EU Digital Competence Framework | into action

DigComp into Action - Get inspired, make it happen 51 2. Using DigComp: getting started < T.12 T2 IKANOS - SELF ASSESSMENT P. 121 TEST T3 IKANOS - PROFESSIONAL P. 122 DIGITAL COMPETENCE PROFILES IKANOS - BAIT, THE NEW P. 124 T4 DIGITAL COMPETENCE EVALUATION SYSTEM SKILLAGE: ONLINE SELF- P. 138 ASSESSMENT TOOL ON DIGITAL T16 SKILLS FOR THE JOB MARKET TUCERTICYL: THE NEW DIGITAL P. 139 T17 COMPETENCE CERTIFICATION SYSTEM IN CASTILLA LEON DIGITAL SKILLS SELF-ASSESSMENT P. 139 FOR EMPLOYEES AND MANAGERS T18 OF THE DACH REGION

52 Policy makers Third sector and enterprise 2.5 Stakeholders are national or regional ministries or in- are foundations, associations and other using DigComp ternational organisations (e.g. European non-profit organisations which run activ- Commission, United Nations) and their related ities and offer services in non-formal ed- The examples collected for research and support agencies, institutes and ucation and training, including specialised the present Guide show that similar entities. They develop digital compe- digital competence centres (i.e. All Digital DigComp is being used by the tence initiatives in different policy areas: ed- ALL-DIGITAL.ORG). following main stakeholder ucation and training, employment, econom- Non-profit organisations address vari- categories. ic development, public administration, and ous target users such as: youngsters digital agenda. In the case of education and to enhance their employability, children training, they undertake digital development in a (non-formal) educational perspective actions at all levels and they address the life- and older people, unemployed people and long learning perspective in adult education. adults in general in a life-long learning and inclusion perspective. DigComp is also be- P. 53 ing used to develop digital competence for employees of companies and public organ- Education and training isations facing digital transformation chal- lenges. institutions develop digital competence initiatives acting independently, in nation- P. 57 al networks (also in association with profes- sional and government bodies) or in European projects with different types of partners. They operate in the education and training and other domain, but with research and support functions. A few examples are implemented by schools, typically in the context of Europe- an projects. P. 56

DigComp into Action - Get inspired, make it happen 53 2. Using DigComp: getting started STAKEHOLDER Currently the development of teachers’ digital compe- (C4 e-schools) considers the digital competencies tence (as well as managers and other staff), is often not only of teachers, but also of school managers Policy makers prioritized as a prerequisite to spread digital-enhanced and administrative staff; education more widely and to develop the digital com- Ministries of education and petence of learners (T15 slovenian students compe- `` help teachers design and deliver activities for de- training and other related tence framework), by embedding digital competence in veloping and/or assessing the digital competence agencies at national and the disciplinary school curriculum (C26 bildung in der of students (T15 slovenian students competence regional level have been digitalen welt). framework), by embedding digital competence in the among the early adopters of disciplinary school curriculum (C26 bildung in der DigComp. Policy makers also Anglia Ruskin University (see later under “Education digitalen welt). Anglia Ruskin University (see later develop digital competence and Training”) is embedding digital competence in the under “University and schools”) is embedding digital in employment, economic curriculum of higher education. competence in the curriculum of higher education; development, public administration, information Policy makers have used DigComp to: society and digital agenda. European policy experiences `` raise awareness and understanding of digital `` review past ICT training programmes and develop a include DESI, ESCO, Europass, competence and related needs and goals in the new offer for digital competence in adult education DigCompConsumers, and Digital education and training sector. Besides most of (C5 adult education in flanders); Skills and Jobs Coalition. the experiences illustrated in this Guide, anoth- er example is the Green Paper on Digital Literacy `` develop digital competence assessment and based on DigComp published by the Ministry of learning platforms for students, making them open Education and Employment in Malta in April 2015 also to the whole population (C12 pix). TINYURL.COM/Y8K4OKDE; Policy makers outside of the formal education sector `` address digital competence of school teachers have used DigComp to: (C3 teachers in spain, C4 e-schools, T20 digital competence framework for citizens) and/or to set up `` promote and support the life-long learning of the competence development actions for teachers, such population at large in this key competence area and as assessing their initial competence (T6 teachers to fight digital exclusion risks. They have done this in spain, C12 pix), designing and delivering continu- through digital literacy programmes in their digital ous training opportunities (T5 teachers in spain, C4 agendas, delivered by public or private non-prof- e-schools) and recognising their learning achieve- it networks of digital competence centres (such as ments (T6 teachers in spain). In fact, one experience

