Post on 22-Jan-2018
1
Joint Research Centre the European Commission's
in-house science service
Jornada sobre competencia digital
Universidad de Zaragoza,
20 de Marzo 2017
DigComp: Marco Europeo
de Competencias
Digitales para la
ciudadanía
Stephanie Carretero, Riina
Vuorikari, Yves Punie
2 2
JRC: servicio científico interno de la
Comisión Europea. Proporciona
asesoramiento científico y técnico
para apoyar la política europea
Education and Skills
team
> 80 publicaciones gratuitas online
Principales clientes: DG EAC & DG EMPL
Nueva estructura y organigrama
desde el 1 de Julio de 2016
DG JRC – Directorate Innovation and Growth Unit B4 Human Capital and Employment
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1. Las competencias digitales como prioridad política europea
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5
Abril2016
Digital Agenda Score Board, 2015
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Digital Skills Index (2016) – La población europea:
• 45% insuficientes competencias digitales: 17
Estados Miembros % superior
• 21% no competencias digitales
• 26% nunca ha usado software básicos
• 35% no sabe que los cookies rastrean sus
movimientos online
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• Ciudadanos con competencias digitales más posibilidad
de tener un empleo– población inmigrante con
competencias digitales más posibilidades de tener un
trabajo, promocionar, etc (Carretero et al., 2016)
http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/IEM_Icte
gra.html
• Facilita el cambio tecnológico en los sistemas y servicios
públicos – Bajas competencias digitales entre
profesionales de la salud barrera para la incorporación
digital (Carretero et al., 2013, Carretero, 2015)
http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/carers.ht
ml
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9 9
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Competencia digital y participación en MOOCs
0
1
2
3
4
5
6
7
Lower quintile
digital
competence
Medium low
quintile digital
competence
Medium
quintile digital
competence
Medium high
quintile digital
competence
Higher quintile
digital
competence
Enrolled Completed Completed with certificate
• High self-declared level of digital skills
• Clear relationship between digital skills and participation in MOOCS
Position in digital skills quintile and participation in MOOCs in the past
N=1910 (ALL MOOCs), Genocide MOOC only included for Enrolled.
Fuente: Castaño Muñoz, J et al. (2016): MOOCs in Europe: Evidence from pilot surveys with universities and MOOC learners. https://ec.europa.eu/jrc/sites/jrcsh/files/JRC%20brief%20MOOCs_JRC101956.pdf
La competencia digital
juega un papel clave en
la intensidad de
participación en las
MOOCs. A mejor
competencia digital del
participante, más
participación en
MOOCs.
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"La transformación digital está
cambiando el mercado laboral y
la naturaleza del trabajo"
Necesita de un conjunto de
competencias transversales:
digitales, liderazgo,
emprendimiento, ingeniería.
No atendidas por sistemas
educativos y de formación
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13 13
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New Skills Agenda for Europe: 3 prioridades: • Mejorar el nivel de competencias y su
relevancia para el mercado laboral en Europa
• Hacer que las competencias y las cualificaciones sea más fáciles de entender y comparar entre fronteras y sectores económicos.
• Mejorar la previsión y la comprensión de las necesidades de competencias ahora y en el futuro the future.
Foco en digital skills
Revisión del marco de competencias claves: DigComp para un entendimiento común y potenciar las competencias digitales
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New Skills Agenda for Europe
DigComp – Digital Competence Framework como marco para un entendimiento común
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1 Diciembre 2016 –
Se lanzó la "Digital Skills and Jobs Coalition"
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https://destree.eventsair.com/digital
-competence-entrepreneurship-
competence-framework/save-the-
date-digcomp-
entrecomp/Site/Register
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2. El Marco de Competencias Digitales para la Ciudadanía (DigComp)
https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
Encomendado y
financiado por la DG
Empleo de la
Comisión Europea
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Estudios (2010 - …)
¿Qué es la competencia digital?:
• Identificar y describir los componentes claves de la competencia
digital (DC) en términos de conocimiento, habilidades y actitudes.
• Completo, científico y validado por los stakeholders
¿Para qué?:
• Muchas iniciativas pero falta un entendimiento y referencia común
• Meta marco a los que iniciativas actuales puedan referirse
• Herramienta para la implementación, medición, desarrollo del
currículo, competencias del profesorado, certificación y
autoevaluación.
