\n\t\u00a0\n<\/p>\n
\n\tDeveloping the European Digital Competence Framework<\/strong>\n<\/p>\n \n\tBeing digitally competent is a task to face for everybody in the 21st century, and especially for young people. As the technologies are rapidly evolving and having increasing impact on social relations, work, education, etc., the task itself is also changing. Discussing and defining competencies needed to live and succeed in the digital era has been an important area of cooperation in the European Union for more than a decade. In order to map and describe the digital competencies the European Digital Competence Framework, also known as DigComp<\/strong>\u00a0was developed by the Joint Research Centre of the European Commission as a scientific project based on consultation with a wide range of stakeholders. The project originated in DG Education and Culture and was further developed on behalf of DG Employment, Social Affairs and Inclusion. It was first published in 2013 and has become a reference for the development and strategic planning of digital competence initiatives at both European and Member State levels.\u00a0\n<\/p>\n \n\tIn 2016 a renewed\u00a0version 2.0 of the Digital Competence Framework for Citizens was developed that consists of an update of the conceptual reference model, a revision of the vocabulary and more streamlined descriptors.\u00a0The\u00a0<\/span>DigComp 2.0<\/a>\u00a0presents the list of 21 competences (also called the conceptual reference model) whereas the\u00a0eight proficiency levels and examples of use can be found in\u00a0<\/span>DigComp 2.1<\/a>.\u00a0 In 2018 a\u00a0<\/span>new guide \u201c<\/span>DigComp into action<\/a>\u201d was published to supports further use and awareness of the Digital Competence Framework. It\u00a0presents 38 inspiring examples of DigComp use through case studies and tools from allover Europe.\u00a0<\/span>\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tAreas of use<\/strong>\n<\/p>\n \n\tFor individual level, the Digital Competence Framework can help with self-evaluation, setting learning goals, identifying training opportunities and facilitating job search. At the governemntal level, it can help to monitor citizen\u2019s digital skills and to support curricula development. The EU-wide\u00a0Digital Economy and Society Index (DESI)<\/a>\u00a0offers an\u00a0indicator for Digital Skills<\/a>\u00a0that uses the DigComp framework.\n<\/p>\n \n\tThe authord of DigComp 2.0. (2016) have categorised three different uses the framework can have in the context of education, training and employment as follows:\n<\/p>\n \n\t1) Policy formulation and support \n\tThe stakeholders range from policy makers, educational and employment authorities at national and regional levels to public and private training institutions and the third sector bodies, which provide education and training opportunities.\n<\/p>\n \n\tDigital competencies<\/strong>\u00a0<\/strong><\/span>\n<\/p>\n \n\tThe conceptual reference model includes 21 competencies in 5 competence areas:\n<\/p>\n \t\t\t\tTo articulate information needs , to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies.<\/p>\n \t\t\t\tTo analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.<\/p>\n \t\t\t\tTo organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.\n\t\t\t<\/p><\/td>\n<\/tr>\n \t\t\t\tTo interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.<\/p>\n \t\t\t\tTo share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.<\/p>\n \t\t\t\tTo participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.<\/p>\n \t\t\t\tTo use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge.<\/p>\n \t\t\t\tTo be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.<\/p>\n \t\t\t\tTo create and manage one or multiple digital identities, to be able to protect one\u2019s own reputation, to deal with the data that one produces through several digital tools, environments and services.\n\t\t\t<\/p><\/td>\n<\/tr>\n \t\t\t\tTo create and edit digital content in different formats, to express oneself through digital means.<\/p>\n \t\t\t\tTo modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.<\/p>\n \t\t\t\tTo understand how copyright and licences apply to data, information and digital content.<\/p>\n \t\t\t\tTo plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.\n\t\t\t<\/p><\/td>\n<\/tr>\n \t\t\t\tTo protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy.<\/p>\n \t\t\t\tTo protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a \u201cPrivacy policy\u201d to inform how personal data is used.<\/p>\n \t\t\t\tTo be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.<\/p>\n \t\t\t\tTo be aware of the environmental impact of digital technologies and their use.\n\t\t\t<\/p><\/td>\n<\/tr>\n \t\t\t\tTo identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).<\/p>\n \t\t\t\tTo assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).<\/p>\n \t\t\t\tTo use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.<\/p>\n \t\t\t\tTo understand where one\u2019s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.\n\t\t\t<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0 Developing the European Digital Competence Framework Being digitally competent is a task to face for everybody in the 21st century, and especially for young people. As the technologies are rapidly evolving and having increasing impact on social relations, work, …<\/p>\n","protected":false},"author":159,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-6","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/pages\/6","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/users\/159"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"predecessor-version":[{"id":76,"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/pages\/6\/revisions\/76"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/digy\/wp-json\/wp\/v2\/media?parent=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
2) Instructional planning for education, training and employment
3) Assessment and certification\n<\/p>\n\n\n
\n\t\t<\/tr>\n \n \n \n\t\t\t\t\t1. Information and data literacy<\/strong><\/span>
\n\t\t\t\t<\/h3>\n<\/td>\n\n \n\t\t\t\t\t1.1 Browsing, searching and filtering data, information and digital content<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t1.2 Evaluating data, information and digital content<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t1.3 Managing data, information and digital content<\/span><\/strong>
\n\t\t\t\t<\/h3>\n\n \n \n\t\t\t\t\t2. Communication and collaboration<\/strong><\/span>
\n\t\t\t\t<\/h3>\n<\/td>\n\n \n\t\t\t\t\t2.1 Interacting through digital technologies<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t2.2 Sharing through digital technologies<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t2.3 Engaging in citizenship through digital technologies<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t2.4 Collaborating through digital technologies<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t2.5 Netiquette<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t2.6 Managing digital identity<\/span><\/strong>
\n\t\t\t\t<\/h3>\n\n \n \n\t\t\t\t\t3. Digital content creation<\/strong><\/span>
\n\t\t\t\t<\/h3>\n<\/td>\n\n \n\t\t\t\t\t3.1 Developing digital content<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t3.2 Integrating and re-elaborating digital content<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t3.3 Copyright and licences<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t3. 4 Programming<\/span><\/strong>
\n\t\t\t\t<\/h3>\n\n \n \n\t\t\t\t\t4. Safety<\/span><\/strong>
\n\t\t\t\t<\/h3>\n<\/td>\n\n \n\t\t\t\t\t4.1 Protecting devices<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t4.2 Protecting personal data and privacy<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t4.3 Protecting health and well-being<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t4.4 Protecting the environment<\/span><\/strong>
\n\t\t\t\t<\/h3>\n\n \n \n\t\t\t\t\t5. Problem solving<\/strong><\/span>
\n\t\t\t\t<\/h3>\n<\/td>\n\n \n\t\t\t\t\t5.1 Solving technical problems<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t5.2 Identifying needs and technological responses<\/strong><\/span>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t5.3 Creatively using digital technologies<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n\n\t\t\t\t\t5.4 Identifying digital competence gaps<\/span><\/strong>
\n\t\t\t\t<\/h3>\n
\n","protected":false},"excerpt":{"rendered":"