54 T.13 Stakeholders - Policy makers / relevant content items those represented in Europe by All Digital, ALL-DIGITAL. IKANOS - NIRE GAITASUN P. 80 EXTREMADURA DIGITAL P. 116 ORG). In this context, DigComp is used to design train- C2 DIGITALAK / MIS COMPETENCIAS P. 82 C23 LITERACY TRAINING P. 117 ing measures for digital facilitators, entry tests and P. 84 P. 118 training offers for citizens in general and particularly DIGITALES PROGRAMME P. 118 those at risk of exclusion (C2 ikanos, C15 pane e in- TEACHERS IN SPAIN: THE NEW P. 124 ternet, C21 bridge the digital gap, C23 extremadura, C3 DIGITAL COMPETENCE COMMON C26 BILDUNG IN DER DIGITALEN P. 126 T13 digital competence self-diagnosis tool); FRAMEWORK WELT. A STRATEGY TO EMBED P. 128 DIGITAL COMPETENCE IN THE P. 129 `` enhance the employability of youth and unemployed SCHOOL CURRICULUM people, and to promote the professional upskilling of the workforce and the creation of new types of C4 E-SCHOOLS: PILOT PROJECT C27 TRAINING CIVIL SERVANTS IN jobs. For these aims, DigComp has been used to TOWARDS DIGITAL SCHOOLS SPAIN WITH DIGCOMP BASED assess existing competences, to define the digi- E-LEARNING COURSES tal competence requirements of existing and new jobs and to provide further training guidance (C2 C5 ADULT EDUCATION IN FLANDERS: P. 86 C28 PORTUGAL INCODE.2030: AN ikanos). DigComp-related certification experiences, THE NEW ICT PROGRAMMES INITIATIVE TO ENHANCE DIGITAL by strengthening the market value and recognition COMPETENCE of acquired digital competence also contribute to these goals (T4 ikanos, T17 tucerticyl); PRODIGEO - LEARNING P. 92 IKANOS - BAIT, THE NEW C8 PLATFORM FOR EMPLOYMENT T4 DIGITAL COMPETENCE `` facilitate the upskilling of civil servants as part of the modernisation of public administration. For this, SERVICES’ STAFF EVALUATION SYSTEM DigComp has been used to define the digital com- petence requirements of categories of civil servants PIX ONLINE PLATFORM FOR P. 99 TEACHERS IN SPAIN: MOOCS, (C28 incode 2030), to measure their current level C12 DIGITAL SKILLS EVALUATION AND T5 EDUPILLS AND OTHER TRAINING and to develop training actions (C8 prodigeo, C27 training civil servants). Also the Directorate Gen- CERTIFICATION RESOURCES eral for the Civil Service of the Murcia Regional Government in Spain has used DigComp 2.0 to de- PANE E INTERNET: THE DIGITAL P. 102 T6 TEACHERS IN SPAIN: THE DIGITAL fine the digital competence of its public employees: C15 LITERACY AND INCLUSION P. 113 COMPETENCE PORTFOLIO TINYURL.COM/YCBSYWU5 PROJECT IN EMILIA ROMAGNA WEBSITE OF THE ADULT BRIDGE THE DIGITAL GAP: BASIC T7 EDUCATION IN FLANDERS: THE C21 DIGITAL TRAINING OF ADULT POPULATION IN HUNGARY NEW ICT PROGRAMMES