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Mapeo conceptual
Análisis de casos de estudio
Workshop de expertos
Consulta online
Primera propuesta
Consulta Stakeholders
Propuesta validada
69 referencias 100+ (15 in-depth) 95 expertos 17 + 9 EC
40 consultants
Metodología
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22
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JRC IPTS study on
Digital Competence for DG EAC A3 (2010-2012)
Dimension 1 Competence areas (5)
Dimension 2 Competences (21)
1. Información
1.1 Navegación, búsqueda y filtrado de información
1.2 Evaluación de la información
1.3 Almacenamiento y recuperación de la información
2. Comunicación 2.1 Interacción mediante nuevas tecnologías
2.2 Compartir información y contenidos
2.3 Participación ciudadana
2.4 Colaboración mediante canales digitales
2.5 Netiqueta
2.6 Gestión de la identidad digital
3. Creación de contenidos
3.1 Desarrollo de contenidos
3.2 Integración y reestructuración
3.3 Derechos de autor y licencias
3.4 Programación 4.
Seguridad
4.1 Protección de dispositivos
4.2 Protección de datos personales
4.3 Protección de la salud
4.4 Protección del entorno 5.
Resolución de problemas 5.1 Resolución de problemas técnicos
5.2 Identificación de necesidades y respuestas tecnológicas
5.3 Innovar y utilizar la tecnología de forma creativa
5.4 Identificación de lagunas en la competencia digital
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Estructura del marco para la Competencia Digital
•Dimensión 1: Áreas de competencias (5)
•Dimensión 2: Competencias (21)
•Dimensión 3: Niveles de competencias (3)
•Dimensión 4: Ejemplos de conocimientos, habilidades y
actitudes
•Dimensión 5: Aplicabilidad según los distintos objetivos (ocio,
social, comprar y vender, aprendizaje, empleo, ciudadanía,
bienestar)
Modelo de
referencia
conceptual
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Actualización de DigComp: 2015-2016
¡Listo!
¡En proceso!
Publicación
Abril 2017
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Fase 1: Actualización del modelo de referencia
conceptual
https://ec.europa.eu/jrc/en/digcomp
• Las 5 areas y 21 competencias se mantienen más o menos igual:
• Actualización de vocabulario (online vs digital) • Actualizaciones conceptuales (protección de datos, derecho al olvido) •Reducción de redundancias
• Mayor cambio en 3.4 Programación
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Competence areas Competences
1. Information and data literacy
1.1 Browsing, searching and filtering data, information and digital content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content
2. Communication and collaboration
2.1 Interacting through digital technologies
2.2 Sharing through digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity
3. Digital content creation 3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences
3.4 Programming
4. Safety 4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5. Problem solving 5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps
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Competence areas
Dimension 1
Competences
Dimension 2
1. 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 environments, to access them and to navigate between them. To create and update personal search strategies.
1.2 Evaluating data, information and digital content
To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.
1.3 Managing data, information and digital content
To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.
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2. Communication and collaboration
2.1 Interacting through digital technologies
To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.
2.2 Sharing through digital technologies
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.
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.
2.4 Collaborating through digital technologies
To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge.
2.5 Netiquette
To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication modes and strategies to the specific audience, to be aware of cultural and generational diversity in digital environments.
2.6 Managing digital identity
To create and manage one or multiple digital identities, to be able to protect one's own reputation, to deal with the data that one produces through several digital tools, environments and services.
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3. Digital content creation
3.1 Developing digital content
To create and edit digital content in different formats, to express oneself through digital means.
3.2 Integrating and re-elaborating digital content
To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.
3.3 Copyright and licences
To understand how copyright and licences apply to information and digital content.
3.4 Programming
To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.
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4. Safety 4.1 Protecting devices
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 due regard to reliability and privacy.
4.2 Protecting personal data and privacy
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 digital services use a “Privacy policy” on how personal data is used.
4.3 Protecting health and well-being
To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.
4.4 Protecting the environment
To be aware of the environmental impact of digital technologies and their use.
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5. Problem solving 5.1 Solving technical problems
To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).
5.2 Identifying needs and technological responses
To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).
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 understand and resolve conceptual problems and problem situations in digital environments.
5.4 Identifying digital competence gaps
To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.
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Actualización de DigComp: 2015-2016
¡Listo!
