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It brings a useful perspective for planning in the field of education, training and employment – most technical/digital skills and for digital competences assessment and certification. The framework has been progressively refined; an update of the framework is expected to be released in the first part of 2022.
 
It brings a useful perspective for planning in the field of education, training and employment – most technical/digital skills and for digital competences assessment and certification. The framework has been progressively refined; an update of the framework is expected to be released in the first part of 2022.
 +
<div class=left-box>
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===Download DigComp===
 +
European Commission, Joint Research Centre, Vuorikari, R., Kluzer, S., Punie, Y. (2022). [https://data.europa.eu/doi/10.2760/115376 DigComp 2.2, The Digital Competence framework for citizens]]. With new examples of knowledge, skills and attitudes, Publications Office of the European Union.
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<div class=left-box>
 
<div class=left-box>
 
===Evolution of DigComp===
 
===Evolution of DigComp===
 +
'''2013''' DigComp focus: citizens <ref name=olddigcom>Punie, Y. and Brecko, B., editor(s), Ferrari, A., DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. , EUR 26035, Publications Office of the European Union, Luxembourg, 2013, ISBN 978-92-79-31465-0, https://doi.org/10.2788/52966, JRC83167.</ref>
 +
 
'''2015''' DigCompOrg: focus: educational organizations<ref name=org>Kampylis, P., Punie, Y. and Devine, J. (2015). Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations, EUR 27599 EN, Publications
 
'''2015''' DigCompOrg: focus: educational organizations<ref name=org>Kampylis, P., Punie, Y. and Devine, J. (2015). Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations, EUR 27599 EN, Publications
 
Office of the European Union, Luxembourg, 2015, ISBN 978-92-79-54005-9, https://doi.org/10.2791/54070, JRC98209.</ref>
 
Office of the European Union, Luxembourg, 2015, ISBN 978-92-79-54005-9, https://doi.org/10.2791/54070, JRC98209.</ref>
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'''2017''' DigCompEdu focus: educators – teachers and trainers<ref name=edu>DigCompEdu.Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, https://doi.org/10.2760/159770, JRC10</ref>
 
'''2017''' DigCompEdu focus: educators – teachers and trainers<ref name=edu>DigCompEdu.Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, https://doi.org/10.2760/159770, JRC10</ref>
  
'''2022''' DigComp 2.2 focus: citizens ([https://doi.org/10.2760/115376 Download])<ref name=zwozwo>Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, https://doi.org/10.2760/115376, JRC128415</ref>
+
'''2022''' DigComp 2.2 focus: citizens<ref name=zwozwo>Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, https://doi.org/10.2760/115376, JRC128415</ref>
 
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<div class=left-box>
 
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===Information and data literacy===   
 
===Information and data literacy===   
 
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====1.1 Browsing, searching and filtering data, information and digital content====
1.1 Browsing, searching and filtering data, information and digital content
 
 
* To articulate information needs,  
 
* To articulate information needs,  
 
*to search for data, information and content in digital environments,  
 
*to search for data, information and content in digital environments,  
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*To create and update personal search strategies.
 
*To create and update personal search strategies.
  
1.2 Evaluating data, information and digital content
+
====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, 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
 
* To analyse, interpret and critically evaluate the data, information and digital content
  
1.3 Managing 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, store and retrieve data, information, and content in digital environments.  
 
* To organise and process them in a structured environment
 
* To organise and process them in a structured environment
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<div class=left-box>
 
===Communication and Collaboration===
 
===Communication and Collaboration===
 
+
====2.1 Interacting through digital technologies====
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
 
*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
+
====2.2 Sharing through digital technologies====
 
*To share data, information and digital content with others through appropriate 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.
 
*To act as an intermediary, to know about referencing and attribution practices.
  
2.3 Engaging in citizenship through digital technologies
+
====2.3 Engaging in citizenship through digital technologies====
 
* To participate in society through the use of public and private digital services.  
 
* 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.
 
* To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.
  
2.4 Collaborating through 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 data, resources and knowledge
 
* To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of data, resources and knowledge
  
2.5 Netiquette  
+
====2.5 Netiquette ====
 
*To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments.  
 
*To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments.  
 
* To adapt communication strategies to the specific audience and  
 
* To adapt communication strategies to the specific audience and  
 
* to be aware of cultural and generational diversity in digital environments.
 
* to be aware of cultural and generational diversity in digital environments.
  
2.6 Managing digital identity  
+
====2.6 Managing digital identity ====
 
*To create, and manage one or multiple digital identities,  
 
*To create, and manage one or multiple digital identities,  
 
*to be able to protect one’s own reputation,  
 
*to be able to protect one’s own reputation,  
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</div>
 
</div>
 
<div class=left-box>
 
<div class=left-box>
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===Digital Content Creation===
 
===Digital Content Creation===
 
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====3.1 Developing content====
3.1 Developing content
 
 
*To create and edit digital content
 
*To create and edit digital content
 
*to express oneself through digital means.
 
