Beruflich Dokumente
Kultur Dokumente
Authors:JosJanssen,SlaviStoyanov Editors:AnuscaFerrari,YvesPunie
2012
ReportEUR25475EN
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AgreatdealofadditionalinformationontheEuropeanUnionisavailableontheInternet. ItcanbeaccessedthroughtheEuropaserver http://europa.eu/. JRC73694 EUR25475EN ISBN9789279260612(pdf) ISSN18319424(online) doi:10.2791/97099 Luxembourg:PublicationsOfficeoftheEuropeanUnion,2012 EuropeanUnion,2012 Reproductionisauthorisedprovidedthesourceisacknowledged. PrintedinSpain
Preface
In the 2006 European Recommendation on Key Competences,1the European Union has acknowledgedDigitalCompetencetobeoneofthe8keycompetencesforLifelongLearning. DigitalCompetencecanbebroadlydefinedastheconfident,criticalandcreativeuseofICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participationinsociety.DigitalCompetenceisatransversalkeycompetencewhichenables ustoacquireotherkeycompetences(e.g.language,mathematics,learningtolearn,cultural awareness).Itisrelatedtomanyofthe21stCenturyskillswhichshouldbeacquiredbyall citizens,toensuretheiractiveparticipationinsocietyandtheeconomy. This report is part of a project on Digital Competence (DIGCOMP), launched by the Information Society Unit at JRCIPTS 2 under an Administrative Arrangement with DG Education and Culture. The project aims to contribute to better understanding and developing Digital Competence in Europe. The project began in January 2011 and will run untilDecember2012.3Theobjectivesoftheprojectare: ToidentifythekeycomponentsofDigitalCompetenceintermsoftheknowledge,skills andattitudesneededtobedigitallycompetent; To develop Digital Competence descriptors that will feed a conceptual framework/guidelines that can be validated at European level, taking into account relevantframeworkscurrentlyavailable; To propose a roadmap for the possible use and revision of a Digital Competence frameworkanddescriptorsofDigitalCompetenceforalllevelsoflearners. The project aims to achieve these objectives in collaboration and interaction with stakeholdersatEuropeanlevel. Thisreportcontributestothesecondworkpackageoftheproject,inwhichexpertsviews ondigitalcompetenceneedsweregathered.
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Executivesummary
Purpose This report presents the results of an investigation of experts views on digital competence for all, commissioned by the Joint Research Centres Institute for Prospective Technological Studies (JRC IPTS).Theobjectiveofthisinvestigationwastoprovideanotherperspectiveonwhatitmeanstobe digitally competent today, in addition to reviews of literature4and current frameworks for the development of digital competence, 5 all of which constitute part of the wider IPTS Digital Competence Project (DIGCOMP). Some common ground exists at a general level in defining digital competence in terms of knowledge, skills, and attitudes, which may be hierarchically organised. However,thisdoesnotprovidetheclarityneededbyteachers,employers,citizensallthosewho are responsible for digital competence development, be it their own or other peoples to make informed decisions. Further work is needed to create a common language that helps to enhance understandingacrosstheworldsofresearch,education,training,andwork.Thiswillmakeiteasier forcitizensandemployerstoseewhatdigitalcompetenceentailsandhowitisrelevanttotheirjobs andmoregenerally,theirlives. Method TheresearchmethodologyusedaniterativeDelphisurveywhichallowedagroupofexpertsinthe field to first individually provide input to a mapping of digital competence and then validate / commentontheresult.Theexpertswereinvitedtogenerateasmanyideasaspossible,completing thesentenceAdigitallycompetentpersonsissomeonewho..Theappliedmethodandanalyses enabledustoderiveanoverallexpertviewondigitalcompetencewhichwasfurthervalidatedand refinedbyfeedingbacktheaggregatedresulttoallparticipantsforreview.Thus,inputwascollected from95expertsacrossEuropeandbeyond. Results Attheoutsetofthestudytherewassomeconcernthatresultsmightfocusonknowledgeandskills astheyaremoreconcreteandthusmorereadilybroughttomindthanattitudes.However,attitudes were in fact abundantly represented in the ideas generated by the experts. Twelve digital competenceareaswereidentified: 1. Generalknowledgeandfunctionalskills 2. Useineverydaylife 3. Specializedandadvancedskillsforworkandcreativeexpression 4. Technologymediatedcommunicationandcollaboration 5. Informationprocessingandmanagement 6. Privacyandsecurity 7. Legalandethicalaspects 8. Balancedattitudetowardstechnology 9. UnderstandingandawarenessoftheroleofICTinsociety 10. Learningaboutandwithdigitaltechnologies 11. Informeddecisionsonappropriatedigitaltechnologies 12. Seamlessusedemonstratingselfefficacy
Ideasgeneratedaboutthemeaningofdigitalcompetenceforvariousprofiles(7yearolds,14year olds,seniorcitizens)indicatethatthedifferencesrelatetodifferentlevelsofproficiencyorcognitive levels,ratherthanfundamentalissues. Expertsopinionsdivergewhenitcomestohowwidelyparticularknowledge,skills,and/orattitudes shouldbeadopted,rangingfromafewtomostpeople.However,highaveragescoresonstatements describingdigitalcompetenceinvariousareasareindicativeofgreaterconsensusaboutthefactthat theknowledge,skillsand/orattitudesreflectedinthemshouldbeacquiredbymostpeople.Thetop five competences considered most widely needed by people are that they should: 1. Be able to communicatethroughICT;2.Becomfortableusingacomputer,whichmaybeoneofmanytypes;3. Be able to communicate and collaborate with others in line with digital etiquette; 4. Have general computer skills (typing, using computers, getting into a new programme); 5. Be able to download differentinformationtypesfromtheInternet. Conclusions Digital competence is a conglomerate of knowledge, skills, and attitudes connected to various purposes (communication, creative expression, information management, personal development, etc.),domains(dailylife,work,privacyandsecurity,legalaspects),andlevels(bothcognitivelevels andproficiencylevels).Thisisreflectedinthepicturebelowwhichpresentsthedigitalcompetence areasasbuildingblocks.
TableofContents
Preface....................................................................................................................................... 1 Executivesummary ................................................................................................................... 3 1.Introduction........................................................................................................................... 7 2.Background............................................................................................................................ 9 3.Method................................................................................................................................ 11 3.1FirstStage......................................................................................................................................................11 3.2Secondstage .................................................................................................................................................13 3.3Procedure.......................................................................................................................................................13 3.4Participants...................................................................................................................................................14
AppendixAOnlineConsultationFirstRoundQuestionnaire................................................ 30 AppendixBCardsortinginstruction ..................................................................................... 33 AppendixCOnlineConsultationSecondRoundQuestionnaire ........................................... 34 AppendixDRemovalofstatementsfollowingworkshopfeedback ..................................... 55 AppendixEDigitalcompetencerelatedtovariousprofiles.................................................. 56 AppendixFDigitalcompetencestatements:averageratings .............................................. 58 AppendixFFinalResultDigitalCompetenceAreas .............................................................. 67
DigitalCompetenceforall
1.Introduction
Digital competence the confident and critical use of information society technology for work, leisure,andcommunicationisofkeyimportanceinwarrantingparticipationinsociety.However, researchandpracticeinthefieldpresentascatteredimageofdigitalcompetence:theknowledge, skills,and/orattitudesitisconsideredtoentail. Inordertoinformemployers,policymakers,andcitizensonwhatitmeanstobedigitallycompetent, acommonunderstandingoftheconceptanditsconstituentpartsneedstobedevelopedamission takenonbytheEuropeanCommission,moreparticularlyitsInstituteforProspectiveTechnological Studies (IPTS). The IPTS Digital Competence Project (DIGCOMP http://is.jrc.ec.europa.eu/pages/ EAP/DIGCOMP.html)identifiesanumberofsubsequentstepstowardsthisend,oneofthembeing an investigation of experts views on digital competence. This final report of that particular step providesadetailedaccountoftheonlineconsultationofexpertsandpractitionersinfieldsrelatingto digital competence and digital inclusion, which was carried out by researchers at the Centre for Learning Sciences and Technologies (www.celstec.org) of the Open Universiteit Nederland in close collaborationwiththeprojectleaderoftheDIGCOMPproject. Inanutshell,theonlineconsultationwascarriedoutintworounds.Inthefirstroundexpertsinthe fieldwereaskedtogenerateasmanyideasaspossibleonwhatitmeanstobedigitallycompetent. Thisonlinebrainstormresultedinadigitalcompetencemapwhichwasthenpresentedbacktothe expertsforthemtovalidatethecollectiveview.Thisreportbrieflydescribesthebackgroundofthe onlineconsultation,beforeelaboratingonthechosenmethod,procedure,participantsandresults.
2.Background
DigitalcompetencetheconfidentandcriticaluseofInformationSocietyTechnology(IST)forwork, leisure,andcommunicationisoneoftheEightKeyCompetencesforLifelongLearningasdefinedby theEuropeanParliamentandtheCouncil.6Thisbriefdescriptionofdigitalcompetencemakesclear that digital competence relates to many aspects of life (work, leisure, communication) and also reveals that digital competence entails more than technical skills and knowhow as it refers to confidenceandacriticalattitudeaswell. Whatitmeanstobedigitallycompetentinmorepracticaltermsislessevident,asitdependsonthe backgroundoftheindividualconcerned(e.g.employer,teacher,learner,researcher,policyadvisor, seniorcitizen),thecontext(e.g.school,business,leisure,participationinsociety,lifelonglearning), andtheparticularlanguageused(e.g.digitalliteracy,eskills,informationliteracy,medialiteracy). Timeisanadditionalcomplicatingfactor.Itaffectsourunderstandingandinterpretationofwhatit meanstobedigitallycompetentinatleasttworespects.Firstly,astimepasses,ourunderstandingof the concept develops as a result of increased insights gained through research.7Secondly, as time passes,thesubstanceofthetermchanges:beingdigitallycompetentmeantsomethingdifferentten yearsagothanit means now,asnewtechnologiesdevelopandsodothe competencesneededto use them. This is perhaps the most poignant complication in understanding the concept of digital competence:technologicalinnovationsaswellastheirappropriationbyusersarehardtopredictand eventotheextentthatfuturedevelopmentscanbepredicteditisoftenhardtoseeexactlyhowthey willaffectthewaywelive. All in all, the current state of affairs concerning research and practice in the field of digital competence, perhaps inevitably, provides a scattered image. Some common ground exists at a generallevelindefiningdigitalcompetenceintermsofknowledge,skills,andattitudes,8whichmay behierarchicallyorganized.9However,thisdoesnot suffice toprovidethetransparencyneeded by teachers,employers,citizensallthosewhoareresponsiblefordigitalcompetencedevelopment,be it their own or other peoples to make informed decisions. Further work is needed to create a common language that helps to enhance understanding across the worlds of research, education, training,andwork.Thiswillmakeiteasierforcitizensandemployerstoseewhatdigitalcompetence entailsandhowitisrelevanttotheirjobsandlivesmoregenerally. TheDelphistudydescribedhereispartofthatfurtherwork.Throughthisstudy95experts10ofdigital competencecomingfromarangeoffieldswerebroughttogetherinorderto(a)establishcommon ground concerning the knowledge, skills and attitudes constituting digital competence; and (b) identifying issues and trends possibly affecting the development of the digital competence framework.
