Beruflich Dokumente
Kultur Dokumente
The
Digital
Competence
Framework
for Citizens
With eight
proficiency levels
and examples
of use
Authors:
Stephanie Carretero,
Riina Vuorikari and
Yves Punie
The
Digital
Competence
Framework
for Citizens
With eight
proficiency levels
and examples
of use
Authors:
Stephanie Carretero,
Riina Vuorikari and
Yves Punie
This publication is a Science for Policy report by the Joint Research Centre (JRC), the European Commissions science and knowledge service. It aims
to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position
of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that
might be made of this publication.
Acknowledgement
We are grateful to all the stakeholders who contributed and helped us to shape DigComp 2.1 over a period of more than a year. Special thanks go
to those who provided their expertise in the validation process of DigComp 2.1, being especially grateful to Monique Derrider (Katholiek Onderwijs
Vlaanderen, Belgium), Jim Devine (Independent expert, Ireland), George Evangelinos (Anglia Ruskin University, UK), Gloria Garca Amat (Fernando de
los Ros Consortium, Spain), Itziar Garcia Blazquez (Independent expert, Spain), Jean-Yves Jeannas (Independent expert, France), Jess Moreno (Inde-
pendent expert, Spain), Uwe Richter (Anglia Ruskin University, UK), Anelia Stoikova (Independent expert, Bulgaria), Esther Subias (El Teb, Spain), and
Ryszard Wos (ECCC Foundation, Poland).
We believe they have all made significant contributions to enable JRC to present the current report.
Contact information
Name: Yves Punie
Email: yves.punie@ec.europa.eu
JRC106281
EUR 28558 EN
The reuse of the document is authorised, provided the source is acknowledged and the original meaning or message of the texts are not distorted.
The European Commission shall not be held liable for any consequences stemming from the reuse.
How to cite this report: Carretero, S.; Vuorikari, R. and Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight profi-
ciency levels and examples of use, EUR 28558 EN, doi:10.2760/38842
All images European Union 2017, except: [illustrations on cover and on page 14-15-19-20, El Rubencio (Spain), elrubencio@elrubencio.com]
Title
DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use
Abstract
DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in
DigComp 2.0, we present now eight proficiency levels and examples of use applied to the learning and employment field.
DigComp 2.1
The
Digital
Competence
Framework
for Citizens
With eight
proficiency levels
and examples
of use
Preface
JRC research on Learning and Skills for the Digital Era started in 2005 with the aim to
provide evidence-based policy support to the European Commission and the Member
training practices, improve access to lifelong learning and to deal with the rise of new
(digital) skills and competences needed for employment, personal development and
social inclusion. More than 20 major studies have been undertaken on these issues with
The European Digital Competence Framework for Citizens1, also known as DigComp,
offers a tool to improve citizens digital competence. DigComp was developed by the JRC
of DG EAC and, more recently, on behalf of DG EMPL. First published in 2013, DigComp
has become a reference for the development and strategic planning of digital compe-
tence initiatives both at European and Member State level. In June 2016 JRC published
DigComp 2.0, updating the terminology and conceptual model, as well as showcasing
The current version is labelled DigComp 2.1 and it focuses on expanding the initial three
proficiency levels to a more fine-grained eight level description as well as providing ex-
amples of use for these eight levels. Its aim is to support stakeholders with the further
implementation of DigComp.
Other related JRC works on capacity building for the digital transformation of education
and learning and for changing requirements on skills and competences has focussed
1
More information on: https://ec.europa.eu/jrc/en/digcomp
digital competence frameworks for educators (DigCompEdu),
consumers (DigCompConsumers).
A framework for opening-up Higher Education Institutions (OpenEdu) was also published
lytics, MOOC learners (MOOCKnowledge) and MOOCs and free digital learning opportu-
More information from all our studies can be found on the JRC Science hub:
https://ec.europa.eu/jrc/en/research-topic/learning-and-skills
Yves Punie
Project Leader
European Commission
DigCompEdu: https://ec.europa.eu/jrc/en/digcompedu
DigCompOrg: https://ec.europa.eu/jrc/en/digcomporg
DigCompConsumers: https://ec.europa.eu/jrc/en/digcompconsumers
OpenEdu: https://ec.europa.eu/jrc/en/open-education
EntreComp: https://ec.europa.eu/jrc/en/entrecomp
CompuThink: https://ec.europa.eu/jrc/en/computational-thinking
Learning Analytics: http://europa.eu/!cB93Gb
MOOCKnowledge: http://moocknowledge.eu
MOOCs4inclusion: http://moocs4inclusion.org
Table
of
Contents
Section 1
Introduction 10
Section 2
The eight proficiency levels and examples of use 12
Section 3
The competences 21
Introduction
The report presents the latest version of the Digital Competence Framework for Citizens
(DigComp)2 which was elaborated by the Human Capital and Employment Unit (Joint
Research Centre) on behalf of the Directorate General for Employment, Social Affairs
Dimension 2: Competence descriptors and titles that are pertinent to each area
different purposes
Two of the dimensions in the earliest version of the Framework (DigComp 1.0 pub-
lished in 2013) were updated in 2016, namely Dimension 1 (the competence areas) and
Dimension 2 (the descriptors and titles). The updated version became DigComp 2.03.
This report presents the latest version of the Framework DigComp 2.1 which includes
further updates. Dimension 3 now has eight proficiency levels and Dimension 5 has new
examples of use4.
Section 2 of this report explains the eight proficiency levels and describes the examples
of use. Section 3 presents the new Framework in detail. Significant effort has been dedi-
cated to the lay-out and graphical representation of DigComp 2.1 to increase readability
for all stakeholders interested in implementing the framework. As a reminder, in the next
page an overview of DigComp 2.0 is presented, indicating the changes for DigComp 2.1.
