appreciation of diversity Communicate, express and collaborate through versatile media Communication and collaboration Know and use relevant software Critical attitude towards information and answers found Reflective and analytical attitude to media influence Critical Understand role and uses of networked resources Locate, process and organise hyperlinked non-linear information Systematically analyse information content and source vs media presentation Create personal information strategy with filters and agents Information management Access and use media in different formats and platforms Confidence in creating content, communications and expressions Openness to reflect, adapt, improve and innovate with ICT Medium- related Creative Find relevant options for personal and professional learning Plan, execute and evaluate goal-oriented activities Create a system of networked resources for learning and problem-solving Learning and problem-solving Create and store media Change colours for printing purposes. Content same than in the previous slide Autonomy and commitment to achieve goals in changing environments Motivation to use ICT for personal and community benefit Autonomous Know about legal and ethical issues in digital media Create, maintain and manage situation-specific digital identities Initiate and participate in digital ventures for personal, economic or social value. Integrate digital tools and media productively in work, leisure, learning and life activities. Meaningful participation Awareness of the value of both digital and traditional tools Safe and sensible attitude in digital activities Responsible and ethical attitude for digital media usage Responsible

to analyse how DC is currently developed and acquired Conceptual mapping Case studies analysis AIMS: to analyse how DC is currently developed and acquired to map sub-competences to compare current definitions Online Consultation Draft Proposal Stakeholders’ Consultation

Erstad: 3 phases of digital literacy 1st (60s - 80s) 2nd (mid 80s - 90s) 3rd (90s - today) Mastery phase Professionals only Programming languages eSkills Application phase Educated Graphic user interfaces Mass certification Application phase Educated Graphic user interfaces Mass certification Reflective phase Digital inclusion Natural user interfaces Critical/transversal skills Need to go beyond the second phase

Information management identify, locate, access, retrieve, store and organise information Collaboration link with others, participate in online networks & communities, interact constructively Communication and sharing communicate through online tools, taking into account privacy, safety and netiquette Creation of content & knowledge integrate and re-elaborate previous knowledge and content, construct new knowledge Ethics & Responsibility behave in an ethical and responsible way, aware of legal frames Still overlapping categories. Attempt to summarise competences areas from CASE studies and COneptual mapping Evaluation & Problem-solving identify digital needs, solve problems through digital means, assess the information retrieved Technical operations use technology and media, perform tasks through digital tools

Delphi-like consultation (2 rounds) 79 experts in first round Conceptual mapping Delphi-like consultation (2 rounds) 79 experts in first round 58 experts in second round From first round: 125 unique statements Experts’ workshop in Seville: 15 experts to cluster results of first round card sorting and hierarchical cluster analysis 12 areas of Digital Competence Case studies analysis Online Consultation Draft Proposal Stakeholders’ Consultation

Seamless use demonstrating self-efficacy Informed decisions on appropriate technologies Learning about and with digital technologies Specialized & advanced competence for work & creative expression Legal & ethical aspects Privacy & Security Balanced attitude towards technology Understanding role ICT in society Technology mediated communication & collaboration Information processing & management Use in everyday life General knowledge & functional skills

Create draft areas and descriptions Conceptual mapping Bring together the results of the previous phases (conceptual mapping, case studies analysis, online consultation) Create draft areas and descriptions Populate areas with elements from previous phases Define competences according to those areas Establish level criteria and level descriptions Case studies analysis Online Consultation Draft Proposal Stakeholders’ Consultation

Building the framework Conceptual mapping Building the framework Case studies analysis CERF (Common European reference framework) for languages http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Online Consultation Draft Proposal Stakeholders’ Consultation

Communication, collaboration and participation Information management Creation of content and knowledge Legal and ethical aspects Privacy and security Evaluation, informed decisions, problem-solving and learning

Communication, collaboration and participation Information management Creation of content and knowledge Legal and ethical aspects Privacy and security Evaluation, informed decisions, problem-solving and learning Confident communicator Basic interaction Development of a wide range of strategies Simple criteria Technical operations Creative production Awareness Responsibility Can avoid Takes action Improver Life-long learner

Building the framework Conceptual mapping Building the framework Case studies analysis eCompetence framework for ICT professionals www.ecompetences.eu Online Consultation Draft Proposal Stakeholders’ Consultation

Communication, collaboration and participation Digital Communication Dimension 1 : Areas Dimension 2: Competences Communication, collaboration and participation Digital Communication Sharing of Content, Knowledge and Resources Online participation Digital Collaboration Information management Information search Information analysis Information storage Creation of content and knowledge Content creation Integration and re-elaboration of previous knowledge and content Knowledge creation and creative expression Legal and ethical aspects Legal constraints Respect of self and others Privacy and security Personal data protection and privacy Security and safety measures Digital Identity Management Evaluation, informed decisions, problem-solving and learning Assessment of digital needs and identification of appropriate sustainable technological responses Update of own and other's digital competence Solving technical and theoretical problems

Information Management Dimension 2 Information storage Name of area Information Management Dimension 2 Competence title and description Information storage Manipulation and storage of information for easier retrieval, development of a wide range of strategies for storing information, awareness of different storage formats Dimension 3 Proficiency levels A B C Dimension 4 Knowledge examples structures and classifies information and content according to a classification scheme/method organizes information and content understands how information is stored on different devices/services Skills examples downloads and classifies information and content Uses various classification schemes to store and manage resources and information Is able to retrieve and access previously stored information and content Is able to tag content Attitude examples Realises benefits and shortfalls of different storage devices/services Acknowledges the importance of having an understandable and pragmatic storage system/scheme Is aware of consequences when storing content as private or public

Thank you for your attention Anusca.Ferrari@ec.europa.eu http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html Thank you for your attention