EuropeanParliamentandtheCouncil(2006).RecommendationoftheEuropeanParliamentandofthe Councilof18December2006onkeycompetencesforlifelonglearning.OfficialJournaloftheEuropean Union,L394/310. 7 ThisisnicelyillustratedforinstanceinCartelli,A.(2010).FrameworksforDigitalCompetenceAssessment: Proposals,Instruments,andEvaluation,ProceedingsofInformingScience&ITEducationConference (InSITE)2010,p.561574.Thispaperdescribeshowinthecourseofonestudyconceptsanddefinitions wereadaptedfollowinginsightsgainedduringtheprocess. 8 Cheetham,G.,&Chivers,G.(2005).Professions,CompetenceandInformalLearning.Cheltenham,Edward ElgarPublishing. 9 Seeforinstance:Erstadt,O.(2010).EducatingtheDigitalGeneration.NordicJournalofDigitalLiteracy,1, 5670andBene,P.,Mudrak,D.,Prochazka,J.,Rambousek,V.,andStipek,J.(2008).ResearchofICT educationintheCzechRepublic.ProblemsofEducationinthe21thCentury,5,2434. 10 89ofthemindicatedtheyappreciatedtheirnametobeincludedinthefinalreportinacknowledgementof theircontribution.
3.Method
TheresearchmethodologyappliesaniterativemixedmethodsDelphisurveytofacilitateagroupof experts to first individually provide input to a mapping of digital competence and then validate/comment on the collective result. The methodology utilizes both qualitative and quantitativemeasures,andbothonlineandfacetofaceconsultations.Asthemethodiscomplexwe provideanoverviewofsubsequentstepsofdatacollectionandanalysis,beforeoutliningthemethod inmoredetail: 1. Ideagenerationviaonlinequestionnaire:Adigitallycompetentpersonissomeonewho. 2. Selectionofuniquestatements 3. Workshopwithexperts: a. groupandlabeluniquestatementsviacardsorting(individualtask) b. generatecollectiveresultviahierarchicalclusteranalysis c. adaptcollectiveresultfollowingfeedbackfromworkshop(grouptask)forinitialsolution 4. Feedbackoninitialsolutionfromallexpertsviasecondonlineconsultation 5. Adapt initial solution following feedback from second online consultation resulting in final solution. The first three steps lead to an initial solution of describing digital competence and can be consideredthefirststageofthestudy.Stepsfourandfiveconstitutethesecondstageleadingtothe final,validatedsolution.
3.1FirstStage
Anonlinequestionnairewasdevelopedtocollectinformationfromtheexperts(AppendixA).11The questionnaireconsistsoftwotypesofquestions:(a)demographicquestionscoveringareassuchas age, gender, professional experience, type of organisation (academia, education, business, public sector)and(b)contentrelated,ideagenerationquestions. As the idea generation questions are meant to incite a brainstorm they take the form of a trigger statement: Adigitallycompetentpersonissomeonewho. Besidesthisgeneralprompttherewerethreemorepromptsaddressingspecificprofiles:a7yearold child,a14yearoldadolescent,andaseniorcitizen. Askingopenendedquestionsthroughaquestionnairehassomeadvantagesoverinterviews.While both provide details of how respondents see a particular issue (e.g. components of digital competence),openendedquestionnaireshaveanumberofadvantagessuchasrelativelylowcost and greater anonymity which leads to elicitation of more honest responses (Jackson and Trochim, 2002).12Openended questions are more informative than closedended questions, but they pose some challenges regarding the data analysis in comparison with closedended questions. These challengescanbesummarizedasfollows:dataanalysisofopenendedquestionsistimeconsuming, bearstheriskofoverorunderrepresentationofmeaninginthesample(e.g.dominanceofsomeof the respondents), and may be flawed by nonuniform coding decisions. Two main textanalysis methods can be applied in the data analysis: Grounded Theory and Content Analysis. Research suggests that Grounded Theory is more appropriate for longer narrative texts such as interview
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transcripts,commentsor journals(StraussandCorbin,1994).The sparsecharacterofquestionnaires openended items makes Content Analysis the preferred method for their analysis. The main criticism of Content Analysis is that the method relies on researcherdriven predefined coding schemes,whichpotentiallyleadstothreeproblems: (a) differentcodershavedifferentinterpretationsofthemeaningofthepredefinedcategories forcoding; (b) thecodingschemasarenotexhaustive;and (c) the already mentioned misrepresentation (either overrepresentation or under representation)ofaparticularmeaninginthesample. Specifically in this study, preconceived coding schemes could have been that digital competence consists of only knowledge, skills and attitudes; that proficiency levels are not part of digital competence; that general competences should be distinguished from pure digital competence. Such predefined theoretical frameworks potentially restrict the richness and complexity of digital competencetoemergefromthedata. For our study of digital competence we have adopted an explorative, bottomup approach that builds upon the strengths of classical Content Analysis of openended questions while trying to mitigate its weaknesses. The approach uses the original openended statements generated by the participantsofthestudy.Thenitinvitesthesameparticipantstodirectlycodethemselvesthetext through sorting of statements on similarity in meaning. Finally, the approach quantitatively aggregates individual coding schemas applying multidimensional scaling and hierarchical cluster analysistoallowpatternsinthedatatoemerge.SimilartoclassicalContentAnalysis,theparticipants use their judgement to cluster similarity in the text into themes. However, in contrast to Content Analysis, the codification was done by the respondents (experts) themselves rather than by the researchers. Moreover, Content Analysis was supplemented by hierarchical cluster analysis to aggregateindividualjudgmentsintoasharedvisionondigitalcompetence. Hierarchical cluster analysis is particularly useful for the purposes of this study as: (1) it integrates variousinputsofthepanellistsintoasharedvisionondigitalcompetencesinawaywhichensures that an aggregated, collective view is not forced upon, but rather emerges from the data; (2) it providesavisualrepresentationoftheresults(dendrogramortreegraph)thateasilybetransformed into a concept map or mind map; and (3) it is a multivariate quantitative technique that complementsand,assuch,validatestheresultsfromthequalitativeanalysis. Statementsgeneratedintheonlinebrainstorminreactiontothegeneralpromptwerecleaned,i.e. checkedforidenticalstatements,statementsthatcontainmorethanoneidea,andstatementsthat are insufficiently clear. Throughout this process, carried out by two researchers on the base of mutual agreement, the intention is to use the original wording of the participants as much as possibletomaintainasenseofownership.Theremainingstatementsweresortedandcategorised according to similarity of meaning (see appendix B for the instruction) by experts attending a workshop, further described in the Procedure section below. Based on the individual card sorting results, hierarchical cluster analysis was used to derive an overall, collective description of digital competence areas. This result was presented back to the same experts attending the workshop askingthemtoreflectandcommentonit,inordertovalidatetheinitialsolution.HeretheContent Analysis approach was further supplemented by a Grounded Theory13approach that was used to interpret and conceptualise the comments and suggestions from the participants on the initial solution.
13
StraussA.&CorbinJ.(1994).GroundedTheoryMethodologyAnOverview.In:DenzinNK,Lincoln,Y.S (eds).HandbookofQualitativeResearch.ThousandOaks:SagePublications,pp.273285.
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Thefirststageresultedinamappingof14areas(aspects)ofdigitalcompetence,includingforeach area a label, a description and a number of statements illustrating the area in more detail. This mappingservedasinputforthesecondstageoftheexpertconsultation.
3.2Secondstage
Thequestionnaireforthesecondconsultationround(AppendixC)servestwopurposes,thefirstof whichismostimportant: 1. Validatetheresultsfromthefirstround 2. Gain information on the relative importance of the statements, i.e. are the competences describedinthestatementsconsideredtobenecessaryformostpeople,somepeople,afew peopleornone. All experts invited to the first consultation round, were addressed to take part in the second consultation round. They were asked to go through all the competence areas, presented to them includingabriefdescriptionandstatementsbelongingtoeacharea,andto: a. Indicate whether in their view the 14 areas present a complete picture of digital competence. b. Indicatebyhowwideanaudiencethevariouscompetencesshouldbedeveloped Thequalitativeresults(comments)providedinafreetextformatareanalysedthroughaGrounded Theoryapproach.Thescaletypequestionsareanalysedusingthemeandescriptivestatistic.
3.3Procedure
Selectionofexperts As Delphi studies aim to address experts in a particular field, by definition they do not entail representative sampling techniques. The selection of a sample of experts typically involves techniquessuchaspurposivesamplingorcriterionsampling(Hassonetal.,2000).14Sincetheaimof thisstudyistodevelopacommonlanguageandunderstandingacrossdifferentcategorieshowever, representation(ratherthanrepresentativeness)ofavarietyofviewsandopinionsisessential.Sothe purposewastohaveapanelofexpertsreflectingafairrepresentationof: sectorgroups(educationandtraining,research,ITbusiness,policy,inclusionpractice), fields of expertise and practice (formal, nonformal, informal learning / primary, secondary, higher education, VET, adult education, lifelong learning / specific target groups / digital competenceframeworks/futuretrends), sociodemographicvariables(gender,age,country).
