EU Digital Competence Framework (For Citizens)

DigComp 2.1 The Digital Competence Framework for Citizens With eight proficiency levels and examples of use Authors: Stephanie Carretero, Riina Vuorikari and Yves Punie Joint EUR 28558 EN Research Centre



DigComp 2.1 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 Commission’s 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 García Amat (Fernando de los Ríos Consortium, Spain), Itziar Garcia Blazquez (Independent expert, Spain), Jean-Yves Jeannas (Independent expert, France), Jesús 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 would also like to thank: • Our colleagues Margherita Bacigalupo, Christine Redecker and Pan Kampylis from our team on learning and skills at the JRC, who participated and enriched the development of the framework providing their feedback and comments. • William Okeeffe from DG EMPL for his review and comments. • Patricia Farrer (JRC) for proof-reading and editing. • Emiliano Bruno (JRC) for the editorial consultancy coordination. • Massimiliano Fucci (JRC) for the design and layout of the report. • Rubén Jiménez El Rubencio for the illustrations. We believe they have all made significant contributions to enable JRC to present the current report. Contact information Name: Yves Punie Email: [email protected] JRC Science Hub https://ec.europa.eu/jrc JRC106281 EUR 28558 EN PDF ISBN 978-92-79-68006-9 ISSN 1831-9424 doi:10.2760/38842 Print ISBN 978-92-79-68005-2 ISSN 1018-5593 doi:10.2760/836968 Luxembourg: Publications Office of the European Union, 2017 © European Union, 2017 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), [email protected]] 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 States on harnessing the potential of digital technologies to innovate education and 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 more than 100 different publications. 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 as a scientific project and with intensive consultation of stakeholders, initially on behalf 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 examples of its implementation at the European, national and regional level. 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 on the development of: 1 More information on: https://ec.europa.eu/jrc/en/digcomp

• digital competence frameworks for educators (DigCompEdu), • educational organisations (DigCompOrg), • consumers (DigCompConsumers). A framework for opening-up Higher Education Institutions (OpenEdu) was also published in 2016, as well as a competence framework for entrepreneurship (EntreComp). Some of these frameworks are accompanied by (self-)assessment instruments. Additional research has been undertaken on computational thinking (CompuThink), Learning Ana- lytics, MOOC learners (MOOCKnowledge) and MOOCs and free digital learning opportu- nities for migrants and refugees (MOOCs4inclusion). 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 DG JRC Unit Human Capital and Employment 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 10 Introduction Section 2 12 The eight proficiency levels and examples of use Section 3 21 The competences Competence area 1: information and data literacy 23 Competence area 2: communication and collaboration 26 Competence area 3: digital content creation 32 Competence area 4: safety 36 Competence area 5: problem solving 40

Section 1 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 and Inclusion of the European Commission. The DigComp Framework has 5 dimensions: Dimension 1: Competence areas identified to be part of digital competence Dimension 2: Competence descriptors and titles that are pertinent to each area Dimension 3: Proficiency levels for each competence Dimension 4: Knowledge, skills and attitudes applicable to each competence Dimension 5: Examples of use, on the applicability of the competence to 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 10 employment and learning due to their policy relevance.

DigComp 2.0 (year 2016) DigComp 2.1 (year 2017) Competence areas Competences Proficiency levels Examples of use (dimension 3) (dimension 5) (dimension 1) (dimension 2) 1. 1.1 Browsing, search- Information and data ing and filtering data, literacy information and digital content 1.2 Evaluating data, information and digital content 1.3 Managing data, information and digital content 2. 2.1 Interacting through Communication and digital technologies collaboration 2.2 Sharing through digital technologies 2.3 Engaging in citi- Examples of use of the zenship through digital eight proficiency levels technologies applied to learning and 2.4 Collaborating employment scenario in through digital technol- the 21 competences ogies 2.5 Netiquette 2.6 Managing digital identity 3.1 Developing digital Eight proficiency levels content for each of the 21 3.2 Integrating and competences re-elaborating digital 3. content Digital content creation 3.3 Copyright and licences 3.4 Programming 4. 4.1 Protecting devices Safety 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5. 5.1 Solving technical Problem solving problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps 11

Section 2 The eight proficiency levels and examples of use DigComp 1.0 Framework had three proficiency levels in Dimension 3 (foundation, inter- 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 the development of citizens’ competence, career guidance and promotion at work. Eight proficiency levels for each competence have been defined through learning out- comes (using action verbs, following Bloom’s 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 produce a final version. 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- ly represented on the infographics on page 14 and 15. 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 Simple tasks With guidance Remembering 1 Foundation Simple tasks Autonomy and Remembering with guidance 2 where needed Well-defined and On my own Understanding routine tasks, and 3 straightforward problems Intermediate Tasks, and Independent and Understanding Advanced well-defined according to my 4 and non-routine needs problems Different tasks Guiding others Applying and problems 5 Most appropriate Able to adapt Evaluating tasks to others in a 6 complex context Resolve complex Integrate to Creating problems with contribute to the 7 limited solutions professional prac- tice and to guide Highly others specialised Resolve complex Propose new Creating problems with ideas and pro- 8 many interacting cesses to the field factors 13