¡En proceso!
Publicación
Abril 2017
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Actualización: Segunda fase • 3 a 8 niveles de competencia: resultados de aprendizaje, inspirado
en el EQF – Publicación prevista Abril 2017
DigComp 1.0
Level in 2.1
Complexity of tasks
Autonomy Cognitive domain
Foundation
1 Simple tasks With guidance Remembering
2 Simple tasks Autonomy and with guidance where needed
Remembering
Intermediate
3 Well-defined and routine tasks, and straightforward problems
On my own Understanding
4 Tasks, and well-defined and non-routine problems
Independent and according to my needs
Understanding
Advanced
5 Different tasks and problems Guiding others Applying
6 Most appropriate tasks Able to adapt to others in a complex context
Evaluating
New to 2.1
Highly-specialised
7 Resolve complex problems with limited solutions
Integrate to contribute to the professional practice and to guide others
Creating
8 Resolve complex problems with many interacting factors
Propose new ideas and processes to the field
Creating
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1. 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 environments, to access them and to navigate between them. To create and update personal search strategies. Proficiency levels
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Foundation Intermediate Advanced Highly specialised (new)
At basic level and with guidance, I
can:
At basic level and with autonomy and appropriate guidance where needed, I can:
On my own and solving
straightforward problems, I can:
Independently, according to
my own needs, and
solving well-defined and non-routine problems, I
can:
As well as guiding others,
I can:
At advanced level, according
to my own needs and those of
others, and in complex
contexts, I can:
At highly specialised level, I can:
At the most advanced and
specialised level, I can:
● identify my information needs, ● find data, information and content through a simple search in digital environments, ● find how to access these data, information and content and navigate between them. ● identify simple personal search strategies.
● identify my information needs, ● find data, information and content through a simple search in digital environments, ● find how to access these data, information and content and navigate between them. ● identify simple personal search strategies.
● explain my information needs, ● perform well-defined and routine searches to find data, information and content in digital
environments, ● explain how to access them and navigate between
them. ● explain well-defined and routine personal search strategies.
● illustrate information
needs, ● organise the searches of data, information and content in digital environments,
● describe how to access to these data, information and content, and navigate between them. ● organise personal search strategies.
● apply information
needs, ● apply searches to obtain data, information and content in digital
environments, ● show how to access to these data, information and content and navigate between them. ● propose personal information strategies.
● assess information needs, ● adapt my searching strategy to find the most appropriate data, information and content in digital
environments, ● explain how to access to these most appropriate data, information and content and navigate among
them. ● vary personal search strategies.
● create solutions to complex problems with limited definition, that are related to browsing, searching and filtering of data, information and digital content. ● integrate my knowledge to contribute to professional practice and knowledge and guide others in browsing, searching and filtering data, information and digital content.
● create solutions to solve complex problems with many interacting factors, that are related to browsing, searching and filtering data, information and digital content. ● propose new ideas and processes to the field.
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Employment Scenario: Job seeking process
With help from an employment adviser:
I can identify, from a list, those job portals which can help me look for a job.
I can also find these job portals in my smartphone's app store, and access and navigate between them.
From a list of generic keywords for job seeking available in a blog on job hunting, I can also identify the keywords that are useful for me.
With the help if necessary of an employment adviser I can identify, from a list, those job portals which can help me look for a job.
I can also find these job portals in my smartphone's app store, and access and navigate between them.
From a list of generic keywords for job seeking available in a blog on job hunting, I can also identify the keywords that are useful for me.
By myself:
I can name the job portals I routinely use to help me look for a job.
I can use well-defined keywords to find jobs portals my smartphone's app store , and explain to the employment adviser how I access and navigate between them.
I can explain to the employment adviser why I usually use certain keywords to find job portals and apps in my smartphone
I can fix problems such as accessing to the wrong portal or job app, or navigating away from portals that I routinely use.
I can give examples to the employment adviser of suitable job portals or apps that I use as for my job seeking needs.
I can organise my own search strategy such as using keywords and checking apps' evaluation, in order to find suitable apps on my smartphone that fit with my job profile.
I can describe to the employment adviser how I access and navigate between the apps I have found through this organised search strategy. I can organise my search strategy in an online spreadsheet (like Google Spreadsheet), with the list of keywords that are useful for finding job portals and apps with job offers related to my job profile on my smartphone. While I am doing these activities, I can resolve issues such as evaluate new apps that come up in my smartphone's app store as a result of my search, or add new keywords to my personal search strategy if I don't find appropriate job portals and offers.