To this end a multifaceted, purposive sampling strategy was adopted. This means that on top of identifying and selecting relevant experts within our own international networks, various search strategiesweredeployedtoidentifyandselectexpertsaccordingtothesectororfieldtheyoperate in (academic experts, experts involved in policy, education, ITbusiness, and digital competence frameworks).Foracademicexperts,forinstance,wescreenededitorialboardsofjournalsaswellas listsofpresentersatconferences;forexpertsinvolvedinpolicyorITbusinesswesearchedwebsites ofrelevantcompaniesandorganisationsetc. Aninitiallistof204expertswascreated,abouthalfofthemprovidedbytheInstituteforProspective Technological Studies and half by the researchers of the Open Universiteit Nederland. The list
14
Hasson,F.,Keeney,S.,&McKenna,H.(2000).ResearchguidelinesfortheDelphisurveytechnique.Journal ofAdvancedNursing32(4),10081015.
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includes experts from all countries of the European Union, as well as Norway, Switzerland, Israel, UnitedStates,andAustralia. These204expertswereinvitedtocompletetheonlinequestionnairedesignedforideageneration. Following a process of data cleaning, involving a check for identical statements, removal of statements that contain more than one idea or that are insufficiently clear, 134 statements were kept to be included in the next steps in the procedure which were carried out during a two day workshopbyasmallernumberofexperts(n=17),someofwhomhadbeeninvitedtotakepartinthe firstroundoftheonlineconsultationaswell. Workshop On day one of the workshop experts were asked to individually sort and categorise the 134 statementsaccordingtosimilarityofmeaning.Basedonthesecategorisationsahierarchicalcluster analysis was carried out resulting in a description of digital competence through 15 clusters, i.e. digital competence areas. On day two the experts worked in four small groups to reflect and commentonthese15digitalcompetenceareasaswellasthestatementsdescribingeachofthem, and to provide a label and description for each area. Each group was moderated by one of the workshop organisers, who documented the discussion and proposed adaptations. Based on the feedback and suggestions from the groups, some clusters were combined, another split up, some statementsweremovedandothersremoved,leadingtoaninitialsolutionof14digitalcompetence areas, illustrated by 125 statements, which was finally presented back to the original group of selectedexpertsforfurthervalidationthroughasecondonlineconsultation. Basedonthefeedbackofexpertstakingpartinthesecondconsultationroundtheinitialdescription ofdigitalcompetenceareaswasadaptedinvariousrespects: Somelabelsofdigitalcompetenceareaswerechanged, Afewdescriptionsofdigitalcompetenceareaswereadapted, Anumberofstatementswererephrased,(re)moved,oradded, Twice two competence areas have been merged, reducing the number of digital competence areastotwelve.
3.4Participants
As mentioned, 204 experts were selected to take part in the online consultations. The first online questionnairewascompletedby79experts(38%).Responseswereelicitedbytworemindersandby personallycontactingexpertswhomweknew(eitherdirectlyorindirectly). Thesecondonlinequestionnairewascompletedby57experts(28%),41ofwhomhadalsoprovided inputforthefirstround.Theother16expertshadbeeninvitedforthefirstroundaswell,buthad not taken part at that stage. Comments were given in various degrees: depending on the competence area, comments were made by 6 to 30 experts. Besides, 49 experts provided overall commentsonthefinalsolution. Allinall,95expertscontributedtoeitherthefirstorthesecondround,orboth.Thisgroupincludes expertsfromallcountriesrepresentedintheoriginallistofexperts,exceptPoland,Switzerlandand Luxembourg.
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4.Results
4.1Firststage
Following the subsequent steps of statement generation, cleaning, sorting and clustering, the first stage resulted in a mapping of digital competence consisting of 14 areas of digital competence, described by 125 statements (See Appendix C for a full description of the areas including related statementsandAppendixDforadetaileddescriptionofcriteriaforremovalofstatementsandalist ofthestatementsthatwereremoved). The statements used in creating the initial mapping were generated in response to the general prompt:Adigitallycompetentpersonissomeonewho.Analysisoftheresponsestosubsequent prompts addressing specific profiles (7 year old child, 14 year old adolescent, and senior citizen) revealedshiftsofaccents,butnoadditionalnewtopicsorstatements,notalreadycoveredbythe generalresponse.AppendixEsummarizesfindingsfromtheanalysisofthestatementsgeneratedfor thevariousprofiles.
4.2Secondstage
TheonlinequestionnaireusedinthesecondconsultationroundisprovidedinAppendixF,including theaverageratingsforeachstatement.Basedonthefeedbackofthe57expertstakingpartinthe second consultation round the number of digital competence areas was reduced from 14 (initial solution)to12(finalsolution).Figure1showsamindmapofthetwelvedigitalcompetenceareas.
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Figure1:Mindmapofdigitalcompetenceareas Wepresenteachofthetwelvecompetenceareasindetail,includingadescription,andthefivemain statements illustrating each competence area, i.e. the five statements with the highest average scoreswithineachcompetencearea.Itshouldbenotedhoweverthatsomeofthedescriptionsand statements presented below (and described in more detail in Appendix G), have been adapted in responsetothefeedbackreceivedinthesecondround. Following the description of the twelve competence areas, we will illustrate how the 12 digital competenceareasofthefinalsolutioninterrelate. A.Generalknowledge andfunctionalskills Thedigitallycompetent personknowsthebasics (terminology,navigation, functionality)ofdigital devicesandcanusethem forelementarypurposes.
Isabletouseadigitaldevice,whichmaybeoneofmanytypes(e.g.Desktop PC,Laptop,Tablet,Smartphone). Possessesgeneralcomputerskills(typing,usingcomputers,gettingintoa newprogramme). Understandsthedifferencebetweenhardwareandsoftware. Isfamiliarwiththemeaningoftermscommonlyusedinusermanualsforthe operationofhardwareandtheinstallationandconfigurationofsoftware. Knowsabouttheexistenceofvariousoperatingsystems.
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C.Specializedand advancedcompetence forworkandcreative expression Thedigitallycompetent personisabletouseICT toexpresshis/her creativityandtoimprove his/herprofessional performance. D.Technologymediated communicationand collaboration
IsabletocommunicatethroughICT(e.g.email,instantmessaging,video conferencing.). Isabletousesocialmediaandparticipativetechnology. Usestechnologytoimprovethequalityofhis/herwork. Mastersspecializeddigitalskillsneededbyhis/herareaofwork. Isabletocreateknowledgerepresentations(e.g.mindmaps,diagrams) usingdigitalmedia. Isabletouseavarietyofmediatoexpresshim/herselfcreatively(text, images,audio,andmovie). Isabletoremixdifferentexistingcontentintosomethingnew.
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E.Information processingand management Thedigitallycompetent personusestechnology toimprovehis/herability togather,organise, analyseandjudgethe relevanceandpurposeof digitalinformation.
IsabletojudgethevalidityofcontentfoundontheInternet,howtofind appropriatematerial,andwhatsourcescanbetrusted. Isabletocompareandcontrastinformationfromdiversesources (triangulateinformation)beforeitisusedinaknowledgemakingprocess. Isabletogatherrelevantdigitalinformation,e.g.otherusersexperiences, andtoassessthequalityofgoodsbasedonthatinformation. Canintegrate,compareandputtogetherdifferenttypesofinformation relatedtomultimodalcontent. Isabletostructure,classify,andorganizedigitalinformation/content accordingtoacertainclassificationschemeorgenre.
G.Legalandethical aspects Thedigitallycompetent personbehaves appropriatelyandina sociallyresponsibleway indigitalenvironments, demonstrating awarenessand knowledgeoflegaland ethicalaspectsontheuse ofICTanddigitalcontent.
Isabletocommunicateandcollaboratewithothersinlinewithcodesof conductappropriatetothecontext. Considerslegalandethicalprinciplesofuseandpublicationofinformation. Understandscopyrightandlicencerules. Knowstherearedifferentwaysoflicensingintellectualpropertyproduction, understandsdifferencesbetweenusingcopyright,publicdomain,copyleft and/orcreativecommonslicenses. Hasanadvancedsenseofsuitablebehaviour,finelytunedtomediacontext, audienceandlegalprovisions.
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H.Balancedattitude towardstechnology Thedigitallycompetent persondemonstratesan informed,openminded, andbalancedattitude towardsInformation Societyandtheuseof digitaltechnology.The digitallycompetent personiscurious,aware ofopportunitiesandnew developments,andis comfortabletoexplore andexploitthem. I.Understandingand awarenessofroleofICT insociety Thedigitallycompetent personunderstandsthe broadercontextofuse anddevelopmentof informationand communication technology.
Isabletousedigitalmediatolearn(developoneself). J.Learningaboutand withdigitaltechnologies UnderstandstheroleofICTineverydaylife,insociallifeandatwork. Understandsthewidercontextofdigitaltoolsina'digitalage'characterised byglobalisationandnetworks. Isawareofthegeneraltrendswithinnewmediaevenifs/hedoesnotuse them. UnderstandswhereICTcomesfrom,whodevelopsitandforwhatpurposes. Isawareofenvironmentalissuesrelatedtotheuseofdigitaltechnologies. Hasapositivebutrealisticattitudetowardsthebenefitsandrisksassociated withinformationtechnologies. Hasunderstoodthatthedigitalenvironmentwearefacingcanmakethings betterorworseitalldependsonhowweareusingitandwhatruleswe findforit. Isabletoassessandreduce/avoidtechnologyrelatedthreatstoone's health. Seesdigitalmediaasenablersratherthaninhibitorsofchoiceandaction. Usesdigitalmediaandtoolswithoutfear,alwaysawarethatdigitalenablers shouldservethehumanbeingtohaveabetterlife(andnottheopposite).
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K.Informeddecisionson Understandsthepotentialofdigitaldevicesandresourcesforher/hiswork. appropriatedigital technologies KnowstherangeofthingsthatcanbedoneusingICT/Internet. Thedigitallycompetent personisawareofmost relevantorcommon technologiesandisable todecideuponthemost appropriatetechnology accordingtothepurpose orneedathand. L.Seamlessuse demonstratingself efficacy Thedigitallycompetent personconfidentlyand creativelyappliesdigital technologiestoincrease personalandprofessional effectivenessand efficiency.