The Figure 1 below gives a detailed explanation of how the competences are presented in the Section 3 of this report. • The Competence Areas (dimension 1) and their Competence title and Compe- tence descriptor (dimension 2) appear on the vertical banner, which colour chang- es depending on the Competence area. • 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 to DigComp 1.0 is stated (Foundation, Intermediate, etc.). • 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. Figure 1: Explanation how the competences are presented The 8 Name of the The first para- proficiency proficiency in graph describes DigComp 1.0 the complexity levels Each bullet point of the tasks, Competence Area, corresponds to a problems to Competence Title descriptor of the be solved and and Competence competence and, the level of at the same time, autonomy Descriptor are written in Action verbs terms of learning and Keywords outcomes are in bold 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- tualise the examples. • 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 for level 2, competence 1.4 for level 3, etc. 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- standable on the fold-out table (Competence 1.1) at page 19. 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 17 the proficiency levels.

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 acquisition of a digital competence, and therefore it is a support for the stakeholders willing to implement the framework. 18

Proficiency Foundation Intermediate Levels 12 34 \" 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 o Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content • identify my information needs, ate guidance where needed, I can: lems, I can: solving well-defined and non-rou • identify my information needs, I can: 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 data, information and content through a • explain my information needs, simple search in digital environments, • find data, information and content through a • illustrate information needs, simple search in digital environments, • perform well-defined and routine searches • find how to access these data, information to find data, information and content in digital • organise the searches of data and content and navigate between them. • find how to access these data, information environments, and content in digital environm and content and navigate between them. • identify simple personal search strategies. • explain how to access them and navigate • describe how to access to the • identify simple personal search strategies. between them. mation and content, and navig them. • explain well-defined and routine personal search strategies. • organise personal search stra Examples With help from an employment adviser: With the help if necessary of an employment By myself: I can give examples to the emplo of use adviser: of suitable job portals or apps th 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. 01 can help me look for a job. I can identify, from a list, those job portals which me look for a job. Employment can help me look for a job. I can organise my own search str I can also find these job portals in my smart- I can use well-defined keywords to find jobs por- using keywords and checking app Scenario: phone’s app store, and access and navigate I can also find these job portals in my smart- tals in my smartphone’s app store, and explain in order to find suitable apps on between them. phone’s app store, and access and navigate to the employment adviser how I access and that fit with my job seeking profi Job seeking between them. navigate between them. process From a list of generic keywords for job seeking I can describe to the employmen 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 t 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 sea identify the keywords that are useful for me. and apps in my smartphone. I can organise a list of keywords I can fix problems such as accessing to the for finding job portals and apps w wrong portal or job app, or navigating away related to my job profile on my s from portals that I routinely use. While I am doing these activities issues such as evaluate new app up in my smartphone’s app store my search, or add new keywords search strategy.

Advanced Higly 56 Specialised 78 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 utine problems, • respond to information needs, and those of others, and in complex contexts, I • create solutions to complex problems with specialised level, I can: • apply searches to obtain data, information can: • create solutions to solve complex prob- a, information limited definition that are related to brows- ments, and content in digital environments, • assess information needs, ing, searching and filtering of data, information lems with many interacting factors that ese data, infor- • show how to access to these data, informa- and digital content. are related to browsing, searching and filtering gate between • adapt my searching strategy to find the most data, information and digital content. tion and content and navigate between them. appropriate data, information and content in • integrate my knowledge to contribute to • propose new ideas and processes to the field. ategies. • propose personal search strategies. digital environments, professional practice and knowledge and guide others in browsing, searching and filter- I can create new apps or platforms for browsing, oyment adviser When job seeking, I can find job portals and • explain how to access to these most ing data, information and digital content. searching and filtering job portals and offers, hat I use as for apps related to my job profile in any digital appropriate data, information and content according to job seekers’ needs. environment, either the routine or new ones (OS, and navigate among them. I can create a digital collaborative platform rategy such as apps, devices). (blog, wiki, etc.) which can be used by other job ps’ evaluation, • vary personal search strategies. seekers to browse and filter job portals and my smartphone I can also show a friend how to find apps on offers according to their job seeking needs file. her smartphone, using different keywords and I can assess the most appropriate job portals for evaluation criteria to select those that fit her job job vacancies according to my job seeking needs nt adviser how profile. and those of a friend. the apps I have arch strategy. I can explain to her how to access and navigate I can find the job apps adapted to my job seek- between these apps to find appropriate job ing needs and those of a friend. I can differen- s that are useful vacancies. tiate between appropriate and inappropriate with job offers apps, and pop-up information or spam while I smartphone. I can offer a friend my tips on job seeking con- am accessing and navigating between apps. taining the main keywords, job ads, blogs, wikis, s, I can resolve apps and portals I use when job seeking, and I can explain to other job seekers how I perform ps that come share it with other job seekers. these searches, and I can overcome unexpected e as a result of situations that arise in the digital environment s to my personal (spam, inappropriate job portals, problems with the downloading, etc.) in order to find appropri- ate job offers on my smartphone. I can share my tips on job seeking containing the most appropriate keywords, job ads, blogs, wikis, apps and portals adapted to different job profiles, and give examples on how to overcome complex situations when job seeking (e.g. not finding appropriate job ads, fake or old job ads).