2
Information on DigComp: https://ec.europa.eu/jrc/en/digcomp
3
DigComp 2.0 is available at: http://europa.eu/!HV34YF
4
DigComp 2.1 does not include an update of dimension 4, we prefer focusing on proving examples of use applied to the field of
employment and learning due to their policy relevance.
10
DigComp 2.0 (year 2016) DigComp 2.1 (year 2017)
11
Section 2
mediate and advanced). These have now been increased to eight levels in DigComp
2.1. A wider and more detailed range of proficiency levels supports the development of
learning and training materials. It also helps in the design of instruments for assessing
Eight proficiency levels for each competence have been defined through learning out-
comes (using action verbs, following Blooms taxonomy) and inspired by the structure
and vocabulary of the European Qualification Framework (EQF). Moreover, each level
description contains knowledge, skills and attitudes, described in one single descriptor
for each level of each competence; this equals to 168 descriptors (8 x 21 learning out-
comes). An online validation survey helped to revise a first version of the levels, and to
As shown in Table 1 on the following page, each level represents a step up in citizens
acquisition of the competence according to its cognitive challenge, the complexity of the
tasks they can handle and their autonomy in completing the task. To illustrate this point,
we could say that a citizen at level 2 is able to remember and to carry out a simple task
with help from somebody with digital competence only when she/he needs it. A citizen
at level 5, however, can apply the knowledge, carry out different tasks and solve prob-
lems and also helps others to do so. We can also see that the first six proficiency levels
of the new Framework are linked to the three levels originally identified in DigComp 1.0.
A new highly-specialised level has been added to the latest version of the Framework
which includes levels seven and eight. The information in Table 1 (page 13) is graphical-
12
Table 1: Main keywords that feature the proficiency levels
Levels in Levels in Complexity Autonomy Cognitive
DigComp 1.0 DigComp 2.1 of tasks domain
Foundation
Simple tasks Autonomy and Remembering
with guidance
2 where needed
Intermediate
Tasks, and Independent and Understanding
well-defined according to my
4 and non-routine needs
problems
Advanced
Most appropriate Able to adapt Evaluating
tasks to others in a
6 complex context
13
The Figure 1 below gives a detailed explanation of how the competences are presented
The Competence Areas (dimension 1) and their Competence title and Compe-
tence descriptor (dimension 2) appear on the vertical banner, which colour chang-
The first row shows the names of the 8 Proficiency Levels (dimension 3) according
to the version 2.1 (level 1, level 2, etc). In parallel, the name of the levels according
In the second row, we can see the description for each proficiency level related to
the complexity of the tasks and problems and the level of autonomy, together with
the description of the competence in terms of learning outcomes. Each bullet corre-
sponds to one descriptor of the competence, and each action verbs and key words
are in bold.
Name of the
The 8 proficiency in
proficiency DigComp 1.0
levels
16
The examples of use (dimension 5 of the framework) have also been updated and
contextualised in scenarios for two areas of use: employment and learning. These
illustrate the eight proficiency levels to help future implementation of DigComp 2.1.
As we can see in the Section 3 of this report, the examples of use are presented as
follows:
We include examples of proficiency levels for two areas of use: employment and
learning.
We include scenarios for each competence area and area of use in order to contex-
We have elaborated examples for the two areas of use in each proficiency levels.
In this version 2.1, the examples for the 8 levels are only available in the first com-
petence (1.1), for the rest of competences we provide an example per level and area
of use5.
In order to give examples in the same number of proficiency levels and to have the
same number of examples across the levels, we have followed a cascade strategy:
for one competence we have written the examples for one level, and in the following
competence we have written the example in the following level, and so on. For ex-
ample, competences 1.1 and 1.2 have has an example for level 1, competence 1.3
The progression of the proficiency levels of the competences, their learning outcomes
and practical application shown in the Examples of use have been made more under-
5
We do not provide examples for all the proficiency levels, because the nature of the framework is descriptive and their aim is to illustrate
the proficiency levels.
17
Here comic strips have been used in order to showcase one example of use for an em-
ployment scenario and one example of use for a learning scenario in competence 1.1.
Concretely, the comic strips allow the reader to easily understand the progression in the
"
18
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with guidance, I can: At basic level and with autonomy and appropri- On my own and solving straightforward prob- Independently, according to my own needs, and As well as guiding others, I can: At advanced level, according to my own needs At highly specialised level, I can: At the most advanced and
identify my information needs, ate guidance where needed, I can: lems, I can: solving well-defined and non-routine problems, respond to information needs, and those of others, and in complex contexts, I create solutions to complex problems with specialised level, I can:
identify my information needs, explain my information needs, I can: can: limited definition that are related to brows- create solutions to solve complex prob-
find data, information and content through a apply searches to obtain data, information
illustrate information needs, assess information needs, ing, searching and filtering of data, information lems with many interacting factors that
simple search in digital environments, find data, information and content through a perform well-defined and routine searches and content in digital environments,
and digital content. are related to browsing, searching and filtering
simple search in digital environments, to find data, information and content in digital organise the searches of data, information adapt my searching strategy to find the most
To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies
find how to access these data, information show how to access to these data, informa- data, information and digital content.
Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content
environments, and content in digital environments, appropriate data, information and content in integrate my knowledge to contribute to
and content and navigate between them. find how to access these data, information tion and content and navigate between them.
digital environments, professional practice and knowledge and propose new ideas and processes to the field.
and content and navigate between them. explain how to access them and navigate describe how to access to these data, infor-
identify simple personal search strategies. propose personal search strategies. guide others in browsing, searching and filter-
between them. mation and content, and navigate between explain how to access to these most
identify simple personal search strategies. ing data, information and digital content.
them. appropriate data, information and content
explain well-defined and routine personal
and navigate among them.
search strategies. organise personal search strategies.
vary personal search strategies.