Isabletoarrangeanddevelophis/herpersonalworkingenvironmentasan effectiveandreliablesystem. CanusedifferentICTinawaythathelpstoachievecertainresultsmore quickly,ormoreeasily,ortoachievebetterresults. Canaccesstechnologyandusesitwithoutrealisingthats/heisactuallyusing it. Knowshowtousedigitalequipmentcostefficientlyandalsotime efficiently. Cansolveatheoreticalorpracticalproblem,ofindividualorcollective interest,throughorwiththesupportofdigitaltools. Isabletousedigitalserviceswithoutbeingcompletelydependentonthem (or:helplesswithout). Choosesthemostappropriatetechnologiesaccordingtothetask. Isawareofthemostrelevantorpopulardigitaltechnologiesusedbyothers (e.g.peers,reputedexperts).
Figure2illustrateshowthevariousdigitalcompetenceareasrelate.Anoteofcautiontomakehere is that although these results can be considered a validated mapping of the collective views of experts in the field of digital competence, it should not be considered as representing consensus among the experts. Though many of the experts taking part in the second round indicated they agreedwiththefinalmapping,andmanyofthecommentsandfurthersuggestionsmadebythem have been followed up, there were some more substantial differences between experts. We will furtherelaborateontheseissuesintheDiscussionsectionofthisreport. Figure 2 provides a schematic representation of the results and as such can not completely reflect therichnessoftheresults.However,itdoesreflectthekaleidoscopicnatureoftheideasgenerated by experts. These ideas comprised a mixture of competences, proficiency levels, purposes, technologies, and domains (application areas). Our prior expectation (and concern) was that the ideas generated in the brainstorming would focus on knowledge and skill aspects of digital competence.Muchtooursurpriseattitudeshadarelevantpartintheinput. Figure 2 illustrates how the various digital competence areas identified through the online consultationcanbeconsideredasbuildingblocks.Proficiencylevelsvarybothwithinandbetween blocks.Mostnotablyproficiencylevelsincreaseaswemoveupthroughthecentreblocks.Eventually highproficiencylevelsarereflectedin(selfdirected)learningaboutandwithtechnologies,informed decisionsonappropriatetechnologies,andultimately,smooth,seamlessuseofthesetechnologies.
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Corecompetencesrelatedtodigitaltechnologyusageineverydaylifeandatmoreadvancedlevels connected to creative expression and/or work are bolstered on the one hand by technology mediatedcommunicationandcollaborationcompetencesandcompetencesrelatingtoinformation processingandmanagementontheotherhand.
Figure2Areasofdigitalcompetence:expertscollectiveview
These digital competence areas involve direct, primary, use of digital technology, which must be embeddedinorsupportedbyothercompetencesinvolvingawarenessandskillsrelatingtothewider implications and impact of using digital technologies. These supportive (but by no means less important)competencesare:awarenessoflegalandethicalaspects,aswellasprivacyandsecurity issuesandtheabilitytoactprudentlyinthesemattersononeside,andanunderstandingoftherole ofICTinsocietytogetherwithabalancedattitudetowardstechnologyontheotherside. Finally,atanevenhigherlevelofreflectionandintegration,digitalcompetenceinvolvesanumberof competences which enable the digitally competent person to evaluate both his/her own digital competencesandthesurroundingdigitalenvironmentinordertotakeappropriatedecisionsforself developmentandenhancementofonespersonaldigitalenvironment,ultimatelyresultinginalevel ofproficiencywherethedigitallycompetentpersondemonstratesselfefficacyandseamlessuseof digitaltechnologies. Anotherwayofsummarizingthedataacrosscompetenceareasistoseewhichofthestatements generatedthehighestaveragescores,i.e.whichstatementsdidmostoftheexpertsconsidertobe important aspects of digital competence that most people should have. Table 1 gives these statementsandtheiraveragescores.Thoughthestatementsareexamplesratherthancompetence indicators,thistoptenofstatementstoorevealstherichpaletteofknowledge,skills,andattitudes we found throughout this study. Statements with low average scores (between 2.00 and 2.30) indicatethatmostexpertsconsiderthecompetencesillustratedbythesestatementstobeneeded byfewpeopleonly.Statementswithlowaveragescoreswere: Canprogrammeinatleastonehighlevellanguage, Isabletocreatecomplexmodelsandsimulationsoftherealworldusingdigitalinformation, Has seen at least once a computer from inside and understands its different parts and components.
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Table1Statementsgeneratingthehighestaveragescores(scoresrangingfrom1=noneto4=most)
Statement IsabletocommunicatethroughICT. Iscomfortableusingacomputer,whichmaybeoneofmanytypes(e.g.DesktopPC,Laptop, Tablet,Smartphone). Isabletocommunicateandcollaboratewithothersinlinewithdigitaletiquette. Possessesgeneralcomputerskills(typing,usingcomputers,gettingintoanewprogramme). IsabletodownloaddifferentinformationtypesfromtheInternet. Isabletouseatleastofficeapplications,orotherapplicationsthathavetodowithhis/her work. Isabletosearch,collect,process,evaluate,storedata,informationandconcepts. Understandstherisksassociatedwithonlineuseandencounterswithunknownpersons. IsabletojudgecontentfoundontheInternet(true/false),howtofindappropriatematerial, andwhatsourcescanbetrusted. Understandsbasiceethicsanddemonstratesappropriatebehaviourswhenusingdigital productsandonlineinformationandcommunicatingwithothersthroughdigitaltools. Mean 4.00 3.91
3.83
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5.Discussion
Theratingofstatementsleadexpertstobringissuestotheforethatcanbecharacterisedasopento debate,andwhichareinterestingwithaviewondevelopmentofaframeworkofdigitalcompetence includingindicators. Oneissueinvolvedthedistinctionbetweenknowinganddoingorasoneexpertputitseparating useandability.Anumberofstatementsdescribedbehaviourratherthanability,andwehavesolved this by rephrasing these statements to ability. For instance, the statement Shares photos/travel reportswasrephrasedtoIsabletosharephotosandtravelreportsviaapplications.However, there may be instances where this distinction can no longer be kept. In this respect consider for example the statement Consults online sources as a matter of routine in all aspects of life. RephrasingthisstatementtoIsableto...wouldnolongerbedescribinganattitudebutaskill.Now someexpertsdidindeedindicatethatintheirviewthedescriptionofdigitalcompetenceshouldbe restrictedto knowledgeandskills,as they considerattitudes not tobe part ofdigital competence. Thisviewdidnotappearwidespread,butstilltheexampleservestoillustratethatwecannotclaim consensus.Thepictureofdigitalcompetencethatemergedfromtheinputofsomanyexpertscovers knowledge, skills, and attitudes as well as references to purpose, domain, and level. Some experts preferamoreconfinedapproachtothedefinitionofdigitalcompetence.Webrieflydiscussthemost poignantissuesofdebate. a.Generalversuspuredigitalcompetence Therewereexpertswhoadvocatedlimitingthedescriptiontopuredigitalcompetenceandleaving outrelatedbutmoregeneralcompetencessuchasinformationprocessingskills:
Informationprocessingis[also]linkedtocognitiveprocessesanditisnotnecessarilyrelatedtodigital competence. It should be considered what it pure digital competence and what is also deriving from other domains.
Inourviewamoreconfinedapproachtodigitalcompetencenotonlyunnecessarilylimitsthescope ofdigitalcompetence,butmoreimportantlymaypreventgenerationofimportanthypotheses, e.g.thatdigitaltechnologiesenhancecognitiveprocesses.Forexamplewemaypostulatethatdigital note taking or concept mapping significantly improve perception, memory of problem solving. Furthermore, the broader approach to digital competence has resulted in the identification of metacognitionasanimportantcomponentofdigitalcompetence,alongwithknowledge,skills,and attitudes:
Can self monitor personal goals and can diagnose deficiencies of digital competence required for reachingthesegoals. Knowshowtoselfregulatehis/herlearningaboutdigitaltechnologies.
This study identified attitudes as an important aspect of digital competence. The taxonomy of learningoutcomesintheaffectivedomain15isaspopularasthetaxonomyoflearningoutcomesin
15
Krathwohl,D.R.,Bloom,B.S.,&Masia,B.B.(1973).TaxonomyofEducationalObjectives,theClassification ofEducationalGoals.HandbookII:AffectiveDomain.NewYork:DavidMcKayCo.,Inc.
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Thefactthatsomeoneiscapableofdoingsomethingdoesnotnecessarilyimplythats/helikesitor wants to do it. Or the other way around: someone may be eager to use a particular digital technology without being sufficiently proficient to use it. Early adopters of a technology are not necessarilymoreproficientthanlateradopters.Preferenceandcompetencearetwodifferenttypes ofcognitiveconstructsandresearchindicatesthattheydonotcorrelate.19 Finally, we highlight two points to be taken into account in the development of a framework consideringrecurringcommentsfromexperts. Firstly, in relation to various statements and the question to what extent the knowledge, skills, and/orattitudeillustratedbythemareneeded,expertspointout:itdepends,e.g.itdependson where you live (developed countries), what type of work you do, whether you want to etc. Secondly,thereisthenotionofdifferentlevelsofdigitalcompetenceidentifiedthroughoutexperts comments.Twodifferentaspectsofcompetencelevelarehintedat: Proficiencylevel(essentialvs.advancedskills)
For general digital competence the ability of gathering, assessing relevant information is the most important.Analyzing,structuring,classifyingisperhapsalreadyahigherlevel.
Cognitivelevel(knowledgevs.understandingvs.applicationvs.problemsolving)
It is important to understand that they (major players such as Google, Facebook, and Twitter) may use personal data for commercial reasons. Know how they use data may be highly specialized; UnderstandshowmaybetoomuchtolookforUnderstandsthatmaybeabetterphrase.
16
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6.Conclusion
The combination of openended questions, Content Analysis, Statistical analysis and Grounded TheoryApproach,hasprovedtoworkoutwellinanumberofrespects: Theonlinebrainstormgeneratedabundantandrichideas Leaving the initial coding over to experts gave insight in different points of view and argumentation. Hierarchicalclusteranalyseswasveryhelpfulnotonlyinobjectivelydefiningthematicareas,but alsoinidentifyingweakstatements,andinrevealingalternativesolutionswithvaryinglevelsof granularity and interpretations. It enabled us to do the card sorting on the first day of a workshopandfeedtheresultsbackforfurtherinterpretation,thenextday. ApplyingaGroundedTheoryApproachinrelationtothecommentsandfeedbackfromexperts during the workshop and in the second consultation round helped to identify conceptual differencesasdescribedintheDiscussionsection.