DigComp into Action - Get inspired, make it happen 55 2. Using DigComp: getting started < T.13 DIGITAL COMPETENCE SELF-DIAGNOSIS TOOL OF T13 THE ANDALUSIA REGIONAL P. 137 P. 138 GOVERNMENT P. 139 P. 140 THE STUDENTS COMPETENCE T15 FRAMEWORK BY THE SLOVENIAN EDUCATION INSTITUTE TUCERTICYL: THE NEW DIGITAL T17 COMPETENCE CERTIFICATION SYSTEM IN CASTILLA LEON T20 NORWEGIAN PROFESSIONAL DIGITAL COMPETENCE FRAMEWORK FOR TEACHERS

56 STAKEHOLDER Education and training providers have used DigComp to: T.14 Relevant content items Education and training `` design digital competence strategies and/or pro- IMPLEMENTING DIGITAL P. 78 vide related support services (competence assess- C1 LITERACY AT ANGLIA RUSKIN P. 88 Education and training providers ment, training etc.) for teaching staff, researchers, P. 98 at all levels design and deliver students, administration and management within UNIVERSITY P. 100 digital competence experience higher education (C1 + T1 anglia ruskin university, P. 101 for learners, employees, as see also REBIUN cited in p.39) and for the broader MU.SA: USING E-CF AND P. 104 research institutions and as school system. For instance, in Estonia, following DIGCOMP FOR WORK DIGITAL P. 120 service providers for other the introduction of digital competence in the school C6 TRANSFORMATION IN customers. curriculum in 2014, the Information Technology Foundation for Education (HITSA) and its university MUSEUMS members started in 2017 to use DigComp for as- sessing 16-19 years old students; TASK: AUTHENTIC TASK BASED C11 COMPETENCE ASSESSMENT IN `` design educational projects involving digital compe- tence assessment and/or training for employability SECONDARY SCHOOLS of the students of vocational schools (C13 samsung digipass) and youth in general (C16 elene4work), for SAMSUNG DIGI PASS FOR all citizens in a life-long learning perspective (C14 C13 VOCATIONAL SCHOOL linguacuisine), and to develop new professional digital profiles in cultural activities (C6 mu.sa). STUDENTS IN ESTONIA `` develop an authentic task-based evaluation meth- LINGUACUISINE: DEVELOPING odology to support teachers in lower/upper second- C14 DIGITAL SKILLS AND LANGUAGE ary school in the assessment of the digital compe- tence of the students. Among the experiences in this WITH DISADVANTAGED PEOPLE Guide, there is a European project partnership of several schools, a research institute, and an associ- ELENE4WORK: MAPPING SOFT ation of Ministers of Education (C11 task). C16 DIGITAL SKILLS OF STUDENTS AND YOUNG WORKERS ANGLIA RUSKIN UNIVERSITY: T1 FIVE DAYS OF DIGITAL LITERACY (5DODL)

DigComp into Action - Get inspired, make it happen 57 2. Using DigComp: getting started STAKEHOLDER Third sector actors develop digital competence initia- `` signpost learning opportunities tives for various target users, in particular unemployed They use DigComp to assess the digital competence Third sector and enterprise youth and youth in general, to enhance their employ- of citizens in view of signalling learning opportuni- ability. ties (T14 abc digitale, T16 skillage, T18 self-assess- Foundations, associations and ment in dach region) and to promote the certifica- other non-profit organisations Other targets include children in a (non-formal) educa- tion of digital competence (C7 eccc, C22 ecdl). promote and facilitate digital tional perspective. competence acquisition in Private business services companies have started using the population. In the digital They also address elderly people, unemployed people DigComp to provide digital competence development transformation, most companies and other adults in a life-long learning and inclusion services both to other private companies and to public face the strategic challenge perspective. They thus operate in all three digital com- customers, from ministries, to local schools. The three of upgrading quickly both petence development domains. examples in this Guide are run by a social economy the specific ICT skills and the entreprise, a training services provider and a business transversal digital competence Third sector actors have used DigComp to: consultancy company. of their workforce. Private training and business service providers have `` train trainers and educators used DigComp to: They use DigComp to define, asses and develop the `` design and deliver digital competence assess- digital competence of trainers and educators within ment and training services for civil servants (C27 their staff (C20 codemob), and other professionals training civil servants in spain), for schools and such as social workers dealing primarily with young their students (C17 digital competence wheel) people out of the school context (C24 digital skills and other interested entities; 4 youth) and youth workers. Enterprise trainers and educators have also been helped to enhance their `` assess digital competence in other private com- own digital competence and spread digital compe- panies in view of promoting and supporting dig- tence and support digital actions in SMEs (C29 digi- ital transformation initiatives (C18 smartivemap). tal innovation for growth academy); `` support youth employability They use DigComp to define, asses and offer learn- ing opportunities on digital competence for youth employability (C10 compass, C20 codemob), including self-entrepreneurship and ‘virtual office work’ (C19 pathways4employ), and among SMEs;