Examples With help from an employment adviser: With the help if necessary of an employment By myself: I can give examples to the employment adviser When job seeking, I can find job portals and I can assess the most appropriate job portals for I can create a digital collaborative platform I can create new apps or platforms for browsing,
of use adviser: of suitable job portals or apps that I use as for apps related to my job profile in any digital job vacancies according to my job seeking needs (blog, wiki, etc.) which can be used by other job searching and filtering job portals and offers,
I can identify, from a list, those job portals which I can name the job portals I routinely use to help my job seeking needs. environment, either the routine or new ones (OS, and those of a friend. seekers to browse and filter job portals and according to job seekers needs.
01 can help me look for a job. I can identify, from a list, those job portals which me look for a job. apps, devices). offers according to their job seeking needs
Employment can help me look for a job. I can organise my own search strategy such as I can find the job apps adapted to my job seek-
I can also find these job portals in my smart- I can use well-defined keywords to find jobs por- using keywords and checking apps evaluation, I can also show a friend how to find apps on ing needs and those of a friend. I can differen-
Scenario:
phones app store, and access and navigate I can also find these job portals in my smart- tals in my smartphones app store, and explain in order to find suitable apps on my smartphone her smartphone, using different keywords and tiate between appropriate and inappropriate
between them. phones app store, and access and navigate to the employment adviser how I access and that fit with my job seeking profile. evaluation criteria to select those that fit her job apps, and pop-up information or spam while I
Job seeking between them. navigate between them. profile. am accessing and navigating between apps.
process From a list of generic keywords for job seeking I can describe to the employment adviser how
available in a blog on job hunting, I can also From a list of generic keywords for job seeking I can explain to the employment adviser why I I access and navigate between the apps I have I can explain to her how to access and navigate I can explain to other job seekers how I perform
identify the keywords that are useful for me. available in a blog on job hunting, I can also usually use certain keywords to find job portals found through this organised search strategy. between these apps to find appropriate job these searches, and I can overcome unexpected
identify the keywords that are useful for me. and apps in my smartphone. vacancies. situations that arise in the digital environment
I can organise a list of keywords that are useful (spam, inappropriate job portals, problems with
I can fix problems such as accessing to the for finding job portals and apps with job offers I can offer a friend my tips on job seeking con- the downloading, etc.) in order to find appropri-
wrong portal or job app, or navigating away related to my job profile on my smartphone. taining the main keywords, job ads, blogs, wikis, ate job offers on my smartphone.
from portals that I routinely use. apps and portals I use when job seeking, and
While I am doing these activities, I can resolve share it with other job seekers. I can share my tips on job seeking containing
issues such as evaluate new apps that come the most appropriate keywords, job ads, blogs,
up in my smartphones app store as a result of wikis, apps and portals adapted to different job
my search, or add new keywords to my personal profiles, and give examples on how to overcome
search strategy. complex situations when job seeking (e.g. not
finding appropriate job ads, fake or old job ads).
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with guidance, I can: At basic level and with autonomy and appropri- On my own and solving straightforward prob- Independently, according to my own needs, and As well as guiding others, I can: At advanced level, according to my own needs At highly specialised level, I can: At the most advanced and
identify my information needs, ate guidance where needed, I can: lems, I can: solving well-defined and non-routine problems, respond to information needs, and those of others, and in complex contexts, I create solutions to complex problems with specialised level, I can:
identify my information needs, explain my information needs, I can: can: limited definition that are related to brows- create solutions to solve complex prob-
find data, information and content through a apply searches to obtain data, information
illustrate information needs, assess information needs, ing, searching and filtering of data, information lems with many interacting factors that
simple search in digital environments, find data, information and content through a perform well-defined and routine searches and content in digital environments,
and digital content. are related to browsing, searching and filtering
simple search in digital environments, to find data, information and content in digital organise the searches of data, information adapt my searching strategy to find the most
To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies
find how to access these data, information show how to access to these data, informa- data, information and digital content.
Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content
environments, and content in digital environments, appropriate data, information and content in integrate my knowledge to contribute to
and content and navigate between them. find how to access these data, information tion and content and navigate between them.
digital environments, professional practice and knowledge and propose new ideas and processes to the field.
and content and navigate between them. explain how to access them and navigate describe how to access to these data, infor-
identify simple personal search strategies. propose personal search strategies. guide others in browsing, searching and filter-
between them. mation and content, and navigate between explain how to access to these most ap-
identify simple personal search strategies. ing data, information and digital content.
them. propriate data, information and content and
explain well-defined and routine personal
navigate among them.
search strategies. organise personal search strategies.
vary personal search strategies.
Examples With help from my teacher: In the classroom with my teacher who I can By myself: I can give examples to my classmates of web- For preparing the report, I can access websites, I can assess the most appropriate websites, I can create a digital collaborative platform I can develop a new app or platform for brows-
of use consult whenever I need: sites, blogs and digital databases I consult to blogs and digital databases to find literature blogs and digital databases to obtain the litera- (blog, wiki, etc.) in the digital learning environ- ing, searching and filtering literature on academ-
I can identify websites, blogs and digital data- I can name to my teacher websites, blogs and find the literature on my report topic. related to the topic, using any digital environ- ture according to my need and those of a friend. ment of the school, to share and filter literature ic topics to be used by the classroom.