A common, in the sense of unanimous understanding of digital competence may not be feasible, but this study has contributed to an understanding of the differences, which can then be used for instancetocreateaframeworkwhichmayincludearestrictedandabroadconceptualisationof digitalcompetence. The way we have come to understand digital competence through the inputs and argumentations fromsomanyexpertsisthatthetwelveareasofdigitalcompetenceidentifiedinthefinalmapping arehighlycomplementary.Possessingelementaryskillsisonething,applyingthemineverydaylifeis somethingelse,asisexpandingthemtomoreadvancedareas.DigitalCompetenceclearlyinvolves morethanknowinghowtousedevicesandapplicationswhichisintricatelyconnectedwithskillsto communicateusingICTaswellasinformationmanagementskills.Besides,sensibleandhealthyuse of ICT requires particular knowledge and attitudes regarding legal and ethical aspects, and privacy andsecurity,aswellasanunderstandingoftheroleofICTinsocietyandabalancedattitudetowards technology. Needless to say, that various levels of proficiency can be identified for each of these areas.Finally,dictatedbythenatureofinformationandcommunicationtechnologies,i.e.theirrapid development,digitalcompetencerequirestheabilitytolearnaboutandwithdigitaltechnologies,to choosetherighttechnologyandtodosoinconfidence.
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Acknowledgements
Delphistudiesrelyheavilyontheinputofthosetakingpartinit.Wearegratefultothevariedand veryrichinputreceivedthroughoutthestudyandfeelmuchindebtedtoall95expertstakingpartin it. The names of 89 experts who indicated to appreciate their name to be included in the acknowledgementsarelistedbelowinalphabeticalorder. Besides we want to express our thanks to colleagues at IPTS, particularly Anusca Ferrari and Yves Punie,whohavenotonlybeenhelpfulinmanypracticalwaysbutwereinspiringsparringpartnersto workwithaswell.
Lastname Ainley Amnus Auvinen Barajas Barros Berki Firstname John Alex AriMatti Mario Rui Eleni Full professor Dr. Dr. Affiliation SwedishMediaCouncil UniversityPolitechnicaofBucharest UniversitatdeBarcelona AssistantProfessorSchoolof InformationSciences,Universityof Tampere BreyerPublicoConsultingandCENe CFdevelopmentleader CEPCEPUPC UniversityofCassinoandSouthern Latium FUNecoleResearchInstitute Chair,TelecentreEurope FuturelabatNFER(National FoundationforEducationalResearch) CEO,FoundationforInformation TechnologyAccessibility FormerPresident,IADT(Instituteof Art,DesignandTechnology,Dun Laoghaire,Dublin) DepartmentofEducationalResearch, UniversityofOslo EUAffairsManagerECDLFoundation ECDLFoundation WaterfordInstituteofTechnology MarieCurieAssociation Country Australia Sweden Romania Spain Portugal Finland
Breko Breyer Buchegger Calvani Carneiro Cartelli Casey Cernochov Christodoulou Christozov Clifford Costa Cranmer Croll Dagien Debono Devine
BarbaraN. Jutta Barbara Antonio Roberto Antonio Leo Miroslava Chryso Dimitar Ian Etelberto Sue Jutta Valentina StanleyM. Jim
Slovenia Germany Austria Italy Portugal Italy Ireland CzechRepublic Cyprus Bulgaria UnitedKingdom Portugal UnitedKingdom Germany Lithuania Malta Ireland
Dolog Erstad EshetAlkalai Fanning Farren Felicia Genovese Gkotzos Goranova Valkova
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Hach Helsper Hetzner Hogenbirk Hunya Immel Jimoyiannis Johnson Kangasniemi Kantcheva Kearney Klobuar Kluzer Koitla Krumsvik
Alexandra EllenJ. Snia Pieter Marta Tracy Athanassios LaurenceF. Jouni Silvia Caroline Toma Stefano Ene RuneJohan
Kubincov
Zuzana
Laanpere Lambropoulos Laurillard Lembke Levinsen Lewin Loveless Luccini Lugano Lke Miao Micheuz Mockler Newman Ottestad Ozols Parigi Parola Pelgrum PeaLpez
Mart Niki Diana Morten KarinTweddell Cathy Avril AngeloMarco Guiseppe FalkR. F. Peter Frank Tabetha Geir Mikus Laura Andrea W.J. Ismael
Maja Miquelngel
Prof.Dr. PhD.
Francesco Christos
Dr.
RedActivaassociation LondonSchoolofEconomicsand PoliticalScience PrincipalHelenParkhurstSecondary School,Almere HungarianInstituteforEducational ResearchandDevelopment ManagingDirector&Independent consultantImagineEducation,USA DepartmentofSocialandEducational Policy,UniversityofPeloponnese SeniorAdviser,MinistryofEducation EducationAnalyst&ProjectManager, EuropeanSchoolnet JoefStefanInstitute HeadofDepartmentofEducation, FacultyofPsychology,Universityof Bergen FacultyofMathematics,Physicsand Informatics,ComeniusUniversity Bratislava TallinUniversity ImmersiveWorldsLANETOTeam AssociateProfessorAalborgUniversity ManchesterMetropolitanUniversity UniversityofBrighton INSEAD EuropeanCooperationinScienceand Technology(COST) ECDLFoundation TimusLimited NorwegiancentreforICTineducation ANSASexIndire EuropeaneSkillsAssociation PrivateConsultant LecturerattheSchoolofLawand PoliticalScience,OpenUniversityof Catalonia FHJOANNEUMUniversityofApplied Sciences,Graz.InformationDesign ICTResearcherandProfessoratFPCEE BlanquernaUniversitatRamonLlull (Barcelona,Catalonia) Teeled(www.teeled.com) ICTProjectsTeam,Ministryof EducationandCulture
Spain UnitedKingdom Germany Netherlands Hungary UnitedStates Greece Finland Bulgaria UnitedKingdom Slovenia Italy Estonia Norway
Slovakia
Estonia Greece UnitedKingdom Denmark Denmark UnitedKingdom UnitedKingdom France Belgium Germany Austria Ireland UnitedKingdom Norway Latvia Italy Italy Netherlands Spain
Austria Spain
Italy Cyprus
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Scheuermann Seale Staksrud Stefanov Stefanova Steffens Theodorou TrausanMatu Vaessen VandenBeemt VanDeursen Visser Vivitsou Vrasidas Vuorikari Walker Walsh
Friedrich Jane Elisabeth Krassen Eliza Karl Roxana Stefan Harry A. Alexander Jan Marianna Charalambos Riina Graham ChristopherS.
Austria UnitedKingdom Norway Bulgaria Bulgaria Germany Greece Romania Netherlands Netherlands Netherlands UnitedStates Finland Cyprus Finland UnitedKingdom UnitedKingdom
ZuydUniversityofAppliedSciences HANUniversityofAppliedSciences UniversityofTwente LearningDevelopmentInstitute ResearcherCICEROLearningNetwork, UniversityofHelsinki Externalexpert AdvisorUKDigitalChampion/GoON UK SeniorLecturerofEducationalICTand ProfessionalDevelopment,TheOpen University
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AppendixAOnlineConsultationFirstRoundQuestionnaire
OnlineConsultationforaFrameworkonDigitalCompetence
Thisisthefirst(brainstorming)roundoftheonlineconsultationforaframeworkondigital competence. The questionnaire is very short and consists of five demographic questions, followedbyfourkeyquestions.Weaskyoutogenerateasmanyideasaspossibleonwhatit means to be digitally competent in any possible context: learning, work, leisure, everyday lifeandparticipationinsociety.Youranswerswillbehandledconfidentiallyandwillbeused for research purposes only. The questionnaire will not take any longer than 20 minutes of yourtime. DemographicQuestions 1. Youare: Female Male 2. Whatisyourage? 3. Maineducationalbackground: Educationalstudies SocialSciences MathsandScience EngineeringandComputerSciences Businessstudies Mediastudies ArtsandHumanities Other: 4. Pleaseidentifywhichofthefollowingbestdescribesyourcurrentoccupation: Policymaker(atEU,national,regional,locallevel) Researcher Teacher/trainer(formaleducation) Trainer/tutor(corporatesector,nonformal) Accreditationboardrepresentative Welfareworker Professionaldevelopmentadviser ITconsultant Technologydeveloper Representativefromindustry/entrepreneur Other: 5. Overallprofessionalexperience Lessthan5years 610years Morethan10years
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YourideasonDigitalCompetence 6. Whatdoesitmeantobedigitallycompetenttoday?Thinkofanypossiblecontext: learning,work,leisure,everydaylifeandparticipationinsociety.Thencompletethe followingsentence:Adigitallycompetentpersonissomeonewho..Pleasetryto generateasmanyideasaspossible. Nowwewouldlikeyoutoconsidersomespecificprofiles. DigitalCompetenceofa7yearold 7. Thinkofa7yearoldchild.Whatdoesitmeantobedigitallycompetentatthisage? Pleasetrytogenerateasmanyideasaspossiblethatwerenotmentionedbefore. DigitalCompetenceofa14yearoldadolescent 8. Thinkofa14yearoldadolescent.Whatdoesitmeantobedigitallycompetentatthis age?Pleasetrytogenerateasmanyideasaspossiblethatwerenotmentionedbefore. DigitalCompetenceofaseniorcitizen 9. Thinkofaseniorcitizen(someoneofretirementage).Whatdoesitmeantobedigitally competentatthisage?Pleasetrytogenerateasmanyideasaspossiblethatwerenot mentionedbefore.
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AppendixBCardsortinginstruction
Ontheleft,you'llseealistofstatements.Theyareresultsfromthefirstbrainstormingroundof theOnlineConsultationforaFrameworkonDigitalCompetencestudy.Pleaseclickontheitems todrag themontotheemptyareainthemiddleofthescreen. Group thestatementson how similarinmeaningtheyaretooneanotherandgiveeachgroupanamethatdescribesitstheme or contents. Do not group the statements according to how important they are, how high a priority they have, etc. There is no right or wrong way to group the statements. You will probably find that you could group the statements in several sensible ways. Pick the arrangementthatfeelsbesttoyou.Eachstatementmustbeputintoonlyonegroup.Makesure that every statement is put somewhere. Do not leave any statements out. Do not create miscellaneousorjunkgroups.Putastatementaloneinitsowncategoryifitisunrelatedto alltheotherstatements. Sometips: Dothesortingatoncebecausesavingoptionsarenotavailable. WhenfinishedsortingdonotforgettoclickonthebuttonImdone. Youcanminimizethegroupsifyouhavemanygroupsorgroupsaretoolong. Dropastatementintoagroupwhentheborderofthegroupishighlighted,otherwiseitcango toothergroup.Ifithappens,donotworry,youcanalwaysputitattherightplace.Youcanalso movestatementsfromonegrouptoanother.Youmightneedtomovethegroups(minimized) aroundtomakesomemorespace.