*to express oneself through digital means.
  
3.2 Integrating and re-elaborating digital content  
+
====3.2 Integrating and re-elaborating digital content ====
 
* To modify, refine and integrate new information and content into an existing body of knowledge and resources to create new, original and relevant content and knowledge.
 
* To modify, refine and integrate new information and content into an existing body of knowledge and resources to create new, original and relevant content and knowledge.
  
3.3 Copyright and licenses
+
====3.3 Copyright and licenses====
 
*To understand how copyright and licences apply to digital information and content.
 
*To understand how copyright and licences apply to digital information and content.
  
3.4 Programming  
+
====3.4 Programming ====
 
*To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or to perform a specific task.
 
*To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or to perform a specific task.
 
</div>
 
</div>
 
<div class=left-box>
 
<div class=left-box>
 
===Safety===
 
===Safety===
4.1 Protecting devices
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====4.1 Protecting devices====
 
*To protect devices and digital content, and to understand risks and threats in digital environments.  
 
*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.
 
*To know about safety and security measures and to have a due regard to reliability and privacy.
  
4.2 Protecting personal data and privacy  
+
====4.2 Protecting personal data and privacy ====
 
* To protect personal data and privacy in digital environments.
 
* 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 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” to inform how personal data is used
 
* To understand that digital services use a “Privacy policy” to inform how personal data is used
  
4.3 Protecting health and well-being
+
====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 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 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.
 
* To be aware of digital technologies for social well-being and social inclusion.
  
4.4 Protecting the environment
+
====4.4 Protecting the environment====
 
*To be aware of the environmental impact of digital technologies and their use.
 
*To be aware of the environmental impact of digital technologies and their use.
 
</div>
 
</div>
 
<div class=left-box>
 
<div class=left-box>
 
===Problem Solving===
 
===Problem Solving===
5.1 Solving technical problems
+
====5.1 Solving technical problems====
*To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to
+
*To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).
solving more complex problems).
 
  
5.2 Identifying needs and technological responses
+
====5.2 Identifying needs and technological responses====
 
*To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them.
 
*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).
 
* To adjust and customise digital environments to personal needs (e.g. accessibility).
  
5.3 Creatively using digital technology
+
====5.3 Creatively using digital technology====
 
*To use digital tools and technologies to create knowledge and to innovate processes and products.  
 
*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.
 
* 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
+
====5.4 Identifying digital competence gaps====
 
*To understand where one’s own digital competence needs to be improved or updated.  
 
*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 be able to support others with their digital competence development.  
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</div>
 
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Although the areas of competences are very useful for assessing the level of basic skills with respect to the use of digital tools (especially in terms of comparison between different countries, and age groups, gender, etc., there is a limitation which concerns the lack of understanding of the cultural and social dimension or a less explicit integration of the citizenship dimension of the digital transformation and its consequences.  
+
 
 +
 
 +
Although the areas of competences are very useful for assessing the level of basic skills with respect to the use of digital tools (especially in terms of comparison between different countries, and age groups, gender, etc.), it only covers the social, political or cultural dimension of digitalisation to a limited extent. These aspects, which are important in democracy-related education, are additionally described in other competence frameworks, such as digital citizenship education. Conversely, models of civic competences are usefully expanded by DigComp.
  
  
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* European Framework for the Digital Competence of Educators: [https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu DigCompEdu]
 
* European Framework for the Digital Competence of Educators: [https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu DigCompEdu]
 
* Assessment tool for schools: [https://ec.europa.eu/education/schools-go-digital_en SELFIE]
 
* Assessment tool for schools: [https://ec.europa.eu/education/schools-go-digital_en SELFIE]
 +
* DigComp Self-Assessment Tool (based on version 2.1): [https://doi.org/10.2760/77437 DigCompSat]
 
</div>
 
</div>
  

Latest revision as of 12:24, 11 January 2024

DigComp is a competence framework established by the EU and developed by its Joint Research Centre. It inspired many European media competence or digital competecne curricula. But also for non-formal learning it has relevance.

DigComp22.png

The DigComp model has its roots in the research activity that the Joint Research Centre of the European Commission (JRC) started in 2005 to support policy-making regarding the potential of digital technologies in certain priority fields: education, the world of work, personal growth and social inclusion. For each competence, eight levels of proficiency are identified, ranging from “basic” to “highly specialised” according to three criteria: the complexity of the tasks, the autonomy required and the cognitive domain involved.

