Digital key competence #DigComp

Digital key competence – a comprehensive explanation of DigComp 2.1

 

What?

Why?

DigComp
https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP-FINAL-%20UPDATED%2002-06-2016.pdf

MIND MAP

  • Create the mind map  “5 reasons to improve Digital Competences”.
  • Put on the root the name of your Country.
  • Share the mind map with the hashtag #namecountry #digcomp
https://www.facebook.com/groups/digcomp

 

Digital competences

DigComp
https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP-FINAL-%20UPDATED%2002-06-2016.pdf

 

DigComp
https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP-FINAL-%20UPDATED%2002-06-2016.pdf

 

DigComp
https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP-FINAL-%20UPDATED%2002-06-2016.pdf

 

DigComp
https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP-FINAL-%20UPDATED%2002-06-2016.pdf

 

DigComp
https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP-FINAL-%20UPDATED%2002-06-2016.pdf
https://www.facebook.com/groups/digentre/

Task/ autonomy/ cognitive domains

  •  The acquisition of knowledge of the competence
  •  The complexity of the tasks they can handle
  •  Their autonomy in completing the task
DigComp
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC110624/dc_guide_may18.pdf

Facebook

https://www.facebook.com/groups/digentre/ 
#BiHEntreDig

Case study: how curriculum authorities, teacher training institutes and schools have accommodated the DigComp 2.1 recommendations

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC110624/dc_guide_may18.pdf
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC110624/dc_guide_may18.pdf

 

TASK: AUTHENTIC TASK BASED COMPETENCE AS- SESSMENT IN SEC- ONDARY SCHOOLS

 

http://www.taskeuproject.com/the-tool/the-tool-en/
http://www.taskeuproject.com/the-tool/the-tool-en/
ERASMUS + project that developed didactic strategies and a web application for the assessment of key competences in secondary school in order to certificate them with national formats
The TASK framework
  • is the methodological frame for the self-assessment of key competences
  • is designed for lower and upper secondary school
  • refers to real-life situations
The TASK framework adopted DigComp’s five competence areas
According to the TASK framework, each competence can be performed at four different mastery levels
http://www.taskeuproject.com/tool/index.php?lang=en&com=play
http://www.taskeuproject.com/tool/index.php?lang=en&com=play

Level D

I use my device (computer, tablet, smartphone etc.) only for leisure activities like chatting with friends and computer games.
If guided I behave safely online and I know little about computers/technology.

Level C)

I use my device (computer, tablet, smartphone etc.) for leisure activities (e.g. chat, computer games) but also to check news online and for school related activities.
I know some rules on how to behave safely online but am not always sure how to put them into practice.
I have a basic knowledge of how computers/technology works.

Level B)

I use my device (computer, tablet, smartphone etc.) for leisure activities (e.g. chat, computer games), to check news online and for school related activities.
I know how I need to behave online to be safe and have a good knowledge of how computers/technology works.

Level A)

I use my device (computer, tablet, smartphone etc.) for leisure activities (e.g. chat, computer games), to check news online and for school related activities.
I know how I need to behave online to be safe and have a good knowledge of how computers/technology works.
I know how to defend myself and others from cyberbullying and other dangers.

TASK examples (the assessment of information competence)
Mastery level D: you have to search information on the construction of the Egyptian pyramids. Use a search engine and save the results on your computer.
Mastery level C: you want your parents to buy you a new pair of shoes on- line. Use a browser to find the e-commerce websites to buy them, and to compare models, prices and shipping options.
Mastery level B: a friend of yours shares on the web the news that starting from tomorrow the message service you are using on your smartphone will be upon payment. Use a browser to verify if the information is true, comparing the results of your web search.
Mastery level A: you have to write a school paper about some recent news. Look for the news on the web, compare the sources, gather and label the results in a digital archive so that your classmates can retrieve them.

ELENE4WORK: MAPPING DIGITAL SKILLS OF STUDENTS AND YOUNG WORKERS FOR EMPLOYMENT

http://sa.elene4work.eu/selfassessment.php
http://sa.elene4work.eu/selfassessment.php
The eLene4work Erasmus+ project (2015-2017) has produced a framework for soft skills, including digital soft skills, and proposes a series of actions and practical tools to help young talents better understand the expectations of employers, assess their own level of competency and further develop these skills through open education initiatives such as MOOCs (Massive Open Online Courses) and OERs (Open Educational Re- sources).
For the specific digital soft skills, the project chose to refer to the DigComp framework in order to align with this European-wide initiative.
The first stage in this learning pathway is for students to complete a Self-Assessment Questionnaire, in order to identify their strengths and areas for improvement.
The next step involves consulting the eLene4work Orientation Guide, which contains useful advice on how to develop soft skills through MOOCs and OERs.
http://og.elene4work.eu/images/content/infographics/eLene4work_SoftSkills_en.jpg
http://og.elene4work.eu/images/content/infographics/eLene4work_SoftSkills_en.jpg

 

http://og.elene4work.eu/en/browse-by-skill.html
http://og.elene4work.eu/en/browse-by-skill.html

EUROPASS

https://europass.cedefop.europa.eu/editors/en/cv/compose
https://europass.cedefop.europa.eu/editors/en/cv/compose

#LAB From theory to action

INFORMATION AND DATA LITERACY
1.1 Browsing, searching and filtering data, information and digital content
To articulate information needs, to search for data, information and content in digital en- vironments, to access them and to navigate between them. To create and update person- al search strategies.
COMMUNICATION AND COLLABORATION
2.3 Engaging in citizenship through digital technologies
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.
DIGITAL CONTENT CREATION
3.1 Developing digital content
To create content in different formats (e.g. data, text, multimedia), to edit and improve existing content, to express oneself through digital means.
SAFETY
4.3 Protecting health and well-being
To avoid health-risks related with the use of digital technologies in terms of threats to physical and psychological well-being. To be able to protect self and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and inclusion.
PROBLEM SOLVING
5.3 Creatively using digital technologies
To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to under- stand and resolve conceptual problems and problem situations in digital environments.

Share 

Share the task with the hashtag #namecountry #digcomp
https://www.facebook.com/groups/digcomp

#LAB2 From theory to action

DigComp
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC110624/dc_guide_may18.pdf


Share 

Share the task with the hashtag #namecountry #digcomp