1. 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

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

3. 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.

4. 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

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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

16. Building the framework
Conceptual
mapping
Building the framework
Case studies
analysis
CERF (Common European reference framework) for languages
Online
Consultation
Draft
Proposal
Stakeholders’
Consultation

18. 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

19. 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

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

21. 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

22. 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

23. Thank you for your attention
Thank you for your attention