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AppendixCOnlineConsultationSecondRoundQuestionnaire
Introduction
The input provided by you and other experts in the first round of the Online Consultation for a Framework on Digital Competence led us to distinguish 14 constituent components of digital competence.Wepresenteachofthesecomponentsbacktoyounowinthefollowingformat: Labelofthedigitalcompetencecomponent Description Statementsonspecificknowledge,skills,andattitudesrelatingtothisparticularaspectofdigital competence. Weaskyoutogothrougheachofthecomponentsandrelatedstatementsandto: a. Indicateforeachstatementwhetheryouthinktheattributesdescribedareneededby mostpeople,bysomepeople,byfewpeople(e.g.specialists),ornotneededatall. b. Freelycommentonthelabel,description,and/orstatements. Next,anoverviewofall14componentswillbepresentedtoyouinasinglepicture.Weaskyouto take a look at the overview and to indicate, whether you think there are aspects of digital competencewhichremainuncoveredbythisoverview,ortheopposite:aspectshavebeenincluded whichdontbelongthere. DigitalCompetencestatements Pleaseconsiderbelowcomponentsofdigital competenceandrelatedstatementsandindicatefor each statement whether you find the knowledge, skills, and attitudes described, are needed by: mostpeople,somepeople,fewpeople,ornotneededatall:none.
Possessesgeneralcomputerskills(typing,usingcomputers,gettingintoanewprogrammeinnotime). mostsomefewnone
Knowsthebasicsaboutthetechnology. mostsomefewnone
Understandstherelationsanddifferencesbetweenhardwareandsoftware. mostsomefewnone
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Hasseenatleastonceacomputerfrominsideandunderstandsitsdifferentpartsandcomponents. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
B.Basicuseineverydaylife Thedigitallycompetentpersonisabletointegratetechnologiesintohis/hereverydaylife activitiesandtoenhanceeverydaylifebyusingdigitalmeansforarangeofroutine transactions/processes.
IsabletodownloaddifferentinformationtypesfromtheInternet. mostsomefewnone
Isabletouseatleastofficeapplications,orotherapplicationsthathavetodowithhis/herwork. mostsomefewnone
Isabletosearch,collect,process,evaluate,storedata,informationandconcepts. mostsomefewnone
Possessestheskillstoobtainandprocessdigitalinformationandtransformitintoknowledge. mostsomefewnone
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Isabletolookforajobonline. mostsomefewnone
Consultsonlinesourcesasamatterofroutineinallaspectsoflife. mostsomefewnone
Cancreateandeditcontent(text,numeric,images...evenmovies). mostsomefewnone
Cansharecontentand/orstorepersonalcontentusingcloudservices. mostsomefewnone
Isabletosharephotosandtravelreportsviaapplications. mostsomefewnone
Utilisesappstoimprovethequalityofhis/herownlife(jogging,health,dietplans). mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
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Mastersspecializeddigitalskillsneededbyhis/herareaofwork. mostsomefewnone
Isabletoexpresshim/herself,tocreateandunderstandknowledgerepresentationsusingdigitalmedia. mostsomefewnone
Hasbroadenedhis/hercompetencetodatabaseuse,editingwebsites,editingdigitalimages. mostsomefewnone
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Isabletocreatecomplexmodelsandsimulationsoftherealworldusingdigitalinformation. mostsomefewnone
Canprograminatleastonehighlevellanguage. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
Isabletousesocialmedia. mostsomefewnone
Usesdigitalequipmenttokeepintouchwithfriendsandothers. mostsomefewnone
Isabletousedigitalmediatobepartofacommunity. mostsomefewnone
Can,iftheychooseto,engageinsocialnetworkingeitherforpersonalorprofessionalpurposes. mostsomefewnone
CanuseICTforteamwork(collaboration,coconstructionofcontent),workatadistance. mostsomefewnone
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Isabletousedigitalmediatocooperate(productively). mostsomefewnone
Sharesinformationwithasocialnetwork. mostsomefewnone
Isabletomanagehis/herprofessionalreputationonline. mostsomefewnone
UsesWeb2.0andsocialnetworkstopromoteresultsoftheirwork. mostsomefewnone
Iswillingtocontributetothepublicknowledgedomains. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
E.Privacyandsecurity Thedigitallycompetentpersonhasthecapacitytoprotectpersonaldataandtakeappropriate securitymeasures.
Isabletocreate,share/present,protectandmonitorhis/herdigitalidentityandfootprints. mostsomefewnone
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Isabletofindoutwhotheotherpersonmightbe(ifstrangersaremetontheinternet). mostsomefewnone
Understandstherisksassociatedwithonlineuseandencounterswithunknownpersons. mostsomefewnone
Understandstheriskofidentitytheftandisabletotakestepstomitigaterisk. mostsomefewnone
HasanunderstandingofsecurityimplicationsrelatedwithICT. mostsomefewnone
IsawareofprivacyissueswhenusingInternet/mobileInternetandisabletoactprudently. mostsomefewnone
Isawareoftheimpactandlongevityofdigitalinformationthats/heconsidersforpublishing. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
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Isabletocommunicateandcollaboratewithothersinlinewithdigitaletiquette. mostsomefewnone
Considerslegalandethicalprinciplesofuseandpublicationofinformation. mostsomefewnone
Understandsandabidesbycopyrightandlicencerules. mostsomefewnone
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Hasanadvancedsenseofsuitablebehaviour,finelytunedtomediacontext,audienceandlegalprovisions. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
G.Informationprocessingandmanagement Thedigitallycompetentpersondemonstratestheabilitytogather,organise,analyse,andassess informationusingdigitaltechnologyandcanjudgetherelevanceandpurposeofdigitalinformation.
Canintegrate,compareandputtogetherdifferenttypesofinformationrelatedtomultimodalcontent. mostsomefewnone
Isabletostructure,classifyandorganizeinformationaccordingtoacertainclassificationschemeorgenre. mostsomefewnone
Isabletocompareandcontrastinformationfromdiversesources(triangulateinformation)beforeit
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isusedinaknowledgemakingprocess.
mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
H.Informedandflexibledecisionmaking Thedigitallycompetentpersonisawareofmostrelevantorcommontechnologiesandisableto decideuponthemostappropriatetechnologyaccordingtothepurposeorneedathand.
Knowsmoreaboutthetoolss/hedailyusesthanjustwheretoclick. mostsomefewnone
Understandsthepotentialofdigitaldevicesandresourcesforher/hiswork. mostsomefewnone
KnowstherangeofthingsthatcanbedoneusingICT/Internet. mostsomefewnone
Isawareofthemostrelevantorpopulardigitaltechnologiesusedbypeers. mostsomefewnone
Choosesthemostappropriatetechnologiesaccordingtothetask. mostsomefewnone
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Willuseawidelydiverseandwellbalancedmixofdigitalandnondigitaltechnologiesfordifferentproblems andwilldynamicallychangeoptionsovertime,consciouslycontributingtoandadaptingtochangeinthe worldaround. mostsomefewnone
Isabletousedigitalserviceswithoutbeingcompletelydependentonthem(or:helplesswithout). mostsomefewnone
Knowswhichdigitaltechnologiesareusedby(reputed)expertsinhis/herfield. mostsomefewnone
Hasfirsthandknowledgeandexpertiseofthemajordigitaltechnologiesusedinhis/herfield. mostsomefewnone
Hasacomprehensivementalmapofhowtheonlineworldworks. mostsomefewnone
Understandstheenvironmentalimpactofcomputersandelectronicdevicesandhows/hecanmakethemlast longerbyrecyclingpartsofit(suchaschangingharddisks).
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mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
I.Explorationofdigitalopportunitiesandadaptationtoownneeds Thedigitallycompetentpersonactivelyexploresemergingtechnologiesandintegratesthemin his/herenvironment.
Isabletoadaptveryquicklytonewadvancedtechnologyandtointegratetechnologyintohis/her environment. mostsomefewnone
Possessestheskillstoconstantlyupdateknowledgeaboutwhichdigitalinstrumentsareavailable. mostsomefewnone
Isabletolearnthenewtechnologiesthatemerge. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
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J.Selfdirectedlearningwithdigitaltechnologies ThedigitallycompetentpersonusesICTforlifelonglearning.
Isabletousedigitalmediatolearn(developoneself). mostsomefewnone
Isabletouseadigitalenvironmentforlifelonglearning(formalorinformal). mostsomefewnone
Knowshowtoselfregulatehis/hertechnologyenhancedlearning. mostsomefewnone
Isabletouselearningmanagementsystems,informationmanagementsystems,etc. mostsomefewnone
Iscapableofexploitingtechnologicalpotentialsinordertorepresentandsolveproblems. mostsomefewnone
Hassufficientsocialandculturalcapitalsothattechnologyuseissupportedandencouragedinthe
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communitiestowhichs/hebelongs. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
Isawareofthegeneraltrendswithinnewmediaevenifs/hedoesnotusethem. mostsomefewnone
UnderstandstheroleofICTineverydaylife,insociallifeandatwork. mostsomefewnone
Hasadeepandtransversalcompetencyinhowdigitaldevices,mediaandnetworksplaytogether. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
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L.Effective&efficientuse Thedigitallycompetentpersonincreasespersonalandprofessionaleffectivenessandefficiency throughtheuseofdigitaltechnologies.
Isabletoarrangeanddevelophis/herpersonalworkingenvironmentasaneffectiveandreliablesystem. mostsomefewnone
Isabletostayinformedandevaluateinformationdeliveredthroughpullandpushtechnology. mostsomefewnone
Knowshowtousedigitalequipmentcostefficientlyandalsotimeefficiently. mostsomefewnone
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Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
M.Seamlessuseandappropriationoftechnology Thedigitalcompetentpersonusestechnologynaturallyandconfidently,demonstratingself efficacy.