58 T.15 Stakeholders - Third sector and enterprise / relevant content items C7 ECCC DIGITAL COMPETENCE P. 90 C27 TRAINING CIVIL SERVANTS IN P. 118 FRAMEWORK SPAIN WITH DIGCOMP BASED P. 119 E-LEARNING COURSES P. 137 P. 138 ECOKT - DIGITAL UP-SKILLING P. 96 C29 DIGITAL INNOVATIONS FOR GROWTH P. 139 C10 PLATFORM FOR EU YOUNG P. 110 ACADEMY: TRAINING ENTERPRISE P. 112 TRAINERS AND EDUCATORS UNEMPLOYED P. 114 P. 116 PATHWAYS FOR EMPLOY: ABC DIGITALE: SELF-ASSESSMENT C19 DEFINING AND DEVELOPING T14 TEST AND DIGITAL LEARNING DIGITAL PROFILES OPPORTUNITIES CODEMOB: CURRICULUM SKILLAGE: ONLINE SELF- FOR E-FACILITATORS AND ASSESSMENT TOOL ON DIGITAL C20 UNEMPLOYED YOUTH T16 SKILLS FOR THE JOB MARKET C22 ECDL PROFILE DIGCOMP DIGITAL SELF-ASSESSMENT TOOL CERTIFICATES IN POLAND T18 FOR EMPLOYEES AND MANAGERS OF THE DACH REGION C24 DIGITAL SKILLS 4 YOU(TH) : TRAINING PROFESSIONALS WORKING WITH YOUNG PEOPLE C17 THE DIGITAL COMPETENCE WHEEL P. 106 SMARTIVEMAP, A DIGITAL COMPE- P. 108 TENCE MAPPING TOOL TO START C18 DIGITAL TRANSFORMATION IN LARGE ORGANIZATIONS

3. DigComp resources

60 3.1 Summary of resources Resources and information to T.16 Resources and information to support use of DigComp support use of DigComp Resource Guide Other source DigComp website EC.EUROPA.EU/JRC/EN/DIGCOMP Competence Descriptors P. 16 DigComp 2.0 p. 8-9 Changes between descriptors from 1.0 to 2.0 P. 66 EUROPA.EU/!TN34BB P. 64 Explanation of different versions of DigComp DigComp 2.0 p. 14-16 Mapping with other Competence Frameworks P. 61 Annex 1 Mapping with the ECDL certification modules p. 68-69 DESI index: Digital Skills indicator DigComp 2.0, Annex 2 and 3 DigComp translations (full and partial) TINYURL.COM/YC8HAQ5L Glossary DigComp 2.0 p. 18 Cross-reference with other Key Competences Cross-reference between competences (1.0) DigComp 2.0 p. 10-11 EUROPA.EU/!TN34BB DigComp 1.0, Annex V DigComp 1.0, Annex II