02 bases from a list in my digital textbook to look I can identify websites, blogs and digital data- digital databases I routinely access on my ment, either the routine or new ones (OS, apps, I found useful on the topic of the report, guiding
Learning for literature on the report topic. bases from a list in my digital textbook to look computer in order to consult literature for my I can organise my own search strategy to find devices). I can find websites, blogs and digital databases my classmates in writing their report.
for literature on the report topic. homework. these websites, blogs and digital databases adapted to my needs and those of a friend, and
Scenario:
I can also identify literature on the report topic containing literature related to my report topic. I can show a classmate how to find on her differentiate between appropriate and inap-
in these websites, blogs and digital databases, I can also identify literature on the report topic I can also use well-defined keywords to find tablet, websites, blogs and digital databases propriate digital resources, pop-up information
Prepare a and access and navigate among them. in these websites, blogs and digital databases, literature resources in websites, blogs and I can describe to my teacher how I access and containing the literature for the report. or spam while I am accessing and navigating
short report and access and navigate among them. digital databases, and explain how I access and navigate between websites, blogs and digi- among them.
on a specific Using a list of generic keywords and tags availa- navigate between the results I find. tal database to find the literature I obtained I can explain her how to access and navigate
topic ble in my digital textbook, I can also identify Using a list of generic keywords and tags availa- through this organised search. between these digital resources in order to find I can explain to my teacher how I perform these
those which would be useful for finding litera- ble in my digital textbook, I can also identify I can explain to my classmates those keywords literature for her report. searches, and overcome unexpected situations
ture on the report topic those which would be useful for finding litera- and tags I usually use to find literature in digital I can organise, with digital and online sticky that arise on the digital environment (e.g. need
ture on the report topic. environments (blogs, websites, databases) to notes on my tablet, a list of useful keywords I can offer a friend my tips on how I find web- a username to access a digital library archives)
prepare my homework. and tags for finding literature related to the sites, blogs and digital database with literature to find literature for writing the report.
report topic. related to the report using keywords and tags.
I can fix problems such as identifying that I have I can give tips highlighting my personal strategy
accessed the wrong website, or that I am navi- I can respond to any issue while I am doing for finding the most appropriate literature in
gating away from my routinely-used websites. these activities. For example, I can add new websites, blogs and digital databases, including
keywords and tags to my personal search strat- examples on how I can overcome the complexity
egies if I dont find appropriate resources related that occurs while navigating among these digital
to the report topic. resources (e.g. not finding enough literature, junk
data).
Section 3
The competences
This section shows each competence of DigComp 2.1 in a table with four dimensions: di-
3 (proficiency levels), and dimension 5 (examples of use). We remind here that DigComp
21
The
Competences
"
22
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
identify my information guidance where needed, I can: well-defined and non-rou- respond to information those of others, and in create solutions to create solutions to
needs, I can: explain my information tine problems, I can: needs, complex contexts, I can: complex problems with solve complex problems
To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies
identify my information needs, illustrate information assess information limited definition that with many interacting
Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
detect the credibility and guidance where needed, I can: well-defined and non-rou- those of others, and in
carry out an evaluation create solutions to create solutions to
reliability of common I can: tine problems, I can: complex contexts, I can:
perform the analysis, of the credibility and relia- complex problems with solve complex problems
sources of data, infor- detect the credibility and comparison and evalua- perform the analysis, bility of different sources critically assess the limited definition that with many interacting
mation and their digital reliability of common tion of the credibility and comparison and evalua- of data, information and credibility and reliability of are related to analysing factors that are related
content. sources of data, infor- reliability of well-defined tion of sources of data, digital content. sources of data, informa- and evaluating credible to analysing and evaluat-
mation and their digital sources of data, informa- information and digital tion and digital content. and reliable sources of ing credible and reliable
carry out an evalua-
content. tion and digital content. content. data, information and sources of data, informa-
tion of different data, critically assess data,
content in digital environ- tion and content in digital
perform the analysis, perform the analysis, information and digital information and digital
ments. environments.
interpretation and evalua- interpretation and evalu- content. content.
tion of well-defined data, ation of data, information integrate my knowledge propose new ideas and
information and digital and digital content. to contribute to pro- processes to the field.
content fessional practices and
knowledge and to guide
others in the analysis
Competence area 1: Information and data literacy 1.2 Evaluating data, information and digital content
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify how to organise, manipulate information, create solutions to create solutions
I can: tine problems, I can: complex contexts, I can:
store and retrieve data, select data, information data and content for complex problems with to solve complex
information and content identify how to organise, and content in order organise information, their easier organisation, adapt the management limited definition that problems with many
in a simple way in digital store and retrieve data, to organise, store and data and content to storage and retrieval. of information, data and are related to managing interacting factors that
environments. information and content retrieve in a routine way be easily stored and content for the most ap- data, information, and are related to managing
carry out their organisa-
in a simple way in digital in digital environments. retrieved. propriate easy retrieval content for their organisa- data, information, and
recognise where to tion and processing in a
environments. and storage. tion, storage and retrieval content for their organisa-
organise them in a sim- organise them in a rou- organise information, structured environment.
in a structured digital tion, storage and retrieval
ple way in a structured recognise where to tine way in a structured data and content in a adapt them to be organ-
environment. in a structured digital
environment. organise them in a sim- environment. structured environment. ised and processed in
environment.
ple way in a structured the most appropriate integrate my knowledge
environment. structured environment. to contribute to pro- propose new ideas and
fessional practices and processes to the field.
knowledge and to guide
others in managing data,
Competence area 1: Information and data literacy 1.3 Managing data, information and digital content
digital environment.
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
select simple digital use a variety of digital create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
technologies to interact, perform well-defined technologies in order to complex problems with solve complex problems
and select simple digital and routine interactions select a variety of digital interact, adapt a variety of digital limited definition that with many interacting
technologies to interact, with digital technologies, technologies to interact, technologies for the most are related to interacting factors that are related to
identify appropriate show others the most
and and and appropriate interaction, through digital technolo- interacting through digital
simple communica- appropriate digital
and gies and digital communi- technologies and digital
tion means for a given identify appropriate select well-defined and select a variety of appro- communication means for
cation means. communication means
context. simple communica- routine appropriate digi- priate digital communi- a given context adapt the most ap-
tion means for a given tal communication means cation means for a given propriate communica- integrate my knowledge propose new ideas and
context. for a given context. context. tion means for a given to contribute to pro- processes to the field.
context. fessional practices and
knowledge and to guide
others in the interaction
through digital technol-
ogies.
Examples By myself:
Competence area 2: Communication and collaboration 2.1 Interacting through digital technologies
of use
I can interact with partici-
01 pants and other colleagues
Employment using my corporate email
To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.