Canaccesstechnologyandusesitwithoutrealisingthats/heisactuallyusingit. mostsomefewnone
Reachesfortechnologicaltoolsaseasilyandasunselfconsciouslyass/hemightreachforapencil. mostsomefewnone
Isabletomanageseveralvirtualidentitiesindifferentcontexts. mostsomefewnone
Isadigitalnative,whomakesnaturaluseofparticipativetechnologyandofsocialmedia. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
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N.Balancedattitudetowardstechnology Thedigitallycompetentpersondemonstratesaninformed,openminded,andbalancedattitude towardsInformationSocietyandtheuseofdigitaltechnology.Thedigitallycompetentpersonis curious,awareofopportunitiesandnewdevelopments,andiscomfortabletoexploreandexploit them.
Hasacriticalviewaboutinformationtechnologies. mostsomefewnone
Hasapositivebutrealisticattitudetowardsthebenefitsandrisksassociatedwithusingtechnologies. mostsomefewnone
Seesdigitalmediaasenablersratherthaninhibitorsofchoiceandaction. mostsomefewnone
Holdsapositiveattitudetolearnaboutemergingdigitaltechnologies. mostsomefewnone
Isalwaysopentonewideasandwillingtolearnnewtechnologies. mostsomefewnone
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Feelspartofthecurrentdiscourseontheopportunitiesaffordedbynewmedia. mostsomefewnone
Isabletoassessandreduce/avoidtechnologyrelatedthreatstoone'shealth. mostsomefewnone
Isabletomanagethepotentiallydistractingaspectsofworkingdigitally. mostsomefewnone
Pleasefeelfreetocommentonlabel,description,and/orstatementsforthiscomponent:
DigitalCompetenceMap
Pleasetakealookattheoverviewofdigitalcompetencecomponents(URLtopicturebelow)and carefullyconsiderthefollowingquestions: Doyouthinkthemapprovidesaconciseandcompletedescriptionofdigitalcompetence?Isthere somethingmissinginthismap,ordoesitcontainthingsthatyouwouldsaydonotbelongthere? Yourcomments:
51
52
53
Finally,pleaseindicatewhetheryouwouldlikeyournametoappearinthefinalreportasan acknowledgementofyourcontribution: No Yes (Ifyoudowantyournametoappearyouwillreceiveanemailallowingyoutospecifyhowyou wantittoappear,e.g.firstnameorinitials,titlesetc.) Thankyouforyourtimeandeffort.
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AppendixDRemovalofstatementsfollowingworkshop feedback
Removalofstatementswasbasedononeormoreofthefollowingcriteria: a. Thestatementwasnotgroupedeitherintheclusteranalysisorbyseveralexperts. b. Thestatementhadahighbridgingvalue(indicatingthatthewaythestatementwas groupedbytheexpertsvariedwidely). c. Thestatementwasconsideredunclear. d. Thestatementwasconsideredredundant. e. Thestatementwasconsiderednottofitwellwiththeotherstatementsinthecluster. Statementsthatwereremovedfollowingtheclusteranalysisandfeedback fromtheworkshop: IsabletocriticallyuseICT(useICTwhennecessary) WillonlywriteyouexpensivetextmessagesifTwitterisdown. Hastrustinabrightfutureandlessfearaboutthepresent. Isabletocreatecreativeworks/products,usingdigitaltechnologies. Islikelytousedigitalmediatostructureandraiseawarenessofhis/herlifeexperiences inordertoamplifyhis/hersenseofcoherenceinlife(anexampleofthisisthepersonal digitalphotocollectionortheongoingformationoffilesinaworkportfolio). Derivesanoverallsenseofmeaningandjoyoflifebybuildingandformattinganidentity onthenet. Isnotonlyawareofthingsthats/hedoesnotyetknowabout,butisalsoawarethat thereareevenmorethingsthats/hedoesntknows/hedoesntknow.
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AppendixEDigitalcompetencerelatedtovariousprofiles
Apartfromaskingexpertsthegeneralquestiontogenerateasmanyideasaspossiblecompleting the sentence A digitally competent person is someone who...., experts were also asked to thinkofthreedifferentprofilesthatofa7yearold,a14yearoldandaseniorcitizenandto generatefurtherideasinconnectionwiththeseprofiles. Despite the explicit request to only generate ideas not mentioned before, many of the statementsprovidedherewerenodifferentfromthegeneralquestion.Apparentlyoneexpert becameawareofthisintheprocess:Istartedaddingspecificitems,butfoundthenthatthey appliedingeneral,sonospecificcompetenceshere. However, despite this overall conclusion, some interesting notes can be made drawing on the statementsgeneratedforeachspecificprofile.Thoughnotbasicallydifferentfromcompetences mentionedingeneral,thinkingofspecificprofilesdoespromptsomeoftheexpertstobemuch moredetailedregardingparticularcompetences.Thefollowingparticularitiesweregeneratedin associationwiththevariousprofiles: Sevenyearolds: a. Understandingagraphicaluserinterface/icons,knowinghowtoenter/endagame,etc.(cf. Generaltechnicalknowledgeandfunctionalskills). Sevenandfourteenyearolds: b. Theabilitytodistinguishbetweenrealityandthevirtualworld(cf.Balancedattitude). Fourteenyearsolds: c. Usetouchinterfaces(cf.Generaltechnicalknowledgeandfunctionalskills). d. Visiteverypartoftheworldusingtechnology(cf.Selfdirectedlearning). Seniorcitizens e. Accent on eparticipation, eservices, ehealth, e.g, train your brain apps. (cf. Basic use in everydaylife). These examples can all be considered to further specify the statements formulated at the general level. Use of touch screens and understanding GUIs, clearly are aspects of general technical knowledge and functional skills, which are relevant to digital competence per se and not restricted to seven or fourteen year olds. Still it is interesting to see how these particular specificationscometothesurfaceinconnectionwithvariousprofiles. A further, more obvious observation to make in summarizing the data generated for the different profiles, concerns the fact that 7 year olds are considered to basically use the same technologyandthesamefunctionalityalbeit: a. Withastrongeraccentonplayandcreativeexpression. b. Inasupervisedcontext. Oneoftheexpertsillustratesthisstating: Digital competence, to some degree, stretches across different age groups, and there are sharedskillsandknowledgebetweenthem.Sevenyearoldsdifferfromseventyyearoldsin particularregardingthecontextandcontentoftheirinteractionwithtechnology,butboth groups still need to be able to manage files and data, work with text, use a browser to navigatearoundthewebetc.Differencewillexistinareassuchasthedegreeofautonomy that a seven year old will have, which will be more restrictive. This might mean that, for example,theydonotneedtobeawareofsomesecurityconsiderations(e.g.viruschecking, securelymanagingdata)becausetheenvironmentsinwhichtheyoperateshouldbemuch
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morecontrolled.Conversely,theremaybeaspectsofsecureonlinebehaviourthataremore importantforsevenyearolds,suchasappropriatetypesofcommunication. However,oneoftheexpertsalsoreferstosupervisionwithrespecttoseniorcitizens: Depending on their personal circumstances and experience with using computers and devices, they may have the potential to display their competence in a more autonomous wayandaftergainingexperiencetheywillbecomfortablecarryingoutthemajorityoftheir taskswithlimitedsupervision. Apparently, the profile of a digitally competent senior citizen depends on the level of digital competenceassumedalreadypresent,asisillustratedbythefollowingobservationofanother expert: It (..) varies considerably across individuals. Recently retired people in the western world will have been exposed to the use of digital technologies in their work environment long enoughtohavegivenupresistingthem.Theywillthuscontinueusingtheminretirement. The truly competent will minimally be conversant with computer use for communication (email),accesstoinformation (doing Websearchesand,ideally,makingjudgementsabout validity of information), processing of text, images and video. () Seniors who retired 20 years ago will not have been exposed to digital media in their work environment. Those amongthemwhobecamedigitallycompetentwillmostlybeconversantwithemailandchat options. Apparently,theseniorcitizenprofileistheonlyprofilewhichpromptsanswerssaying Itdepends.... Of course, the above quote makes clear that this is not so much related to this particular age groupastothefactthatcurrentcohortswithinthisagegroupstillreflecttheshiftwithinsociety atlargetowardsincreaseduseoftechnology. However,oneexpertopposestheideaofsettingseniorcitizensapartstating: Thereisnothingspecificaboutseniorcitizensexceptforsomeconceptsofusability,sorry. Beingoldandignorantaboutdigitalissuesdoesntmakeyoumoreafreakthanbeingyoung andignorant...
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AppendixFDigitalcompetencestatements:averageratings(51n56)
Iscomfortableusingacomputer,whichmaybeoneofmanytypes(e.g.Desktop PC,Laptop,Tablet,Smartphone). Possessesgeneralcomputerskills(typing,usingcomputers,gettingintoanew programmeinnotime). Knowsthebasicsaboutthetechnology. Understandstherelationsanddifferencesbetweenhardwareandsoftware. Knowsthereareseveraloperatingsystemsrunningoutthereandunderstands thedifferencesbetweenthem. Hasseenatleastonceacomputerfrominsideandunderstandsitsdifferentparts andcomponents. Averagedmean
2.27
3.20
IsabletodownloaddifferentinformationtypesfromtheInternet. Isabletouseatleastofficeapplications,orotherapplicationsthathavetodo withhis/herwork. Isabletosearch,collect,process,evaluate,storedata,informationandconcepts. Canshoponlineand/orconducttransactionsonline(e.g.paybills,submittax declarationelectronically,bookahotel,interactwithgovernmentorlocal services). Possessestheskillstoobtainandprocessdigitalinformationandtransformitinto knowledge. Isabletolookforajobonline. Consultsonlinesourcesasamatterofroutineinallaspectsoflife. Cancreateandeditcontent(text,numeric,images...evenmovies).