DigComp into Action - Get inspired, make it happen 61 3. DigComp resources 3.2 DigComp translations Is DigComp available in all EU languag- T.17 Literal DigComp translations es? Country Who did it DigComp version Content and URL The translations identified for this Guide are listed in Estonia Table 17 and 18. The first table shows the literal trans- Ministry of Education and Re- DigComp 1.0 PDF: TINYURL.COM/Y8E8UC3S lations of the full JRC DigComp reports or the detailed Hungary search Framework with the content of all five dimensions (Ex- Italy PDF: TINYURL.COM/YBCSF72S tremadura online version). DigComp 1.0 is the most Italy Ministry for National Economy DigComp 1.0 brochure: TINYURL.COM/YCDNOFVH frequently translated version. Some translations also Lithuania PDF: TINYURL.COM/YD9QO9A8 exist of DigComp 2.0 and DigComp 2.1 (published in Lithuania AGID: Agenzia per l’Italia Digitale DigComp 2.1 Kindle version: TINYURL.COM/Y8EBXLVZ 2017). To date, three countries have translated two dif- Poland Mirella Sale (teacher) DigComp 2.0 PDF: TINYURL.COM/YCF4YMPO ferent DigComp reports. Education Development Centre DigComp 1.0 PDF: TINYURL.COM/YB4K4B4H Poland Education Development Centre DigComp 2.1 PDF: DIGCOMP.PL Table 17 lists a range of varied documents. Some of- online interactive version: TINYURL.COM/Y8NYCZSD fer partial translations of DigComp reports, usually of Portugal ECCC Foundation DigComp 1.0 PDF: TINYURL.COM/YDXLXQLM Framework dimensions 1 and 2, but also of all com- Portugal online interactive version: TINYURL.COM/Y7T2TASU petence descriptors/learning outcomes (Flanders) or Slovenia ECDL Poland DigComp 2.0 PDF + tables with differences in DigComp 2.0: with some adaptations (France). One partial translation DigComp 1.0 also highlights changes from DigComp 1.0 to 2.0 (Ita- Spain CIDTFF - Dept. of Education and DigComp 2.1 TINYURL.COM/YB92A9BB ly). Other documents are at the same time translations Psychology, University of Aveiro DigComp 2.1 and specifications of the DigComp Framework for spe- CIDTFF - Dept. of Education and PDF: TINYURL.COM/Y9OSR6FQ cific target categories (Spain). Psychology, University of Aveiro DigComp 2.1 National Education Institute PDF: TINYURL.COM/Y7F6TY67 For the Europass CV compilation, Cedefop has made Slovenia available a short DigComp self-assessment question- Extremadura Regional Govern- online interactive version: TINYURL.COM/Y7DUEFVP naire, based on DigComp 1.0 and translated into 23 ment - Dept. of Education and official EU languages, plus Icelandic, Norwegian, Mac- Employment edonian and Turkish. The translations can be found by selecting the language in the upper right corner of this web page EUROPA.EU/!CW83GW. For each one of DigComp 1.0 five main areas, con- cise competence descriptions/learning outcomes are presented at three proficiency levels: basic user, inde-

62 pendent user and proficient user. The same options and T.18 Partial DigComp translations and adaptations translations are offered by selecting the language in the upper left corner in the Europass CV online com- Country Who did it Version and content URL pilation access page EUROPA.EU/!RR69RD and by going to Belgium Dept. of Education of Flanders the Personal skills -> Digital skills section. In addition, France DigComp 1.0 - List of 367 basic TINYURL.COM/YDEFTENB ESCO, the multilingual classification of European Skills, Italy Ministry of National Education, learning outcomes extracted Competences, Qualifications and Occupations contains Italy Higher Education and Research and partly rearranged from partial translations of DigComp areas and descriptors Spain DigComp 1.0 in 26 languages: EC.EUROPA.EU/ESCO/PORTAL/SKILL. Spain Cittadinanza Digitale.eu Spain DigComp 2.1 - Titles of the TINYURL.COM/Y97T67MN How to translate the report? Cittadinanza Digitale.eu 5 areas + partial revision of National Institute of Educational specific competences (from 21 The JRC DigComp reports are published under an open Technologies and Teacher Train- to 16) and their descriptors EC licence, allowing their re-use and translation, provid- ing (INTEF) ing the original source is mentioned. Therefore, a trans- REBIUN, the Network of Spanish DigComp 1.0 - Translation and TINYURL.COM/Y7EZ55J3 lation can be done without a formal JRC authorisation. University Libraries presentation of 5 areas and Murcia Regional Government - 21 competences titles and Nevertheless, JRC recommends potential translation School of Public Administration descriptors projects to follow the guidelines under “Policy for re- production and reuse” and “Rules on modifications and DigComp 2.0 - Illustration of TINYURL.COM/Y7F2RO5N translations” in DigComp Support Material webpage EU- main changes from 1.0 and ROPA.EU/!TT93NF. updated titles of 5 areas and 21 competences For DigComp 2.1, given the rich use of illustrations, specific guidelines EUROPA.EU/!TP47TH have been produced. DigComp 2.1 - Translation, They clarify the correct use of images, logos and cover adaptation and specification for TINYURL.COM/YCQCGQ38 pages. On request, the JRC can also provide the origi- teachers nal source file and graphics for the translation of this report. DigComp 2.0 - Translation, adaptation and specification for TINYURL.COM/Y73L9LHP Although there is no obligation to request authorisa- graduate students tion, the JRC would be grateful if informed about new translations by using the existing template in the gal- DigComp 1.0 and 2.0 - Trans- TINYURL.COM/Y73L9LHP lery: EUROPA.EU/!NW98VJ. lation, adaptation and specifi- cation for public administration employees