Proficiency Foundation Intermediate Levels 12 34 Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content 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 ne • identify my information needs, ate guidance where needed, I can: lems, I can: solving well-defined and non-routine pr 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, I can: • find data, information and content through a • explain my information needs, simple search in digital environments, • find data, information and content through a • illustrate information needs, simple search in digital environments, • perform well-defined and routine searches • find how to access these data, information to find data, information and content in digital • organise the searches of data, infor and content and navigate between them. • find how to access these data, information environments, and content in digital environments, and content and navigate between them. • identify simple personal search strategies. • explain how to access them and navigate • describe how to access to these data • identify simple personal search strategies. between them. mation and content, and navigate be them. • explain well-defined and routine personal search strategies. • organise 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 use consult whenever I need: sites, blogs and digital databases I con I can identify websites, blogs and digital data- I can name to my teacher websites, blogs and find the literature on my report topic. 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 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 Scenario: for literature on the report topic. homework. these websites, blogs and digital datab I can also identify literature on the report topic containing literature related to my repo Prepare a 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 short report 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 acce on a specific and access and navigate among them. digital databases, and explain how I access and navigate between websites, blogs and Using a list of generic keywords and tags availa- navigate between the results I find. tal database to find the literature I obta topic ble in my digital textbook, I can also identify Using a list of generic keywords and tags availa- through this organised search. 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 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 s ture on the report topic. environments (blogs, websites, databases) to notes on my tablet, a list of useful keyw prepare my homework. and tags for finding literature related to report topic. I can fix problems such as identifying that I have accessed the wrong website, or that I am navi- I can respond to any issue while I am d gating away from my routinely-used websites. these activities. For example, I can add keywords and tags to my personal sear egies if I don’t find appropriate resource to the report topic.

Advanced Higly 56 Specialised 78 eeds, 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 roblems, • respond to information needs, and those of others, and in complex contexts, I • create solutions to complex problems with specialised level, I can: can: • create solutions to solve complex prob- rmation • apply searches to obtain data, information limited definition that are related to brows- and content in digital environments, • assess information needs, ing, searching and filtering of data, information lems with many interacting factors that a, infor- and digital content. are related to browsing, searching and filtering etween • show how to access to these data, informa- • adapt my searching strategy to find the most data, information and digital content. tion and content and navigate between them. appropriate data, information and content in • integrate my knowledge to contribute to • propose new ideas and processes to the field. . digital environments, professional practice and knowledge and • propose personal search strategies. guide others in browsing, searching and filter- I can develop a new app or platform for brows- • explain how to access to these most ap- ing data, information and digital content. ing, searching and filtering literature on academ- of web- For preparing the report, I can access websites, propriate data, information and content and ic topics to be used by the classroom. nsult to blogs and digital databases to find literature navigate among them. I can create a digital collaborative platform related to the topic, using any digital environ- (blog, wiki, etc.) in the digital learning environ- to find ment, either the routine or new ones (OS, apps, • vary personal search strategies. ment of the school, to share and filter literature bases devices). I found useful on the topic of the report, guiding ort topic. I can assess the most appropriate websites, my classmates in writing their report. I can show a classmate how to find on her blogs and digital databases to obtain the litera- ess and tablet, websites, blogs and digital databases ture according to my need and those of a friend. digi- containing the literature for the report. ained I can find websites, blogs and digital databases I can explain her how to access and navigate adapted to my needs and those of a friend, and sticky between these digital resources in order to find differentiate between appropriate and inap- words literature for her report. propriate digital resources, pop-up information o the or spam while I am accessing and navigating I can offer a friend my tips on how I find web- among them. doing sites, blogs and digital database with literature d new related to the report using keywords and tags. I can explain to my teacher how I perform these rch strat- searches, and overcome unexpected situations es related that arise on the digital environment (e.g. need a username to access a digital library archives) to find literature for writing the report. I can give tips highlighting my personal strategy for finding the most appropriate literature in websites, blogs and digital databases, including examples on how I can overcome the complexity that occurs while navigating among these digital 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- mension 1 (competence area), dimension 2 (competence title and descriptor), dimension 3 (proficiency levels), and dimension 5 (examples of use). We remind here that DigComp 2.1 does not include dimension 4 (knowledge, skills and attitudes). Competence area 1: Information and data literacy 23 26 1.1 Browsing, searching, filtering data, information and digital content 1.2 Evaluating data, information and digital content 32 1.3 Managing data, information and digital content 36 40 Competence area 2: Communication and collaboration 2.1 Interacting through digital technologies 2.2 Sharing throught digital technologies 2.3 Engaging in citizenship through digital technologies 2.4 Collaborating through digital technologies 2.5 Netiquette 2.6 Managing digital identity Competence area 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 Competence area 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 Competence area 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 21