When job seeking, I can find job portals and apps related to my job profile in any environment by using either routine or new digital resources (OS, apps, devices).
I can also show a friend how to find apps on her smartphone, using different keywords and evaluation criteria to select those that fit her job profile.
I can explain to her how to access and navigate between these apps to find appropriate job vacancies.
I can make an online presentation (like Google Slide) on job seeking containing the main keywords, job ads, blogs, wikis, apps and portals I use when job seeking, and share it with other job seekers.
I can assess the most appropriate job portals for job vacancies according to my job seeking needs and those of a friend. I can find those job apps adapted to my job seeking needs and those of a friend, and I can differentiate between appropriate and inappropriate portals and apps, pop-up information or spam while I am accessing and navigating between apps. I can explain to other job seekers how I perform these searches, and I can overcome unexpected situations that arise in the digital environment (spam, inappropriate job portals, problems with the downloading, etc.) in order to find appropriate apps on my smartphone.
I can make an online presentation (e.g. using Google Slide) on job seeking with the most appropriate keywords, job ads, blogs, wikis, apps and portals adapted to different job profiles (e.g. using hyperlinks), and allowing other job seekers to collaborate, and give examples on how to overcome complex situations when job seeking (e.g. not finding appropriate job ads, fake or old job ads, etc.)
I can create a digital collaborative platform (blog, wiki, etc.) which can be used by other job seekers to filter job portals and offers according to their job seeking needs.
I can create new apps for browsing, searching and filtering job portals and offers, according to job seekers' needs.
Examples of use
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Actualización: Segunda fase • Elaboración de una herramienta de evaluación de
competencias digitales: Disponible para 2018
Inclusion
en el
nuevo
Europass
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Diseño de un instrumento de evaluación para
DigComp v2.1
• Basado en una revisión de la bibliografia (22 instrumentos)
• Instrumento combinará ítems de autoevaluación y de
conocimiento procedimental
• Destinado a individuos con bajo nivel o ninguno de
competencia digital
• Asegurar la fiabilidad y la validez: intercambio con agentes
implicados y usuarios finales, y piloto del instrumento en una
muestra en 3 Estados Miembros.
• Finalizado para mediados de 2018
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3. Usos de DigComp
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Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos de DigComp en
educación, formación y
empleo
Apoyo y formulación de políticas
- Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS)
- Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL)
Planificación formativa
- Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE)
- Desarrollo de oferta educativa y de formación (ej. INTEF)
- Competencias para el empleo (ej. Telecentros)
Evaluación y certificación
- Autoevaluación (ej. CV Europass)
- Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
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https://ec.europa.eu/jrc/en/digcomp/implementation
Report the uptake!
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TEACHER PROFESSIONAL DEVELOPMENT
E & T CONTENT /STUDENT
ASSESSMENT
ASSESMENT FOR EMPLOYABILITY
POLICY SUPPORT, FRAMEWORK
IMPLEMENTATION
SPAIN
The Min. of Education, INTEF created Common Framework for Teacher
Digital Competence based on DigComp. Use agreed between State
and Regional governments.
LITHUANIA
Translation of the DigComp framework by the Education
Development Centre. Used for Teacher PD
NAVARRA, SPAIN
Navarra Department of Education uses DigComp as a key reference for strategic
planning
EXTREMADURA, SPAIN
Extremadura implements Teachers Digital Competence Portfolio based on
DigComp
Member State implementations
Jan 2017
ESTONIA
From 2017 on, all 9th graders will be evaluated
using DigComp
BASQUE COUNTRY, SPAIN
Ikanos project developed by the Basque Government to deploy the Digital Agenda.
Free DigComp self-assessment and training
POLAND
The Min. of Digital Affairs published a catalogue of digital competence
frameworks for Digital Poland 2014-2020 referring to DigComp
POLAND
Training for certification purposes based on DigComp provided by ECCC
Foundation and ECDL in Poland.