Examples By myself:
of use
I can use a commonly-used
02 chat on my smartphone
Learning (e.g. Facebook messenger
or WhatsApp) to talk to my
Scenario:
classmates and organise
group work.
Prepare
group work I can choose other digital
with my communication means on
classmates the classroom tablet (e.g.
my classroom forum) that
could be useful to talk
about the details of organ-
ising group work.
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
recognise simple appro- share data, informa- create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
priate digital technologies select well-defined tion and digital content complex problems with solve complex problems
to share data, information recognise simple appro- and routine appropriate manipulate appropriate through a variety of assess the most appro- limited definition that with many interacting
and digital content. priate digital technologies digital technologies to digital technologies to appropriate digital tools, priate digital technolo- are related to sharing factors that are related
to share data, information share data, information share data, information gies to share information through digital technol- to sharing through digital
identify simple refer- show others how to act
and digital content. and digital content. and digital content. and content. ogies. technologies.
encing and attribution as an intermediary for
To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.
practices. identify simple refer- explain how to act as an explain how to act as an sharing information and adapt my intermediation integrate my knowledge propose new ideas and
encing and attribution intermediary for sharing intermediary for sharing content through digital role, to contribute to pro- processes to the field.
practices. information and content information and content technologies. fessional practices and
vary the use of the more
through well-defined through digital technol- knowledge and guide
apply a variety of ref- appropriate referencing
and routine digital tech- ogies, others in sharing through
erencing and attribution and attribution practices.
nologies, digital technologies.
illustrate referencing and practices.
illustrate well-defined attribution practices.
and routine referencing
and attribution practices.
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
To 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.
identify simple digital propose different digital create solutions to create solutions
I can: tine problems, I can: complex contexts, I can:
services in order to partic- select well-defined and services to participate in complex problems with to solve complex
ipate in society. identify simple digital routine digital services select digital services society. vary the use of the most limited definition that problems with many
services in order to partic- in order to participate in in order to participate in appropriate digital ser- are related to engaging in interacting factors that
I can recognise sim- use appropriate digital
ipate in society. society. society. vices in order to partici- citizenship through digital are related to engaging in
ple appropriate digital technologies to empower
pate in society. technologies. citizenship through digital
technologies to empower recognise simple appro- indicate well-defined discuss appropriate myself and to participate
technologies.
myself and to participate priate digital technologies and routine appropriate digital technologies to in society as a citizen. vary the use of the most integrate my knowledge
in society as a citizen. to empower myself and digital technologies to empower myself and to appropriate digital to contribute to pro- propose new ideas and
to participate in society empower myself and to participate in society as a technologies to empower fessional practices and processes to the field.
as a citizen. participate in society as a citizen. myself and to participate knowledge and guide
Competence area 2: Communication and collaboration 2.3 Engaging in citizenship through digital technologies
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according As well as guiding others, At advanced level, according to my At highly specialised level, At the most advanced and
guidance, I can: autonomy and appro- straightforward problems, to my own needs, and I can: own needs and those of others, and in I can: specialised level, I can:
priate guidance where I can: solving well-defined and complex contexts, I can:
choose simple digital propose different create solutions to create solutions
needed, I can: non-routine problems,
tools and technolo- select well-defined digital tools and vary the use of the most appropri- complex problems to solve complex
I can:
gies for collaborative choose simple digital and routine digital technologies for ate digital tools and technologies for with limited definition problems with many
processes. tools and technolo- tools and technolo- select digital tools and collaborative collaborative processes. that are related to using interacting factors
gies for collaborative gies for collaborative technologies for collab- processes. collaborative process- that are related to using
choose the most appropriate
processes. processes. orative processes. es and co-construction collaborative process-
digital tools and technologies for
and co-creation of data, es and co-construction
co-constructing and co-creating data,
resources and knowledge and co-creation of data,
resources and knowledge.
through digital tools and resources and knowledge
technologies. through digital tools and
technologies.
integrate my knowledge
to contribute to pro- propose new ideas and
fessional practice and processes to the field.
knowledge and guide
others in collaborating
Competence area 2: Communication and collaboration 2.4 Collaborating through digital technologies
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
differentiate simple apply different be- create solutions to create solutions
I can: tine problems, I can: complex contexts, I can:
behavioural norms and clarify well-defined havioural norms and complex problems with to solve complex
know-how while using differentiate simple and routine behavioural discuss behavioural know-how while using adapt the most appro- limited definition that problems with many
digital technologies and behavioural norms and norms and know-how norms and know-how digital technologies and priate behavioural norms are related to digital interacting factors that
interacting in digital envi- know-how while using while using digital tech- while using digital tech- interacting in digital envi- and know-how while etiquettes respectful to are related to digital
ronments. digital technologies and nologies and interacting in nologies and interacting in ronments. using digital technologies different audiences and etiquettes respectful to
interacting in digital envi- digital environments. digital environments. and interacting in digital cultural and generational different audiences and
choose simple com- apply different commu-
ronments. environments. diversity. cultural and generational
munication modes and express well-defined discuss communication nication strategies in digi-
diversity.
strategies adapted to an choose simple com- and routine communica- strategies adapted to an tal environments adapted adapt the most appro- integrate my knowledge
audience and munication modes and tion strategies adapted to audience and to an audience and priate communication to contribute to pro- propose new ideas and
strategies adapted to an an audience and strategies in digital envi- fessional practice and processes to the field.
differentiate simple discuss cultural and apply different cultural
audience and ronments to an audience knowledge and guide
cultural and generational describe well-defined generational diversity as- and generational diversity
and others in digital etiquette.
diversity aspects to con- differentiate simple and routine cultural and pects to consider in digital aspects to consider in
sider in digital environ- cultural and generational generational diversity as- environments. digital environments. apply different cultural
ments. diversity aspects to con- pects to consider in digital and generational diversity
sider in digital environ- environments. aspects in digital environ-
ments. ments.