The Competences 22

Proficiency Foundation Intermediate Levels 12 34 \" At basic level and with At basic level and with On my own and solving Independent Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content guidance, I can: autonomy and appropriate straightforward problems, my own nee guidance where needed, I can: well-defined 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 I can: tine problem needs, • explain my information • identify my information needs, • illustrate • find data, information and needs, needs, content through a simple • perform well-defined search in digital environ- • find data, information and and routine searches to • organise t ments, content through a simple find data, information and of data, in search in digital environ- content in digital environ- content in • find how to access these ments, ments, ments, data, information and content and navigate • find how to access these • explain how to access • describe h between them. data, information and them and navigate to these da content and navigate between them. and conten • identify simple personal between them. between th search strategies. • explain well-defined • identify simple personal and routine personal • organise p search strategies. search strategies. strategies. Examples With help from an employ- of use ment adviser: 01 I can identify, from a list, Employment those job portals which can help me look for a job. Scenario: I can also find these job Job seeking portals in my smartphone’s process 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 use- ful for me. Examples With help from my teacher: of use I can identify websites, 02 blogs and digital databases Learning from a list in my digital Scenario: textbook to look for litera- ture on the report topic. Prepare a short report I can also identify literature on a specific on the report topic in these websites, blogs and digital topic databases, and access and navigate among them. Using a list of generic key- words and tags available in my digital textbook, I can also identify those which would be useful for finding literature on the report topic

Higly Advanced Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • respond to information complex contexts, I can: • create solutions to • create solutions to needs, complex problems with solve complex problems information • assess information limited definition that with many interacting • apply searches to obtain needs, are related to browsing, factors that are related the searches data, information and searching and filtering to browsing, search- nformation and content in digital environ- • adapt my searching of data, information and ing and filtering data, digital environ- ments, strategy to find the most digital content. information and digital appropriate data, infor- content. how to access • show how to access to mation and content in • integrate my knowl- ata, information these data, information digital environments, edge to contribute to • propose new ideas and nt, and navigate and content and navigate professional practice processes to the field. hem. between them. • explain how to access to and knowledge and these most appropriate guide others in browsing, personal search • propose personal search data, information and searching and filtering . strategies. content and navigate data, information and among them. digital content. • vary personal search strategies.

Proficiency Foundation Intermediate Levels 12 34 Competence area 1: Information and data literacy 1.2 Evaluating data, information and digital content At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a 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. guidance where needed, I can: well-defined and • detect the credibility and I can: tine problems, I c reliability of common • perform the analysis, sources of data, infor- • detect the credibility and comparison and evalua- • perform the an mation and their digital reliability of common tion of the credibility and comparison and content. sources of data, infor- reliability of well-defined tion of sources mation and their digital sources of data, informa- information and content. tion and digital content. content. • perform the analysis, • perform the an interpretation and evalua- interpretation a tion of well-defined data, ation of data, in information and digital and digital cont content Examples With help from an employ- of use ment adviser: 01 I can identify in a list of job Employment portals and apps a friend has found in an employ- Scenario: ment office’s blog, those that are commonly used Job seeking because they have credible process and reliable job offers. Examples Helped by my teacher: of use I can identify, from a list in 02 my textbook of blogs and Learning digital databases containing Scenario: available literature, those that are commonly used Prepare a because they are credible short report and reliable. on a specific topic

Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • carry out an evaluation complex contexts, I can: • create solutions to • create solutions to of the credibility and relia- complex problems with solve complex problems nalysis, bility of different sources • critically assess the limited definition that with many interacting d evalua- of data, information and credibility and reliability of are related to analysing factors that are related of data, digital content. sources of data, informa- and evaluating credible to analysing and evaluat- d digital tion and digital content. and reliable sources of ing credible and reliable • carry out an evalua- data, information and sources of data, informa- nalysis, tion of different data, • critically assess data, content in digital environ- tion and content in digital and evalu- information and digital information and digital ments. environments. nformation content. content. tent. • integrate my knowledge • propose new ideas and to contribute to pro- processes to the field. fessional practices and knowledge and to guide others in the analysis and evaluation of the credibility and reliability of data, information and digital content and their sources. \" \"

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independent guidance, I can: autonomy and appropriate straightforward problems, my own nee guidance where needed, I can: well-defined • identify how to organise, I can: tine problem store and retrieve data, • select data, information information and content • identify how to organise, and content in order • organise i in a simple way in digital store and retrieve data, to organise, store and data and c environments. information and content retrieve in a routine way be easily s in a simple way in digital in digital environments. retrieved. • recognise where to environments. organise them in a sim- • organise them in a rou- • organise i ple way in a structured • recognise where to tine way in a structured data and c environment. organise them in a sim- environment. structured ple way in a structured environment. \" Examples At home with my sister who \" of use I ask whenever I need: Competence area 1: Information and data literacy 1.3 Managing data, information and digital content 01 I can identify how and To organise, store and retrieve data, information, and content in digital environments. To organise and process them in a structured environment. Employment where to organise and keep track of job ads in a job Scenario: app (e.g. www.indeed.com) of my smartphone in order Job seeking to retrieve them when I process need them along my job seeking. Examples In the classroom with my of use teacher who I can consult whenever I need: 02 Learning I can identify an app in Scenario: my tablet to organise and store links to those Prepare a websites, blogs and digital short report databases related with a on a specific specific topic of literature and use it to retrieve them topic when needed for my report.

Higly Advanced Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • manipulate information, complex contexts, I can: • create solutions to • create solutions data and content for complex problems with to solve complex information, their easier organisation, • adapt the management limited definition that problems with many content to storage and retrieval. of information, data and are related to managing interacting factors that stored and content for the most ap- data, information, and are related to managing • carry out their organisa- propriate easy retrieval content for their organisa- data, information, and information, tion and processing in a and storage. tion, storage and retrieval content for their organisa- content in a structured environment. in a structured digital tion, storage and retrieval environment. • adapt them to be organ- environment. in a structured digital ised and processed in environment. the most appropriate • integrate my knowledge 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, information and digital content in a structured digital environment.