NORWAY
The Centre for ICT in Education uses DigComp as a references to develop a DigComp framework for the teaching profession
ITALY
Italian Digital Agenda will translate and implement
DigComp as part of its strategy
PORTUGAL
The Min. of Education uses DigComp as an input for teachers' PD. Translation by CIDTFF, supported by the MoE
FLANDERS, BELGIUM
Dept. of Education use DigComp for a curricula review and development of adult
education courses
EMILIA-ROMAGNA REGION, IT
Uses DigComp to re-design courses/materials in Pane e internet,
an e-inclusion initiative
CROATIA
e-Schools project by Croatian Academic and Research Network uses
DigComp to support teachers
FRANCE
PIX platform being developed by the Min. of Education to certify digital skills based on DigComp
ANDALUCIA, SPAIN
"Andalucia digital" offers free DigComp self-assessment and training for job-
seekers
MALTA
Use of DigComp by the Ministry for Education and Employment in Maltese
"Digital Strategy "
SLOVENIA
Translated by National Education Institute. DigComp used in assessing
students in ICT
UNITED KINGDOM
Basic Digital Skills framework, created by GO UK, aligns with
DigComp
REBIUN, SPAIN
The Network of Spanish University Libraries (REBIUN) uses DigComp to upskill
students in 76 Spanish universities
GERMANY
A new strategy 'Education in the digital world' (Bildung in der digitalen Welt)
builds on DigComp (+2 other frameworks)
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Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos de DigComp en
educación, formación y
empleo
Apoyo y formulación de políticas
- Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS)
- Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL)
Planificación formativa
- Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE)
- Desarrollo de oferta educativa y de formación (ej. INTEF)
- Competencias para el empleo (ej. Telecentros)
Evaluación y certificación
- Autoevaluación (ej. CV Europass)
- Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
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DG JUSTICE AND CONSUMERS
Development on-going of the Consumers' Digital
Competence Framework based on DIGCOMP
DG EDUCATION AND CULTURE
Development starting on the Teacher Digital
Competence Framework for based on DIGCOMP.
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Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos de DigComp en
educación, formación y
empleo
Apoyo y formulación de políticas
- Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS)
- Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL)
Planificación formativa
- Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE)
- Desarrollo de oferta educativa y de formación (ej. INTEF, REBUIN)
- Competencias para el empleo (ej. Telecentros)
Evaluación y certificación
- Autoevaluación (ej. CV Europass)
- Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
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Spain, La Red de Bibliotecas Universitarias Españolas (The Network of Spanish University Libraries) REBIUN, the Network of Spanish University Libraries uses DigComp to upskill students in its network of 76 Spanish universities.
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http://mooc.educalab.es/courses
• Protégete en la red
• Medidas y actuaciones frente el ciberacoso
• Comunícate en digital
• ¿Postureo o salud?
• Navega en digital
• ¿Gestionas eficazmente tu formación? • Resume visualmente con infografías • !Qué sencillo es respetar al autor!
• Aclarar conceptos de forma creativa
• Estar al día con la competencia digital
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Portfolio de Competencia Digital Docente de Extremadura
• Determina el nivel competencia de cada
area según DigComp: Usuario
principiante (A1 y A2), medio (B1 y B2),
y Avanzado y experto (C1 y C2)
• Conocimientos, destrezas y actitudes por
incorporar
• Itinerarios formativos y de capacitación
para mejorar
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Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos de DigComp en
educación, formación y
empleo
Apoyo y formulación de políticas
- Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS)
- Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL)
Planificación formativa
- Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE)
- Desarrollo de oferta educativa y de formación (ej. INTEF)
- Competencias para el empleo (ej. Telecentros)
Evaluación y certificación
- Autoevaluación (ej. CV Europass)
- Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)
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Andalucía es digital – Junta de Andalucía
Adaptado de DIGCOMP
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https://pix.beta.gouv.fr/
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5. Conclusiones
61 61
Competencia digital:
• Disponibilidad de un marco de referencia a nivel europeo
• Cada vez más importante para todos (jóvenes, mayores, en
búsqueda de empleo, trabajadores, profesores, etc. )
• Uso Competencia
• Hay que mantener y actualizar las competencias digitales: es un
proceso continuo y cambiante con la evolución de las TICs:
DIGCOMP v2.0
• No hay que tener el máximo nivel de competencias – Depende
del uso pero más es mejor ()
• El marco es neutral y descriptivo (no prescriptivo)
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https://ec.europa.eu/jrc/en/digcomp
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Stephanie.carretero-gomez@ec.europa.eu
@deunacarretero