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
To create, and manage one or multiple digital identities, to be able to protect ones own reputation, to deal with the data that one produces through several digital tools, environments and services.
identify a digital identity, use a variety of digital create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
discriminate a range of identities, complex problems with solve complex problems
describe simple ways
identify a digital identity, well-defined and rou- display a variety of spe- discriminate multiple limited definition that with many interacting
to protect my reputation apply different ways
tine digital identities, cific digital identities, digital identities, are related to managing factors that are related
online, describe simple ways to protect my reputation
digital identities and pro- to managing digital iden-
to protect my reputation explain well-defined discuss specific ways online, explain the more appro-
recognise simple data tection of peoples online tities and protection of
online, and routine ways to pro- to protect my reputation priate ways to protect
I produce through digital use data I produce reputation. peoples online reputation.
tect my reputation online, online, ones own reputation,
tools, environments or recognise simple data I through several digital
integrate my knowl- propose new ideas and
services. produce through digital describe well-defined manipulate data I pro- tools environment and change the data pro-
edge to contribute to processes to the field.
tools, environments or data I routinely produce duce through digital tools, services. duced through several
professional practice
services. through digital tools, environments or services. tools, environments and
and knowledge and guide
environments or services. services.
others in managing
digital identity.
event
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify ways to create apply ways to create and create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
and edit simple content indicate ways to create edit content in different complex problems with solve complex problems
in simple formats, identify ways to create and edit well-defined indicate ways to create formats, change content using limited definition that with many interacting
and edit simple content and routine content in and edit content in differ- the most appropriate are related to content factors that are related
choose how I express show ways to express
in simple formats, well-defined and rou- ent formats, formats, creation and edition in to content creation and
myself through the myself through the crea-
tine formats, different formats, and edition in different for-
creation of simple digital choose how I express express myself through tion of digital means. adapt the expression
self-expression through mats, and self-expression
means. myself through the express myself through the creation of digital of myself through the
digital means. through digital means.
creation of simple digital the creation of well-de- means. creation of the most ap-
means. fined and routine digital propriate digital means. integrate my knowledge propose new ideas and
means. to contribute to pro- processes to the field.
fessional practice and
knowledge and guide
others in developing
content.
the staff.
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
select ways to modi- operate with new differ- create solutions to create solutions
I can: tine problems, I can: complex contexts, I can:
fy, refine, improve and explain ways to mod- ent items of content and complex problems with to solve complex
integrate simple items select ways to modi- ify, refine, improve and discuss ways to modify, information, modifying, assess the most limited definition that problems with many
of new content and infor- fy, refine, improve and integrate well-defined refine, improve and inte- refining, improving and appropriate ways to are related to modifying, interacting factors that
mation to create new and integrate simple items items of new content and grate new content and integrating them in order modify, refine, improve refining, improving and in- are related to modifying,
original ones. of new content and infor- information to create new information to create new to create new and original and integrate specific tegrating new content and refining, improving and in-
mation to create new and and original ones. and original ones. ones. new items of content and information into existing tegrating new content and
original ones information to create new knowledge to create new information into existing
and original ones. and original ones. knowledge to create new
and original ones.
integrate my knowledge
to contribute to pro- propose new ideas and
To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify simple rules of apply different rules of create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
copyright and licenses indicate well-defined copyright and licenses complex problems with solve complex problems
that apply to data, digital identify simple rules of and routine rules of discuss rules of copyright that apply to data, digital choose the most appro- limited definition that with many interacting
information and content. copyright and licenses copyright and licenses and licenses that apply information and content. priate rules that apply are related to applying factors that are related
that apply to data, digital that apply to data, digital to digital information and copyright and licences to copyright and licenses to to applying copyright and
information and content. information and content. content. data, digital information data, digital information licenses to data, digital
and content.. and content. information and content.
integrate my knowledge propose new ideas and
to contribute to profes- processes to the field.
sional practice and knowl-
edge and guide others in
applying copyright and
licenses.
Examples By myself:
of use
I can tell a colleague which
01 image banks I usually use
Employment to find images that I can
download free of charge
Scenario:
for a brief tutorial video on
a new procedure for my
Develop a organisations staff.
short course
(tutorial) to I can deal with problems
train the staff such as identifying the sym-
on a new bol that indicates whether
procedure an image is licensed with
to be applied
Competence area 3: Digital content creation 3.3 Copyright and licenses
Examples By myself:
of use
I can explain to a friend
02 which image banks I usually
Learning use to find images that I
can download completely
Scenario:
free of charge to create a
digital animation to present
Prepare a my work to my classmates.
presentation
on a certain I can fix problems such as
topic that identifying the symbol that
I will make indicate that an image is
to my copyrighted and therefore
classmates cannot be used without the
authors permission.
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
list simple instructions operate with instructions create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
for a computing system to list well-defined and for a computing system to complex problems with solve complex problems
solve a simple problem or list simple instructions routine instructions for list instructions for a solve a different problem determine the most limited definition that with many interacting
perform a simple task. for a computing system to a computing system to computing system to or perform different tasks. appropriate instructions are related to planning factors that are related
solve a simple problem or solve routine problems or solve a given problem or for a computing system to and developing instruc- to planning and devel-
perform a simple task. perform routine tasks. perform a specific task. solve a given problem and tions for a computing oping instructions for a
perform specific tasks. system and performing a computing system and
task using a computing performing a task using a
system. computing system.
integrate my knowledge propose new ideas and
to contribute to pro- processes to the field.
fessional practice and
knowledge and guide
others in programming.
to develop an educational
01 game to introduce the new
Employment procedure to be applied in
Scenario: the organisation.
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify simple ways to apply different ways to create solutions to create solutions to
To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have a due regard to reliability and privacy.
