DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use
TL;DR: The Digital Competence Framework for Citizens (DigComp 2.1) as mentioned in this paper is a further development of the digital competence framework for citizens and includes 8 proficiency levels and examples of use applied to the learning and employment field.
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 8 proficiency levels and examples of use applied to the learning and employment field.
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TL;DR: Light is shed on teachers’ readiness for OTL at the time of the pandemic by identifying teacher profiles based on a set of key dimensions of readiness and explaining profile membership by individual teacher characteristics, contextual aspects of the shift to OTL, and country-level indicators representing educational innovation and cultural orientation.
208 citations
TL;DR: The results of this research indicate that even though there is overlapping content, each perspective adds unique content to the concept of digital competencies at work, which enhances the applicability of professional learning and development of digital competence at work.
Abstract: In today's organisations and politics, there is a growing awareness of the gap between existing and needed digital competencies of the workforce to master the challenges of the digitalised future at work. Nevertheless, no comprehensive framework or definition of digital competencies at work has been proposed so far. Our aim is to offer a holistic view and broaden the scope of the concept of digital competencies, thereby focussing on applications at work. We combine diverse methods to integrate different perspectives on digital competencies. By conducting an extensive literature review about definitions and frameworks of digital competencies that might be applicable at work, we provide an overview of the current state of the art in research on digital competencies. Additionally, eleven half-structured interviews based on the critical incidents technique (CIT) were conducted to gain insights into the perspectives of professionals with expertise in digitalisation processes and digital competencies. Subsequently, researchers with different educational backgrounds clustered the results from both approaches and agreed on twenty-five dimensions that constitute digital competencies for white-collar workers with office jobs, encompassing a large variety of knowledge, skills, and abilities. The results of this research indicate that even though there is overlapping content, each perspective adds unique content to the concept of digital competencies at work. By creating a coherent and detailed framework and a definition, our research enhances the applicability of professional learning and development of digital competencies at work.
109 citations
TL;DR: Whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes is explored.
Abstract: The wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes. In addition, we examined how these issues were expressed in cognitive, emotional and social aspects of students' perceived learning ( Caspi & Blau, 2011 ). During four semesters, we conducted a qualitative analysis on reflective learning diaries, written by 78 graduate students studying education (N = 1870 codes). The bottom-up analysis focused on learning processes that enabled the development of various digital literacies conceptualized by the Digital Literacy Framework (DLF; Eshet-Alkalai, 2012): photo-visual, information, reproduction, branching, social-emotional, and real-time thinking skills. Furthermore, findings highlighted the importance of self-regulation and learning new technologies as an integral part of digital literacies. In addition, social-emotional statements expressed the development of effective communication and collaboration that enable students to cope with a sense of ownership over learning outcomes, and present different levels of teamwork: sharing, cooperation, and collaboration. Qualitative coding provided a more granulated perspective on perceived learning by differentiating between positive and negative aspects of emotional and social retrospection during the learning process. The findings contribute to educational theory by extending DLF and by providing new insights to the literature on students' perceived learning. We discuss the implications for instructional design and adoption of innovative pedagogy in higher education.
107 citations
TL;DR: In this article, the authors investigate how teenagers learn to use the media, what motivates them, and if their media practices contribute to the acquisition of skills and competencies useful to their lives inside and outside school.
Abstract: The dissonance between what teenagers learn in classrooms and their everyday lives is not a recent phenomenon, but it is increasingly relevant as school systems are unable to follow the evolution of media and society beyond traditional concerns regarding the protection of young people. An overly scholarly view of learning continues to prevail in our society, which seems to marginalize the knowledge that young people develop with and through media and digital platforms. Based on questionnaires, workshops, and interviews conducted with Portuguese teenagers, aged 12 to 16 years old (N=78), attending an urban and a rural school in the North of the country, this paper aims to understand how these teens are learning to use the media, what motivates them, and if their media practices contribute to the acquisition of skills and competencies useful to their lives inside and outside school. The research main results confirm the existence of a gap between formal and informal education. Informal education is mainly motivated by their needs and peer influence. Colleagues and family, alongside the Internet and self-discovery, appear as important sources of knowledge. Another important conclusion is that informal learning strategies contribute to the development of skills and competencies that are useful from a school viewpoint.
89 citations
TL;DR: This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”, which investigates technology at the current state of the art and introduces the concept of augmentation strategies.
88 citations