It brings a useful perspective for planning in the field of education, training and employment – most technical/digital skills and for digital competences assessment and certification. The framework has been progressively refined; an update of the framework is expected to be released in the first part of 2022.

Download DigComp

European Commission, Joint Research Centre, Vuorikari, R., Kluzer, S., Punie, Y. (2022). DigComp 2.2, The Digital Competence framework for citizens]. With new examples of knowledge, skills and attitudes, Publications Office of the European Union.

Evolution of DigComp

2013 DigComp focus: citizens [1]

2015 DigCompOrg: focus: educational organizations[2]

2016 DigComp 2.0 focus: citizens [3]

2017 DigComp 2.1 focus: citizens[4]

2017 DigCompEdu focus: educators – teachers and trainers[5]

2022 DigComp 2.2 focus: citizens[6]

What is DigComp?

Digcompvideo.png


The Competence Areas of DigComp 2.2

Explore the five areas:

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

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 data, 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 strategies to the specific audience and
  • 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.

Digital Content Creation

3.1 Developing content

  • To create and edit digital content
  • to express oneself through digital means.

3.2 Integrating and re-elaborating digital content

  • To modify, refine and integrate new information and content into an existing body of knowledge and resources to create new, original and relevant content and knowledge.

3.3 Copyright and licenses

  • To understand how copyright and licences apply to digital information and content.

3.4 Programming

  • To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or to perform a specific task.

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 a 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” to inform 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.

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 and to solve them.
  • To adjust and customise digital environments to personal needs (e.g. accessibility).

5.3 Creatively using digital technology

  • 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.


Source: Applied after: Joint Research centre/EU Commission


Although the areas of competences are very useful for assessing the level of basic skills with respect to the use of digital tools (especially in terms of comparison between different countries, and age groups, gender, etc.), it only covers the social, political or cultural dimension of digitalisation to a limited extent. These aspects, which are important in democracy-related education, are additionally described in other competence frameworks, such as digital citizenship education. Conversely, models of civic competences are usefully expanded by DigComp.



Accompanying Tools and Material

  • European Framework for the Digital Competence of Educators: DigCompEdu
  • Assessment tool for schools: SELFIE
  • DigComp Self-Assessment Tool (based on version 2.1): DigCompSat

References

  1. Punie, Y. and Brecko, B., editor(s), Ferrari, A., DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. , EUR 26035, Publications Office of the European Union, Luxembourg, 2013, ISBN 978-92-79-31465-0, https://doi.org/10.2788/52966, JRC83167.
  2. Kampylis, P., Punie, Y. and Devine, J. (2015). Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations, EUR 27599 EN, Publications Office of the European Union, Luxembourg, 2015, ISBN 978-92-79-54005-9, https://doi.org/10.2791/54070, JRC98209.
  3. Vuorikari R, Punie Y, Carretero Gomez S and Van Den Brande G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model. EUR 27948 EN. Luxembourg (Luxembourg): Publications Office of the European Union; 2016. https://doi.org/10.2791/607218 JRC101254
  4. European Commission/Joint Research Centre: Stephanie Carretero Gomez, Riina Vuorikari, Yves Punie: DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use
  5. DigCompEdu.Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, https://doi.org/10.2760/159770, JRC10
  6. Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, https://doi.org/10.2760/115376, JRC128415




Elisa Rapetti

Researcher in Sociology. PhD in Methodology of Social Research and Applied Sociology at University of Milano. Facilitator at Democracy and Human Right Education in Europe (DARE).

Marco Oberosler

M-oberosler-sw.jpg

Works as expert for global competences at the International Cooperation Centre in Trento (Italy). Board member at DARE Democracy and Human Rights Education in Europe 2019-2021 and co-editor of the handbook Learning the Digital.

Nils-Eyk Zimmermann

Nils-Eyk Zimmermann

Editor of Competendo. He writes and works on the topics: active citizenship, civil society, digital transformation, non-formal and lifelong learning, capacity building. Coordinator of European projects, in example DIGIT-AL Digital Transformation in Adult Learning for Active Citizenship, DARE network.

Blogs here: Blog: Civil Resilience.
Email: nils.zimmermann@dare-network.eu


handbook for Facilitators: Learning the Digital

Digital-book-cover.png

This text was published in: M. Oberosler (ed.), E. Rapetti (ed.), N. Zimmermann (ed.), G. Pirker, I. Carvalho, G. Briz, V. Vivona (2021/22). Learning the Digital. Competendo Handbook for Facilitators.

Created in the frame of the project DIGIT-AL - Digital Transformation Adult Learning for Active Citizenship.

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DigComp 2.2

DigComp22.png

EU Commission ,2022
Download

Digital Competence for Educators

Digcompedu.png

EU Commission, 2018
Download