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a guidance where needed, I can: well-defined and • select simple digital I can: tine problems, I c technologies to interact, • perform well-defined and • select simple digital and routine interactions • select a variety technologies to interact, with digital technologies, technologies to • identify appropriate and and and simple communica- tion means for a given • identify appropriate • select well-defined and • select a variety context. simple communica- routine appropriate digi- priate digital co tion means for a given tal communication means cation means f context. for a given context. context. Competence area 2: Communication and collaboration 2.1 Interacting through digital technologies Examples By myself: of use To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context. I can interact with partici- 01 pants and other colleagues Employment using my corporate email account app on my smart- Scenario: phone in order to organise an event for my company. Organise an event I can also select options available in my email suite to organise the event, such as sending calendar invitations. I can fix problems, e.g. an incorrect email address. Examples By myself: of use I can use a commonly-used 02 chat on my smartphone Learning (e.g. Facebook messenger Scenario: or WhatsApp) to talk to my classmates and organise Prepare group work. 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. I can fix problems such as adding or deleting members to the chat group.

Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • use a variety of digital complex contexts, I can: • create solutions to • create solutions to technologies in order to complex problems with solve complex problems y of digital interact, • adapt a variety of digital limited definition that with many interacting o interact, technologies for the most are related to interacting factors that are related to • show others the most appropriate interaction, through digital technolo- interacting through digital y of appro- appropriate digital and gies and digital communi- technologies and digital ommuni- communication means for cation means. communication means for a given a given context • adapt the most ap- propriate communica- • integrate my knowledge • propose new ideas and 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. \" \"

Proficiency Foundation Intermediate Levels 12 34 \" At basic level and with At basic level and with On my own and solving Independent \" guidance, I can: autonomy and appropriate straightforward problems, my own nee Competence area 2: Communication and collaboration 2.2 Sharing through digital technologies guidance where needed, I can: well-defined • recognise simple appro- I can: tine problem 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. priate digital technologies • select well-defined • manipula to share data, information • recognise simple appro- and routine appropriate and digital content. priate digital technologies digital technologies to digital tech to share data, information share data, information share data • identify simple refer- and digital content. and digital content. and digital encing and attribution • explain ho practices. • identify simple refer- • explain how to act as an intermedia encing and attribution intermediary for sharing informatio practices. information and content through di through well-defined ogies, and routine digital tech- • illustrate nologies, attribution • illustrate well-defined I can use my and routine referencing digital storag and attribution practices. share the ev with the list Examples created on m of use I can show m 01 on their sma Employment to access an agenda usin Scenario: isation’s digi system. Organise an event I can show m examples on Examples the digital so of use design the e 02 I can respon Learning while I am d Scenario: tivities, such problems wi Prepare agenda with group work pants. with my I can use a c classmates storage syst Dropbox, Go share mater members of I can explain bers of my g class laptop the material storage syst I can show m on her table sources I use material for While I am d activities, I c sue that ma solving prob storage or sh with other m group.

Higly Advanced Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • share data, informa- complex contexts, I can: • create solutions to • create solutions to tion and digital content complex problems with solve complex problems ate appropriate through a variety of • assess the most appro- limited definition that with many interacting hnologies to appropriate digital tools, priate digital technolo- are related to sharing factors that are related a, information gies to share information through digital technol- to sharing through digital l content. • show others how to act and content. ogies. technologies. as an intermediary for ow to act as an sharing information and • adapt my intermediation • integrate my knowledge • propose new ideas and ary for sharing content through digital role, to contribute to pro- processes to the field. on and content technologies. fessional practices and igital technol- • vary the use of the more knowledge and guide • apply a variety of ref- appropriate referencing others in sharing through referencing and erencing and attribution and attribution practices. digital technologies. n practices. practices. y company’s ge system to vent’s agenda of participants I my PC. my colleagues artphones how nd share the ng my organ- ital storage my boss n her tablet of ources I use to event’s agenda. nd to any issue doing these ac- h as unexpected ith sharing the h the partici- cloud-based tem (e.g. oogle Drive) to rial with other f my group. n to other mem- group, using the p, how I share l in the digital tem. my teacher, et, the digital e to prepare the group work. doing these can solve any is- ay arise such as blems to do with haring material members of my

Proficiency Foundation Intermediate Levels 12 34 Competence area 2: Communication and collaboration 2.3 Engaging in citizenship through digital technologies At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a 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. guidance where needed, I can: well-defined and • identify simple digital I can: tine problems, I c services in order to partic- • select well-defined and ipate in society. • identify simple digital routine digital services • select digital s services in order to partic- in order to participate in in order to part • I can recognise sim- ipate in society. society. society. ple appropriate digital technologies to empower • recognise simple appro- • indicate well-defined • discuss approp myself and to participate priate digital technologies and routine appropriate digital technolo in society as a citizen. to empower myself and digital technologies to empower myse to participate in society empower myself and to participate in so as a citizen. participate in society as a citizen. citizen. Examples of use 01 Employment Scenario: Organise an event Examples of use 02 Learning Scenario: Prepare group work with my classmates

Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • propose different digital complex contexts, I can: • create solutions to • create solutions services to participate in complex problems with to solve complex services society. • vary the use of the most limited definition that problems with many ticipate in appropriate digital ser- are related to engaging in interacting factors that • use appropriate digital vices in order to partici- citizenship through digital are related to engaging in priate technologies to empower pate in society. technologies. citizenship through digital ogies to myself and to participate technologies. elf and to in society as a citizen. • vary the use of the most • integrate my knowledge ociety as a appropriate digital to contribute to pro- • propose new ideas and I can propose and use technologies to empower fessional practices and processes to the field. different media strategies myself and to participate knowledge and guide (e.g. Survey on FaceBook, in society as a citizen. others in engaging in Hastags on Instagram citizenship through digital and Twitter) to empower technologies. the citizens of my city to participate in defining the main topics of an event on the use of sugar in food production. I can inform my colleagues about these strategies and show them how to use a particular one to empower citizens to participate. I can propose and use different micro-blogs (e.g. Twitter), blogs and wikis, for a public consultation regarding social inclusion of migrants in my neighbour- hood to collect proposals on the topic of the group work. I can inform my class- mates about these digital platforms and guide them on how to use a particular one to empower citizenship participation in their neigh- bourhood. \" \"

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independently, acco guidance, I can: autonomy and appro- straightforward problems, to my own needs, a priate guidance where I can: solving well-defined • choose simple digital needed, I can: non-routine problem tools and technolo- • select well-defined I can: gies for collaborative • choose simple digital and routine digital processes. tools and technolo- tools and technolo- • select digital too gies for collaborative gies for collaborative technologies for c processes. processes. orative processes \" Examples \" of use Competence area 2: Communication and collaboration 2.4 Collaborating through digital technologies 01 To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of data, resources and knowledge. Employment Scenario: Organise an event Examples of use 02 Learning Scenario: Prepare group work with my classmates

Advanced 6 Higly 5 Specialised 78 ording As well as guiding others, At advanced level, according to my At highly specialised level, At the most advanced and and I can: own needs and those of others, and in I can: specialised level, I can: d and complex contexts, I can: ms, • propose different • vary the use of the most appropri- • create solutions to • create solutions digital tools and complex problems to solve complex ols and technologies for ate digital tools and technologies for with limited definition problems with many collab- collaborative collaborative processes. that are related to using interacting factors s. processes. • choose the most appropriate collaborative process- that are related to using digital tools and technologies for es and co-construction collaborative process- co-constructing and co-creating data, and co-creation of data, es and co-construction resources and knowledge. resources and knowledge and co-creation of data, through digital tools and resources and knowledge I can use the most appropriate digital technologies. through digital tools and tools at work (e.g. Dropbox, Google technologies. Drive, wiki) to create with my col- • integrate my knowledge leagues a leaflet and a blog on the to contribute to pro- • propose new ideas and event. fessional practice and processes to the field. knowledge and guide I can also differentiate between appro- others in collaborating priate and inappropriate digital tools through digital technol- for collaborative processes. The latter ogies. are those tools that do not address the purpose and scope of the task - e.g. two people editing text simultaneously using a wiki is impractical. I can overcome unexpected situations that can arise in the digital environ- ment when co-creating the leaflet and the blog (e.g. controlling access to edit documents or a colleague cannot save changes to the material). I can use the most appropriate digital resources in order to create a video related to the work on my tablet with my classmates. I can also differentiate between appropriate and inappropriate digital resources to create this video and work in a digital environment together with classmates. I can overcome unexpected situations that arise on the digital environment when co-creating data and content and making a video on group work. (e.g. a file is not updating the changes made by the members, a member doesn’t know how to upload a file in the digital tool).

Competence area 2: Communication and collaboration 2.5 Netiquette Proficiency Foundation Intermediate Levels 12 34 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. At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a guidance where needed, I can: well-defined and • differentiate simple I can: tine problems, I c behavioural norms and • clarify well-defined know-how while using • differentiate simple and routine behavioural • discuss behavi digital technologies and behavioural norms and norms and know-how norms and know interacting in digital envi- know-how while using while using digital tech- while using dig ronments. digital technologies and nologies and interacting in nologies and in interacting in digital envi- digital environments. digital environm • choose simple com- ronments. munication modes and • express well-defined • discuss comm strategies adapted to an • choose simple com- and routine communica- strategies adap audience and munication modes and tion strategies adapted to audience and strategies adapted to an an audience and • differentiate simple audience and • discuss cultura cultural and generational • describe well-defined generational di diversity aspects to con- • differentiate simple and routine cultural and pects to consid sider in digital environ- cultural and generational generational diversity as- environments. ments. diversity aspects to con- pects to consider in digital sider in digital environ- environments. Examples ments. of use 01 Employment Scenario: Organise an event Examples of use 02 Learning Scenario: Prepare group work with my classmates

Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • apply different be- complex contexts, I can: • create solutions to • create solutions havioural norms and complex problems with to solve complex ioural know-how while using • adapt the most appro- limited definition that problems with many w-how digital technologies and priate behavioural norms are related to digital interacting factors that gital tech- interacting in digital envi- and know-how while etiquettes respectful to are related to digital nteracting in ronments. using digital technologies different audiences and etiquettes respectful to ments. and interacting in digital cultural and generational different audiences and • apply different commu- environments. diversity. cultural and generational munication nication strategies in digi- diversity. pted to an tal environments adapted • adapt the most appro- • integrate my knowledge to an audience and priate communication to contribute to pro- • propose new ideas and al and strategies in digital envi- fessional practice and processes to the field. iversity as- • apply different cultural ronments to an audience knowledge and guide der in digital and generational diversity and others in digital etiquette. aspects to consider in digital environments. • apply different cultural While organising an event and generational diversity for my organisation, I can aspects in digital environ- solve problems that arise ments. while writing and commu- nicating in digital environ- ments, (e.g. inappropriate comments about my organ- isation in a social network). I can create rules from this practice for my current and future colleagues to imple- ment and use as a guide. I can solve problems of etiquette that arise with my classmates while using a digital collaborative platform (blog, wiki, etc.) for group work (e.g. classmates criticising each other). I can create rules for ap- propriate behaviour while working online as a group which can be used and shared in the school’s digital learning environment. I can also guide my classmates as to what constitutes ap- propriate digital behaviour while working with others on a digital platform. \" \"

Proficiency Foundation Intermediate Levels 12 34 \" At basic level and with At basic level and with On my own and solving Independent \" guidance, I can: autonomy and appropriate straightforward problems, my own nee Competence area 2: Communication and collaboration 2.6 Managing digital identity guidance where needed, I can: well-defined • identify a digital identity, I can: tine problem 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. • discriminate a range of • describe simple ways • identify a digital identity, well-defined and rou- • display a to protect my reputation tine digital identities, cific digital online, • describe simple ways to protect my reputation • explain well-defined • discuss sp • recognise simple data online, and routine ways to pro- to protect I produce through digital tect my reputation online, online, tools, environments or • recognise simple data I services. produce through digital • describe well-defined • manipula tools, environments or data I routinely produce duce throu services. through digital tools, environme environments or services. Examples of use 01 Employment Scenario: Organise an event Examples of use 02 Learning Scenario: Prepare group work with my classmates

Advanced Higly Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • use a variety of digital complex contexts, I can: • create solutions to • create solutions to identities, complex problems with solve complex problems variety of spe- • discriminate multiple limited definition that with many interacting l identities, • apply different ways digital identities, are related to managing factors that are related to protect my reputation digital identities and pro- to managing digital iden- pecific ways online, • explain the more appro- tection of people’s online tities and protection of my reputation priate ways to protect reputation. people’s online reputation. • use data I produce one’s own reputation, ate data I pro- through several digital • integrate my knowl- • propose new ideas and ugh digital tools, tools environment and • change the data pro- edge to contribute to processes to the field. ents or services. services. duced through several professional practice tools, environments and and knowledge and guide I can propose to my boss a services. others in managing new social media procedure digital identity. that avoids actions which could harm our company’s digital reputation (e.g. spam) when promoting the company’s events. I can propose a new procedure to my school that avoids the publication of digital content (texts, pictures, videos), that can harm the students’ repu- tation.

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a guidance where needed, I can: well-defined and • identify ways to create I can: tine problems, I c and edit simple content • indicate ways to create in simple formats, • identify ways to create and edit well-defined • indicate ways and edit simple content and routine content in and edit conten • choose how I express in simple formats, well-defined and rou- ent formats, myself through the tine formats, creation of simple digital • choose how I express • express mysel means. myself through the • express myself through the creation of creation of simple digital the creation of well-de- means. means. fined and routine digital means. Competence area 3: Digital content creation 3.1 Developing content Examples Helped by a colleague of use who has advanced digital To create and edit digital content in different formats, to express oneself through digital means. competence: 01 Employment I can identify, from a tutori- al video on YouTube, how to Scenario: create a brief support video on my tablet to present Develop a the new organisational short course procedure to the staff on (tutorial) to our intranet. train the staff From a list already prepared on a new that my colleague found in procedure a wiki, I can also identify to be applied alternative digital means in the organi- to create the procedure to the staff. sation Examples Helped by my teacher: of use I can find out how to create 02 a digital animated pres- Learning entation, using a video tuto- Scenario: rial from YouTube provided by my teacher to help me Prepare a to present my work to my presentation classmates. on a certain I can also identify other topic that digital means from an I will make article in my textbook that can help me to present the to my work as an animated digital classmates presentation to my class- mates on the interactive digital whiteboard.

Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • apply ways to create and complex contexts, I can: • create solutions to • create solutions to edit content in different complex problems with solve complex problems to create formats, • change content using limited definition that with many interacting nt in differ- the most appropriate are related to content factors that are related • show ways to express formats, creation and edition in to content creation and lf through myself through the crea- different formats, and edition in different for- digital tion of digital means. • adapt the expression self-expression through mats, and self-expression of myself through the digital means. through digital means. creation of the most ap- propriate digital means. • integrate my knowledge • propose new ideas and to contribute to pro- processes to the field. fessional practice and knowledge and guide others in developing content. \" \"