"
"
Higly
To 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
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, accord- As well as guiding At advanced level, according to my own needs and At highly specialised level, At the most advanced and
guidance, I can: autonomy and appro- straightforward prob- ing to my own needs, others, I can: those of others, and in complex contexts, I can: I can: specialised level, I can:
priate guidance where lems, I can: and solving well-de-
select simple ways apply different ways choose the more appropriate ways to protect create solutions to create solutions
needed, I can: fined and non-routine
to protect my person- explain well-defined to protect my person- personal data and privacy in digital environ- complex problems to solve complex
problems, I can:
al data and privacy in select simple ways and routine ways to al data and privacy in ments, and with limited defini- problems with many
digital environments, to protect my person- protect my personal discuss ways to pro- digital environments, tion that are related to interacting factors
evaluate the most appropriate ways of using
and al data and privacy in data and privacy in tect my personal data and protecting personal data that are related to
and sharing personally identifiable information
digital environments, digital environments, and privacy in digital and privacy in digital protecting personal data
identify simple ways apply different spe- while protecting myself and others from dam-
and and environments, and environments, using and privacy in digital
to use and share cific ways to share my ages.
and sharing personally environments, using
personally identifiable identify simple ways explain well-defined discuss ways to use data while protecting
evaluate the appropriateness of privacy policy identifiable information and sharing personally
information while to use and share and routine ways and share personally myself and others
statements on how personal data are used. protecting self and identifiable information
protecting myself and personally identifiable to use and share identifiable informa- from dangers.
others from dangers, and protecting self and
others from damages. information while personally identifiable tion while protecting
explain privacy policy privacy policies to use others from dangers, and
protecting myself and information while myself and others
identify sim- statements of how my personal data. privacy policies to use
others from damages. protecting myself and from damages.
ple privacy policy personal data is used my personal data.
others from damages. integrate my knowledge
statements of how identify sim- indicate privacy poli- in digital services.
to contribute to pro- propose new ideas and
personal data is used ple privacy policy indicate well-de- cy statements of how
fessional practice and processes to the field.
in digital services. statements of how fined and routine personal data is used
knowledge and guide
personal data is used privacy policy in digital services.
others in protecting per-
in digital services. statements of how
sonal data and privacy.
personal data is used
in digital services.
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
differentiate simple show different ways to create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
ways to avoid health explain well-defined avoid health -risks and complex problems with solve complex problems
-risks and threats to differentiate simple and routine ways to how explain ways to how threats to physical and discriminate the most limited definition that with many interacting
physical and psychologi- ways to avoid health to avoid health -risks and to avoid threats to my psychological well-being appropriate ways to are related to avoiding factors that are related
cal well-being while using -risks and threats to threats to physical and physical and psychologi- while using digital tech- avoid health -risks and health -risks and threats to avoiding health -risks
digital technologies. physical and psychologi- psychological well-being cal health related with the nologies. threats to physical and to well-being while using and threats to well-being
cal well-being while using while using digital tech- use of technology. psychological well-being digital technologies, to while using digital tech-
select simple ways apply different ways to
digital technologies. nologies. while using digital tech- protect self and others nologies, to protect self
to protect myself from select ways to protect protect myself and others
nologies. from dangers in digital and others from dangers
possible dangers in digital select simple ways select well-defined and self and others from from dangers in digital
environments, and to the in digital environments,
environments. to protect myself from routine ways to protect dangers in digital environ- environments. adapt the most appro-
use of digital technologies and to the use of digital
possible dangers in digital myself from dangers in ments. priatee ways to protect
identify simple digital show different digital for social well-being and technologies for social
environments. digital environments. myself and others from
technologies for social discuss on digital technologies for social social inclusion. well-being and social
dangers in digital environ-
well-being and social identify simple digital indicate well-defined technologies for social well-being and social inclusion.
ments. integrate my knowledge
inclusion. technologies for social and routine digital well-being and inclusion. inclusion.
to contribute to pro- propose new ideas and
well-being and social technologies for social vary the use of digital
fessional practice and processes to the field.
inclusion. well-being and social technologies for social
knowledge and guide
inclusion. well-being and social
others in protecting
inclusion.
health.
information
on my
organization
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
recognise simple en- show different ways to create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
vironmental impacts of indicate well-defined protect the environment complex problems with solve complex problems
digital technologies and recognise simple en- and routine environ- discuss ways to protect from the impact of digital choose the most ap- limited definition that with many interacting
their use. vironmental impacts of mental impacts of digital the environment from the technologies and their propriate solutions to are related to protecting factors that are related
digital technologies and technologies and their impact of digital technol- use. protect the environment the environment from the to protecting the environ-
their use. use. ogies and their use. from the impact of digital impact of digital technol- ment from the impact of
technologies and their ogies and their use. digital technologies and
use. their use.
integrate my knowl-
edge to contribute to propose new ideas and
professional practice processes to the field.
and knowledge and
guide others in protect-
ing the environment.
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify simple technical assess technical prob- create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
problems when operating indicate well-defined lems when using digital complex problems with solve complex prob-
devices and using digital identify simple technical and routine technical differentiate technical environments and operat- appraise technical limited definition that lems with many
environments, and problems when operating problems when operating problems when operating ing digital devices, and problems when operating are related to technical interacting factors that
devices and using digital devices and using digital devices and using digital devices and using digital problems when operating are related to technical
identify simple solu- apply different solutions
environments, and environments, and environments, and environments, and devices and using digital problems when operating
tions to solve them. to them.
environments. devices and using digital
identify simple solutions select well-defined and select solutions to them. resolve them with the
environments.
to solve them. routine solutions to them. most appropriate integrate my knowl-
solutions edge to contribute to propose new ideas and
professional practice processes to the field.