DigComp into Action - Get inspired, make it happen 63 3. DigComp resources Learning from the experience: ants2, an expert who co-edited the DigComp 1.0 2013 (i.e. the Slovenian terms for DigComp areas, levels, the Slovenian case report, an expert in ICT working at the Ministry of Edu- competences etc.). After this initial agreement, the ed- cation, Science and Sport Slovenia, an expert in digital iting of the descriptors started for all the 5 areas and We asked Nives Kreuh from the National Education In- competence from the National Education Institute, who 21 competences. Five other meetings took place, each stitute in Slovenia, to summarise her recent experience had developed the Slovenian “Teachers, principals and time with negotiations among reviewers about the with the translation into Slovenian (TINYURL.COM/YB4X3QFC) IT experts in the digital competence framework”. way competences should be described (i.e. the Slovene of the JRC report DigComp 2.1. wording of the translation). The translated text was Past experiences had shown that translators often lack corrected and edited repeatedly during and in between “The translation of the document DigComp 2.1 consist- knowledge of the subject they are translating. This was the meetings. ed of 5 steps, which were carried out between May and also the case here and the initial translation turned the end of September 2017 and which produced the out being too literal, with many professional terms and Step 4 – Proofreading the final document final online publication. descriptors translated in such a way that they did not Step 1 – Contacting JRC convey any proper meaning. For this reason, the team When the reviewing phase ended, the text was sent The Joint Research Centre in Seville was contacted to of reviewers was selected carefully, with a good mix to be proofread by the Slovenian language consultant inform them of the intention to translate DigComp 2.1 of professional backgrounds. In particular, Nive Kreuh from the National Education Institute, as she is a pro- into Slovenian and the JRC sent back the guidelines for underlines the key role of the three linguists in the re- fessional in the field who fully understands the terms the translation. vision process, since language sensitivity is important used. Step 2 – Selecting the team of translators and re- when reviewing and editing the text. A lot of attention viewers was put on the sentence structure and the way lan- Step 5 – Technical and visual design of the final doc- An experienced, professional translator was selected guage was used in translation, to make it as meaning- ument through a public call for tender and reviewers were in- ful as possible for the readers. vited to comment on and edit the translated text. In order to have full control on the design of the text The team of reviewers consisted of the following pro- Step 3 – The revision of the translated text and pages of the final document, only the cover page fessionals in the field: two language consultants from was done by a professional designer and the rest of the the National Education Institute1, two subject consult- The reviewing phase took three months. The editor technical editing was done by the staff of the National who was leading the whole process sent the Slovenian Education Institute. The publishing office took care of 1 One of them was the editor of the translation into Slo- translation to the reviewers and asked them to read the rest of the process.“ vene of FREPA - A Framework of Reference for Pluralistic it carefully and prepare the initial comments, and to Approaches to Languages and Cultures: Competences and reflect on the terms used in the document. A meeting Summarising Nive Kreuh’s conclusion. “the translation resources (2013). was held to decide what general terms should be used of such a document is a demanding task, that needs a great engagement of professionals in the field. It is 2 They are from the MENTEP project team in Slovenia also important to include linguists, ideally from the TINYURL.COM/Y9574WB3 and worked on editing the Slovene professional field, since the translation requires specific translation of descriptors for the MENTEP self-assessment knowledge and language awareness”. tool of the pedagogical digital competencies.