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independent guidance, I can: autonomy and appropriate straightforward problems, my own nee guidance where needed, I can: well-defined • select ways to modi- I can: tine problem fy, refine, improve and • explain ways to mod- integrate simple items • select ways to modi- ify, refine, improve and • discuss w of new content and infor- fy, refine, improve and integrate well-defined refine, imp mation to create new and integrate simple items items of new content and grate new original ones. of new content and infor- information to create new informatio mation to create new and and original ones. and origina original ones \" Examples With the help of a colleague \" of use (who has advanced digital Competence area 3: Digital content creation 3.2 Integrating and re-elaborating digital content 01 competence and who I can consult whenever I need) To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge. Employment and having as support a Scenario: tutorial video with the steps Develop a on how to do it: short course I can find out how to add (tutorial) to new dialogues and images train the staff onto a brief support video already created on the in- on a new tranet to illustrate the new procedure organisational procedures. to be applied in the organi- At home with my mother (who I can consult whenev- sation er I need) and the help of a list (stored on my tablet Examples provided by my teacher with of use the steps on how to do it): 02 I can identify how to Learning update a digital animated Scenario: presentation I have created Prepare a to present my work to my presentation classmates, adding text, on a certain images and visual effects to topic that be shown in the classroom I will make using the interactive digital whiteboard. to my classmates

Advanced Higly Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • operate with new differ- complex contexts, I can: • create solutions to • create solutions ent items of content and complex problems with to solve complex ways to modify, information, modifying, • assess the most limited definition that problems with many prove and inte- refining, improving and appropriate ways to are related to modifying, interacting factors that integrating them in order modify, refine, improve refining, improving and in- are related to modifying, content and to create new and original and integrate specific tegrating new content and refining, improving and in- on to create new ones. new items of content and information into existing tegrating new content and al 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 fessional practice and processes to the field. knowledge and guide others in integrating and re-elaborating content

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independently, ac guidance, I can: autonomy and appropriate straightforward problems, my own needs, a guidance where needed, I can: well-defined and • identify simple rules of I can: tine problems, I c copyright and licenses • indicate well-defined that apply to data, digital • identify simple rules of and routine rules of • discuss rules o information and content. copyright and licenses copyright and licenses and licenses th that apply to data, digital that apply to data, digital to digital inform information and content. information and content. content. Competence area 3: Digital content creation 3.3 Copyright and licenses Examples By myself: of use To understand how copyright and licenses apply to data, digital information and content. 01 I can tell a colleague which image banks I usually use Employment to find images that I can Scenario: download free of charge Develop a for a brief tutorial video on a new procedure for my short course organisation’s staff. (tutorial) to train the staff I can deal with problems such as identifying the sym- on a new bol that indicates whether procedure an image is licensed with to be applied a certain type of Creative in the organi- Commons licence and therefore can be reused sation without the author’s per- mission. Examples of use By myself: 02 I can explain to a friend Learning which image banks I usually Scenario: use to find images that I Prepare a can download completely presentation free of charge to create a on a certain digital animation to present topic that my work to my classmates. I will make I can fix problems such as to my identifying the symbol that classmates indicate that an image is copyrighted and therefore cannot be used without the author’s permission.

Advanced Higly 56 Specialised 78 ccording to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and and solving I can: ing to my own needs and I can: specialised level, I can: d non-rou- those of others, and in can: • apply different rules of complex contexts, I can: • create solutions to • create solutions to copyright and licenses complex problems with solve complex problems of copyright that apply to data, digital • choose the most appro- limited definition that with many interacting hat apply information and content. priate rules that apply are related to applying factors that are related mation and copyright and licences to copyright and licenses to to applying copyright and 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. \" \"

Proficiency Foundation Intermediate Levels 12 34 At basic level and with At basic level and with On my own and solving Independent guidance, I can: autonomy and appropriate straightforward problems, my own nee guidance where needed, I can: well-defined • list simple instructions I can: tine problem for a computing system to • list well-defined and solve a simple problem or • list simple instructions routine instructions for • list instruc perform a simple task. for a computing system to a computing system to computing solve a simple problem or solve routine problems or solve a giv perform a simple task. perform routine tasks. perform a \" Examples Using a prog \" of use guage (e.g. R Competence area 3: Digital content creation 3.4 Programming 01 I can provide to develop a To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task Employment game to intr Scenario: procedure to Develop a the organisa I can resolve short course debugging th (tutorial) to to fix problem train the staff code. on a new Using a simp procedure programmin to be applied Scratch Jr), I in the organi- a smartphon presents my sation classmates. If a problem Examples know how to of use gramme and 02 problems in Learning Scenario: Prepare a presentation on a certain topic that I will make to my classmates

Higly Advanced Specialised 45 67 8 tly, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and eds, and solving I can: ing to my own needs and I can: specialised level, I can: d and non-rou- those of others, and in ms, I can: • operate with instructions complex contexts, I can: • create solutions to • create solutions to ctions for a for a computing system to complex problems with solve complex problems g system to solve a different problem • determine the most limited definition that with many interacting ven problem or or perform different tasks. appropriate instructions are related to planning factors that are related for a computing system to and developing instruc- to planning and devel- 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 gramming lan- task using a computing performing a task using a Ruby, Python), system. computing system. e instructions an educational • integrate my knowledge • propose new ideas and roduce the new to contribute to pro- processes to the field. o be applied in fessional practice and ation. knowledge and guide e issues such as others in programming. he programme ms with my ple graphical ng interface (e.g. I can develop ne app that y work to my m appears, I o debug the pro- d I can fix easy my code.