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180327 dig comp unesco mlw paris final

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  1. 1. The European Commission’s science and knowledge service Joint Research Centre DigComp: The (European) Digital Competence framework for citizens Yves Punie, PhD Deputy Head of Unit @yves998 Unesco Mobile Learning Week, Paris, 26-30 March 2018
  2. 2.  About 70 million Europeans lack sufficient reading, writing and numeracy skills  24% of EU population has no upper secondary education diploma  100 million Europeans have never used the Internet  45% of EU population and 37% of UE labour force have unsufficient digital skills (but significant differences between MS)  42% of those with no digital skills are unemployed  Estimations of a possible shortage of up to 750 000 ICT professionals by 2020 Sources: COM 2016COM(2016) 381 final: A new Skills Agenda for Europe. Working together to strengthen human capital, employability and competitiveness Europe's Digital Progress Report 2016 – Digital inclusion and skills Main (digital) skills challenges in Europe
  3. 3. 18.72% 81.28% Level of education Less than HE Higher Education NumberofMOOCs… Digital skills Source: MOOCKnowledge pilot. Data on MOOC learners. N=2412 Source: MOOCKnowledge pilot. Data on MOOC learners. N=1910 Digital skills also matter for MOOC learning Castaño Muñoz, J et al. (2016): MOOCs in Europe: Evidence from pilot surveys with universities and MOOC learners. https://ec.europa.eu/jrc/sites/jrcsh/files/JRC%20brief%20MOOCs_J RC101956.pdf
  4. 4. (Digital) Skills challenges high on European agenda: • 2018 Digital Education Action Plan {COM(2018) 22 final} • 2018 EC "proposal for Council Recommendation on Key Competences for Lifelong Learning (revision of 2006 Recommendation) {COM (2018) 24 final} • 2017 COM on school development and excellent teaching for a great start in life {COM(2017) 248 final} • 2017 COM on a Renewed European agenda for Higher Education {COM(2017) 247 final} • 2016 New Skills Agenda {COM(2016) 381 final} • Digital Single Market initiative
  5. 5. What? • A competence framework defining and describing key competences, proficiency levels and "knowledge, skills and attitudes" examples • A guide for (self-) assessment Who? • JRC & DG Employment + links with other DGs (EAC, GROW, CONNECT) Why? • Provide an overall, complete and shared understanding of what is DC Method: • Strong scientific underpinning • Consensus building with multiple stakeholders • Updating and revising EU DigComp framework
  6. 6. Definition: Digital Competence involves the confident, critical ad responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society {COM (2018) 24 final} 19.760 downloads in 2017
  7. 7. 8
  8. 8. Competence areas Competences 1. Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content 1.2 Evaluating data, information and digital content 1.3 Managing data, information and digital content 2. Communication and collaboration 2.1 Interacting through digital technologies 2.2 Sharing through digital technologies 2.3 Engaging in citizenship through digital technologies 2.4 Collaborating through digital technologies 2.5 Netiquette 2.6 Managing digital identity 3. Digital content creation 3.1 Developing digital content 3.2 Integrating and re-elaborating digital content 3.3 Copyright and licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps
  9. 9. At European level  2018 Commission proposal for a Council Recommendation on Key Competences for Lifelong Learning (amongst others)  Measurement of Digital Skills (DESI – Digital Agenda Scoreboard) How is DigComp used? At Member State level (used in 15 MS and 5 regions in Spain)  For curricula review, teacher training, student (self-)assessment  Policies: digital skills strategies, initiatives, reference & mapping tool  Employment: jobseekers self-assessment, development of training offers & certification for employees and jobseekers Global  Input to Global Digital Literacy framework (SDG4.4.2)
  10. 10. Next steps (Self-)Assessment instrument • for proficiency levels 1-4 • combining knowledge- based items and self- assessment of attitudes • containing reliability and validity tests with real users (pilot in 3 MS) -> Autumn 2018 -> Spring 2018
  11. 11. Final remarks • Assessment and measuring is indeed challenging • Digital competence (DC) is not just a technical skill • Using digital technology does not mean being digitally competent • DC is of crucial importance for everyone (young, old, worker, …) • The DigComp framework is neutral (not prescriptive) • There is a need to maintain and update these competences • Link with Digital Competence framework for Educators (DigCompEdu), Digital School SELFIE tool & EntreComp framework
  12. 12. Thank you yves.punie@ec.europa.eu

Notas do Editor

  • Overall, MOOC learners in Europe are individuals with privileged socio-economic background. The pilot study found that they usually have completed higher education (80%) and high levels of digital competence (mean=6 in a scale from 1 to 7). Most of them are of working age.

    In addition, evidence raises doubts about the potential of MOOCs for widening access and participation to education since majority of MOOC students come from a privileged SES and which already have Higher Education. JRC-IPTS MOOCKnowledge study confirms this trend at the EU. An analysis of data from 1736 learners enrolled in 6 different European MOOCs shows than more than 80% of learners have completed any type of tertiary education. It shows that more effort should be placed in order to promote the participation of people without HE into MOOCs and understand what are the mechanisms that lead to their participation At the US: http://science.sciencemag.org/content/350/6265/1245

  • The European Digital Competence Framework for Citizens, also known as DigComp, is a tool to improve citizens’ digital competence.
    DigComp has been developed by the JRC initially on behalf of DG EAC and, more recently, on behalf of DG EMPL as a scientific project based on solid scientific underpinning and iterative consultations with stakeholders.

    First published in 2013, DigComp provides a comprehensive conceptual model of what are the elements that makes us digitally competent based on the following working definition digital competence refers to the confident, safe and critical use of, and engagement with the full range of digital technologies. These can be used for dealing with information and data, for communication and creative expression, collaboration, content creation, and task performance and problem-solving in all aspects of life.

    Revised in 2016, to fine tune the vocabulary, the framework has been updated this year to further detail how the this competence develops in different levels of proficiency.

  • The basic framework: 5 areas and 21 competences.

    The five areas are described as follows:
    1) Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content. 2) Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital identity and reputation. 3) Digital content creation: To create and edit digital content To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system. 4) Safety: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use. 5) Problem solving: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.

    DigComp is widely used:
    At European level
    Key Action of 2016 SKILLS COM
    Measurement of Digital Skills (->Digital Skills Indicator of Digital Agenda Scoreboard)

    At Member State level (used by 14 MS and 5 regions in Spain)
    For curricula review, Teacher Training, student self-assessment
    Policies: Digital Skills strategies, policies, initiatives, reference tool
    EMPL: jobseekers self-assessment, development of training offers & certification for employees and jobseekers
    Multiple translations
  • Based on the reference conceptual model published in DigComp 2.0, DigComp 2.1 presents 8 proficiency levels and examples of use applied to the learning and employment field.
    Originally, proficiency was defined in three levels (basic , intermediate and advance), but time proved the need for a more fine grained progression, of how we learn to swim in the digital ocean.

    DigComp 2.1 expands progression to 8 proficency levels, according to increasing
    -complexity of tasks
    -autonomy of the learner in doing things
    -cognitive load

    Following Blooms' taxonomy, action verbs (remebering/understanding/applying/creating….) are used to define the progression