To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify needs, and assess needs, create solutions to create solutions to
I can: tine problems, I can: complex contexts, I can:
indicate well-defined complex problems with solve complex problems
recognise simple digital apply different digital
identify needs, and and routine needs, and explain needs, and assess needs, limited definition using with many interacting
tools and possible techno- tools and possible techno-
digital tools and possible factors using digital tools
logical responses to solve recognise simple digital select well-define and select digital tools and logical responses to solve choose the most appro-
technological responses, and possible techno-
those needs. tools and possible techno- routine digital tools and possible technological those needs. priate digital tools and
and to adapt and custom- logical responses, and
logical responses to solve possible technological responses to solve those possible technological
choose simple ways to use different ways to ise digital environments to adapt and customise
those needs. responses to solve those needs. responses to solve those
adjust and customise adjust and customise to personal needs. digital environments to
needs. needs.
digital environments to choose simple ways to select ways to adjust digital environments to personal needs.
integrate my knowledge
personal needs. adjust and customise select well-defined and and customise digital personal needs. decide the most appro-
to contribute to pro- I can propose new ideas
digital environments to routine ways to adjust environments to personal priate ways to adjust
fessional practice and and processes to the field.
personal needs. and customise digital needs. and customise digital
knowledge and guide
environments to personal environments to personal
others in identifying
needs. needs
needs and technological
responses.
Employment
From a list of online courses
Scenario:
that the Human Resources
department has prepared,
Use of a I can identify those that fit
digital with my career improve-
learning ment needs.
platform
to improve While reading the study
my career material on the screen
opportunities of my tablet, I can make
the font larger to help
the readability.
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, I can: my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, well-defined and non-rou- those of others, and in
identify simple digital select digital tools and apply different digital create solutions to create solutions
I can: tine problems, I can: complex contexts, I can:
tools and technologies technologies that can be tools and technologies complex problems to solve complex
that can be used to identify simple digital used to create well-defined differentiate digital to create knowledge and adapt the most with limited definition problems with many
create knowledge and to tools and technologies knowledge and well-defined tools and technologies innovative processes and appropriate digital tools using digital tools and interacting factors
innovate processes and that can be used to innovative processes and that can be used to products. and technologies to technologies. using digital tools and
products. create knowledge and to products. create knowledge and to create knowledge and to technologies.
apply individually and integrate my knowledge
innovate processes and innovate processes and innovate processes and
show interest individ- engage individually and collectively cognitive pro- to contribute to pro- propose new ideas and
products products. products.
ually and collectively collectively in some cognitive cessing to resolve differ- fessional practice and processes to the field.
in simple cognitive follow individually and processing to understand and engage individually and ent conceptual problems resolve individually and knowledge and guide
processing to understand collectively simple cogni- resolve well-defined and collectively in cognitive and problem situations in collectively conceptual others in creatively using
and resolve simple tive processing to under- routine conceptual problems processing to understand digital environments. problems and problem digital technologies.
conceptual problems and stand and resolve simple and problem situations in and resolve conceptual situations in digital
problem situations in conceptual problems and digital environments. problems and problem environments.
digital environments. problem situations in situations in digital
digital environments. environments.
Examples By myself:
of use
I can use a MOOCs forum to
01 ask for well-defined infor-
Employment mation on the course I am
following and I can use its tools
Scenario:
(e.g. blog, wiki) to create a
new entry for exchanging more
Use of a information.
digital
learning
Competence area 5: Problem solving 5.3 Creatively using digital technology
Examples By myself:
of use
I can use the MOOCs forum
02 to ask for well-defined infor-
Learning mation on the course I am
following, and I can use their
Scenario:
tools (e.g. blog, wiki) to create a
new entry for exchanging more
Use of a information.
digital
learning I can engage in exercises of the
platform MOOC that use simulations to
problem situations in digital environments.
"
"
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to my own As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
To understand where ones 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
guidance, I can: autonomy and appro- straightforward problems, needs, and solving well-defined and I can: ing to my own needs and I can: specialised level, I can:
priate guidance where I can: non-routine problems, I can: those of others, and in
recognise where my demonstrate where my create solutions to create solutions
needed, I can: complex contexts, I can:
own digital competence explain where my discuss on where my digital own digital competence complex problems with to solve complex
needs to be improved or recognise where my digital competence competence needs to be improved needs to be improved or decide which are the limited definition that problems with many
updated. own digital competence needs to be improved or or updated, updated, most appropriate ways are related to improving interacting factors that
needs to be improved or updated, to improve or update digital competence, and are related to improving
identify where to indicate how to support of others illustrate different
updated, ones own digital compe- to find opportunities for digital competence, and
seek opportunities for indicate where to seek to develop their digital compe- ways to support others in
tence needs, self-development and to find opportunities for
self-developments and identify where to well-defined oppor- tence. the development of their
to keep up-to-date with self-development and to
to keep up-to-date with seek opportunities for tunities for self-devel- digital competence. assess the development
indicate where to seek opportu- new developments. keep up-to-date with the
the digital evolution. self-developments and opments and to keep of others digital compe-
nities for self-developments and propose different digital evolution.
to keep up-to-date with up-to-date with the tence. integrate my knowl-
to keep up-to-date with the digital opportunities found for
the digital evolution. digital evolution. edge to contribute to propose new ideas and
evolution. self-development and to choose the most ap-
professional practice processes to the field.
keep up-to-date with the propriate opportunities
and knowledge and to
digital evolution. for self-development and
guide others in identi-
to keep up-to date with
fying digital competence
new developments.
gaps.
digital career.
learning I can deal with any issue while I
platform am doing these activities, e.g. I can
to improve evaluate whether new digital en-
my career vironments that I find while surfing
opportunities are appropriate means of improving
my digital competence proficiency
level.
European Union.
00 800 6 7 8 9 10 11
(*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you).
(http://europa.eu).
Free publications:
(*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you).
Priced publications:
EU Science Hub
ec.europa.eu/jrc
@EU_ScienceHub
EU Science Hub - Joint research Centre
Joint Research Centre
EU Science Hub
doi:10.2760/38842
ISBN 978-92-79-68006-9