3.85 3.71
3.54
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Utilisesdifferentdigitalresourcestogetinformationfortheirleisuretime(on sports,equipment,travel). Isabletousedigitalmediaforentertainment(gaming,culture,tourism,etc). Canparticipatefullyinsocietythroughengagementindemocraticactions (lobbying,parliament,onlinepetitions,etc.) Cansharecontentand/orstorepersonalcontentusingcloudservices. Isabletosharephotosandtravelreportsviaapplications. Utilisesappstoimprovethequalityofhis/herownlife(jogging,health,diet plans). Averagedmean
3.48
3.38 3.36
3.50
3.15
3.11
3.04
2.70
2.20
2.02 2.98
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3.43
3.80
3.71 3.70
60
Knowsthatmostmajorinteractiveservicesuseinformationabouthimorhertofilterin commercialmessagesinmoreorlessexplicitmanners. Isawareoftheimpactandlongevityofdigitalinformationthats/heconsidersfor publishing. UnderstandshowmajorplayerslikeGoogle,Facebook,andTwitterusepersonal datathattheycollectaboutusersandcanactprudentlyinthisknowledge. Isabletocreate,share/present,protectandmonitorhis/herdigitalidentityand footprints. Isabletofindoutwhotheotherpersonmightbe(ifstrangersaremetonthe internet). Averagedmean
3.69
3.69
3.64
3.60
3.43
3.69
3.76
3.74 3.69
3.50 3.47
3.24
3.18
3.07
3.53
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Mean 3.85
3.64
3.43
3.28
3.25
3.49
3.39
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Candetermineifappropriateandsafedigitalmeansareavailable,thatare efficientandcosteffectiveincomparisonwithothermeans. Willnotoptforaparticulartechnologybecauseitisthelatestormost trendy/sexyone,butinsteadseekstofindthebestsolutionfortheproblemat hand. Understandsthetechnologiess/heisusingatalevelthatissufficienttounderpin goodpurchasingdecisions,e.g.,aboutdevicesorInternetServiceProviders. Willuseawidelydiverseandwellbalancedmixofdigitalandnondigital technologiesfordifferentproblemsandwilldynamicallychangeoptionsover time,consciouslycontributingtoandadaptingtochangeintheworldaround. Understandstheenvironmentalimpactofcomputersandelectronicdevicesand hows/hecanmakethemlastlongerbyrecyclingpartsofit(suchaschanging harddisks). Knowswhichdigitaltechnologiesareusedby(reputed)expertsinhis/herfield. Hasfirsthandknowledgeandexpertiseofthemajordigitaltechnologiesusedin his/herfield. Hasacomprehensivementalmapofhowtheonlineworldworks. Averagedmean
3.35
3.32
3.31
3.22
3.11
2.98 2.85
2.63 3.30
Mean 3.31
3.29 3.22
3.08
3.22
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J.Selfdirectedlearningwithdigitaltechnologies ThedigitallycompetentpersonusesICTforlifelonglearning.
Isabletousedigitalmediatolearn(developoneself). Isabletouseadigitalenvironmentforlifelonglearning(formalorinformal). CanuseICTresourcestosafelyexpandhis/herknowledgeandconnecttothe worldaroundhim/herincludingbothpeopleandresources. Knowshowtoselfregulatehis/hertechnologyenhancedlearning. Hassufficientsocialandculturalcapitalsothattechnologyuseissupportedand encouragedinthecommunitiestowhichs/hebelongs. Iscapableofexploitingtechnologicalpotentialsinordertorepresentandsolve problems. Continuouslyselfmonitorspersonalgoalsanddiagnosesdeficienciesof competenciesrequiredforreachingthesegoals. Isabletouselearningmanagementsystems,informationmanagementsystems, etc. Averagedmean
3.20 3.19
3.15
3.08
2.91
3.30
3.00 2.78
2.78
3.09
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Mean 3.46
3.43
3.41
3.30 3.27
3.27
3.25
3.08
3.30
Mean 3.36
3.25 3.10
2.98
2.89 3.11
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3.57
3.56 3.53
3.52 3.52
3.41
3.38
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AppendixFFinalResultDigitalCompetenceAreas
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E.Informationprocessingandmanagement Thedigitallycompetentpersonusestechnologytoimprovehis/herabilitytogather,organise,
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analyseandjudgetherelevanceandpurposeofdigitalinformation.
IsabletojudgethevalidityofcontentfoundontheInternet,howtofindappropriatematerial,andwhat sourcescanbetrusted. Isabletocompareandcontrastinformationfromdiversesources(triangulateinformation)beforeitis usedinaknowledgemakingprocess. Isabletogatherrelevantdigitalinformation,e.g.otherusersexperiences,andtoassessthequalityof goodsbasedonthatinformation. Canintegrate,compareandputtogetherdifferenttypesofinformationrelatedtomultimodalcontent. Isabletostructure,classify,andorganizedigitalinformation/contentaccordingtoacertainclassification schemeorgenre.
F.Privacyandsecurity Thedigitallycompetentpersonhasthecapacitytoprotectpersonaldataandtakeappropriate securitymeasures.
Understandstherisksassociatedwithonlineuseandencounterswithunknownpersons. IsawareofprivacyissueswhenusingInternet/mobileInternetandisabletoactprudently. Isabletoprotecthim/herselffromthreatsofthedigitalworld(fraud,malware,virusesetc.). Understandstheriskofidentitytheftandothercredentialstheftsandisabletotakestepstomitigate risk. Knowsthatmanyinteractiveservicesuseinformationabouthimorhertofilterincommercialmessagesin moreorlessexplicitmanners. Isawareoftheimpactandlongevityofdigitalinformationthats/heconsidersforpublishing. Isabletoprotectandmonitorhis/herdigitalidentityandfootprints. Understandsthetermsofuseofonlineservices(i.e.thefactthatserviceprovidersmayusepersonaldata thattheycollectaboutusers)andcanactprudentlyinthisknowledge.
G.Legalandethicalaspects Thedigitallycompetentpersonbehavesappropriatelyandinasociallyresponsiblewayindigital environments,demonstratingawarenessandknowledgeoflegalandethicalaspectsontheuse ofICTanddigitalcontent.
Isabletocommunicateandcollaboratewithothersinlinewithcodesofconductappropriatetothe context. Considerslegalandethicalprinciplesofuseandpublicationofinformation. Understandscopyrightandlicencerules. Knowstherearedifferentwaysoflicensingintellectualpropertyproduction,understandsdifferences
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H.Balancedattitudetowardstechnology Thedigitallycompetentpersondemonstratesaninformed,openminded,andbalancedattitude towardsInformationSocietyandtheuseofdigitaltechnology.Thedigitallycompetentpersonis curious,awareofopportunitiesandnewdevelopments,andiscomfortabletoexploreandexploit them.
Hasapositivebutrealisticattitudetowardsthebenefitsandrisksassociatedwithinformation technologies. Hasunderstoodthatthedigitalenvironmentwearefacingcanmakethingsbetterorworseitalldepends onhowweareusingitandwhatruleswefindforit. Isabletoassessandreduce/avoidtechnologyrelatedthreatstoone'shealth. Seesdigitalmediaasenablersratherthaninhibitorsofchoiceandaction. Usesdigitalmediaandtoolswithoutfear,alwaysawarethatdigitalenablersshouldservethehuman beingtohaveabetterlife(andnottheopposite). Hasagenerallevelofconfidence,meaningthats/heiswillingtoexperimentwithnewtechnologies,but alsotorejectinappropriatetechnologies. Isselfmotivatedtoseekandshareinformation,tolearnnewskills,andatleastinitiallyexperience newinformationwithanopenandcriticalmind. Isabletomanagethepotentiallydistractingaspectsofworkingdigitally. Holdsapositiveattitudetolearnaboutemergingdigitaltechnologies. Feelspartofthecurrentdiscourseontheopportunitiesaffordedbynewmedia.
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Knowsaboutthehistoricalevolutionofinternet,thewebanditsbasicarchitecturalprinciples. Hasadeepandtransversalcompetencyinhowdigitaldevices,mediaandnetworksplaytogether.
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whetherandhowtousetechnologiestopursuepersonallyrelevantgoals. Candetermineifappropriateandsafedigitalmeansareavailable,thatareefficientandcosteffectivein comparisonwithothermeans. Doesnotoptforaparticulartechnologybecauseitisthelatestormosttrendy/sexyone,butinsteadseeks tofindthebestsolutionfortheproblemathand. Understandsthetechnologiess/heisusingatalevelthatissufficienttounderpingoodpurchasing decisions,e.g.,aboutdevicesorInternetServiceProviders. Usesawidelydiverseandwellbalancedmixofdigitalandnondigitaltechnologiesfordifferentproblems andwilldynamicallychangeoptionsovertime. Understandstheenvironmentalimpactofcomputersandelectronicdevicesandhows/hecanmakethem lastlongerbyrecyclingpartsofit(suchaschangingharddisks). Hasfirsthandknowledgeandexpertiseofthemajordigitaltechnologiesusedinhis/herfield. Hasacomprehensivementalmapofhowtheonlineworldworks.
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Digitalcompetencemap
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EuropeanCommission EUR25475ENJointResearchCentreInstituteforProspectiveTechnologicalStudies Title:OnlineConsultationonExpertsViewsonDigitalCompetence Authors:JosJanssen,SlaviStoyanov Luxembourg:PublicationsOfficeoftheEuropeanUnion 201273pp.21.0x29.7cm EURScientificandTechnicalResearchseriesISSN18319424(online) ISBN9789279260612(pdf) doi:10.2791/97099 Abstract Thisreportdescribesexpertsviewsonwhatitmeanstobedigitallycompetenttoday.Althoughexpertsviewsvary,the methodappliedinthisstudyenablesustoderiveanaggregatedviewondigitalcompetence.Thereportidentifiestwelve areasofdigitalcompetence,ofwhichsomerelatetospecificpurposes(e.g.communicationandcollaboration),andothersto domains(e.g.privacyandsecurity).Thetwelveareasarepresentedthroughabriefdescriptionandfurtherillustratedby statementsdescribingarichpaletteofknowledge,skillsandattitudesrelatedtoeacharea.
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LFNA25475ENN
AstheCommissionsinhousescienceservice,theJointResearchCentresmissionistoprovideEU policies with independent, evidencebased scientific and technical support throughout the whole policycycle. Working in close cooperation with policy DirectoratesGeneral, the JRC addresses key societal challenges while stimulating innovation through developing new standards, methods and tools, andsharingandtransferringitsknowhowtotheMemberStatesandinternationalcommunity. Keypolicyareasinclude:environmentandclimatechange;energyandtransport;agricultureand foodsecurity;healthandconsumerprotection;informationsocietyanddigitalagenda;safetyand securityincludingnuclear;allsupportedthroughacrosscuttingandmultidisciplinaryapproach.