64 3.3 DigComp and other frameworks Related frameworks How does DigComp compare with other DigComp and the ESCO transversal ICT skills frameworks related to digital skills and The DigComp conceptual reference model has been literacy? ESCO is the multilingual classification of European used by the JRC to develop other related frameworks Skills, Competences, Qualifications and Occupations. for the European Commission: DigComp has been developed through an extensive It identifies and categorises 3,000 occupations and process of analysis and comparison of existing frame- 13,500 skills and competences that are relevant for `` DigCompOrg (2015) works and models of ICT skills, digital literacy, infor- the EU labour market and education and training. It The European Framework for Digitally Competent mation and media literacy, to mention but a few. It is also includes information on qualifications that are Educational Organisations important to acknowledge these correspondences. Be- owned and managed by the European Member States. low, we show some of the existing mappings in order EUROPA.EU/!VR93HQ to indicate the synergies and touch-points between a In ESCO, the sub-vocabulary of “digital competences” number of existing frameworks. is defined by the DigComp 2.0 five areas (as in table `` DigCompConsumers (2016) 19). All the 21 competences are found in ESCO. Some The Digital Competence Framework for Consumers DigComp and the e-CF of them have slightly modified titles and descriptors to comply with ESCO rules. The competences are avail- EUROPA.EU/!KP66HB The European e-Competence Framework (e-CF) pro- able in all official EU languages, Norwegian, Icelandic vides a common language to describe 40 competences and Arabic, and are linked to other ESCO skills. Dig- `` DigCompEdu (2017) including skills and knowledge requirements of ICT pro- Comp descriptors are also available in Linked data for- The European Framework for the Digital fessions. The e-CF is the first sector-specific implemen- Competence of Educators tation of the European Qualifications Framework (EQF). T.19 The mapping of the competence areas of In 2016 it became a standard, as Norm EN 16234-1. DigComp and ESCO transversal ICT skills EUROPA.EU/!GT63CH e-CF was mapped with DigComp to better understand the synergies between the two frameworks, showing, DigComp ESCO transversal ICT skills among other results, that the ICT competence required of professionals in the ICT sector has a much wider Communication and Digital communication and scope and is more specifically focused on ICT tasks re- collaboration collaboration lated with the industry. The mapping also shows the continuity and complementarity of certain skills when Safety ICT safety passing from competences expected of citizens to those expected of ICT professionals (C6 in the Guide Digital content creation Digital content creation provides an example of this). Information and data Digital data processing literacy Problem solving Problem-solving with digital tools

DigComp into Action - Get inspired, make it happen 65 3. DigComp resources T.20 DigComp and UNESCO’s Media Information Literacy framework mat through the ESCO Web Services Application Pro- DigComp Competences Global Media and Information Literacy Assessment gramming Interface (API): EUROPA.EU/!TT93NF and EUROPA. Framework (UNESCO, 2013) “MIL Subject Matters” EU/!JU44XF. 1.1 Browsing, searching and filtering data, information and 1.1. Definition and articulation of a need for information DigComp and UNESCO’s Media and Information digital content 1.2 Search and location of information and media content Literacy framework 1.2 Evaluating data, information and digital content 1.3 Access to information, media content and media and 1.3 Managing data, information and digital content information providers DigComp was mapped to UNESCO’s work on Media and 1.4 Retrieval and holding/storage of information and media Information Literacy, which brings together the fields content of Information and Media literacy as “a combined set 2.2 Assessment of information and media content, and of competencies necessary for life and work today”. media and information providers JRC incorporated this perspective with the DigComp 2.3 Evaluation of information and media content, and media 2.0 update, which encompasses the main components and information providers of Information Literacy and parts of Media Literacy as 2.4 Organisation of information and media content showed in Table 20. 2.1 Interacting through digital technologies 3.2 Communication of information, media content and 2.2 Sharing through digital technologies knowledge … (see below) 2.3 Engaging in citizenship through digital technologies 3.3 Participating in societal-public activities as active citizen 2.4 Collaborating through digital technologies 3.4 Monitoring influence of information, media content, 2.5 Netiquette knowledge production and use, as well as of media and 2.6 Managing digital identity information providers 3.1 Developing digital content 3.1 Creation of knowledge and creative expression 3.2 Integrating and re-elaborating digital content 3.2 …. in an ethical and effective manner 3.3 Copyright and licences 3.4 Programming 4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps

66 3.4 DigComp versions Which are the different versions of the DigComp 1.0 (2013) acter of some of them and/or the contribution of one DigComp framework and how do they competence to another. differ? The DigComp 1.0 report defined and described the Framework’s: •• (Annex IV) indicators for the development of digital The three official DigComp Framework reports are the competence, which give suggestions on how to move following: •• scope and content - 21 competences grouped into 5 from a proficiency level to the next. main areas DigComp: A Framework for Developing and •• (Annex V) cross-references between the 2006 list of Understanding Digital Competence in Europe •• basic structure – 5 dimensions i.e. the way in which key competences for lifelong learning and DigComp’s (2013) by Anusca Ferrari, Yves Punie and Bar- the content of the Framework is displayed specific competences, which highlight and confirm how bara Brečko (Eds.) many of the key competences are overlapped and in- Besides presenting the Framework’s general features, terlocked. This table is of great interest for educators EUROPA.EU/!KF69YG the DigComp 1.0 report includes: wishing to design learning activities which develop sev- eral key competences at once. DigComp 2.0: The Digital Competence Frame- •• (chapter 2.2) a self-assessment grid with the 5 work for Citizens. Update Phase 1: The Con- areas of digital competence and expected learning DigComp 2.0 (2016) ceptual Reference Model (2016), by Riina outcomes at three proficiency levels (foundation, in- Vuorikari, Yves Punie, Stephanie Carretero, Lieve termediate and advanced). The grid attempts to give The DigComp 2.0 report brought the following improve- Van den Brande an overview of each area, summarising the DigComp ments to the Framework: model at a more abstract, general level as in the Com- EUROPA.EU/!UT88HX mon European Framework of Reference for Languages. •• an update of the conceptual reference model, with updates for competence areas (dimension 1) and com- DigComp 2.1: The Digital Competence Frame- •• (chapter 3) a tabular view of the detailed frame- petence titles and descriptors (dimension 2). This mod- work for Citizens with eight proficiency levels work, which for every competence provides: a detailed el can be seen in Table 3 in this Guide, in an online ver- and examples of use (2017), by Stephanie Car- description of the competence learning outcomes at sion EUROPA.EU/!TN34BB and in a downloadable infographic. retero, Riina Vuorikari and Yves Punie three proficiency levels (dimension 3); a list of exam- ples of the knowledge, attitudes and skills that can EUROPA.EU/!XK77KW EUROPA.EU/!YG77DH illustrate the competence (dimension 4); and the ap- plicability of these competence for learning and em- •• a revision of the vocabulary and streamlined de- ployment purposes, again with learning outcomes at scriptors. three proficiency levels (dimension 5). These changes were made also to reflect: •• (Annex I), a glossary of key terms used in the report (knowledge, skills, attitudes, competence, dimensions •• relevant updates in EU legislation and purpose of competence application). •• new requirements for digital competence and data •• (Annex II) a table of the cross-references between literacy stemming for instance from greater data avail- competences, which highlights the transversal char- ability and new visualisation techniques, the growing use of cloud-based services etc.

DigComp into Action - Get inspired, make it happen 67 3. DigComp resources •• concerns for accessibility and social inclusion issues. (dimension 5) for the learning and employment scenar- Competences in DigComp 2.1 Section 5 of DigComp 2.0 provides examples of ios for each competence area. DigComp use at European, national and regional level Table 4 (p.19) shows an example of how the compe- for policy formulation and support, instructional plan- As an inspiration for future specifications of the frame- tence levels are presented in DigComp 2.1. ning, assessment and certification. These are visualised work by stakeholders according to the new proficiency online in the Gallery of DigComp implementations con- levels, DigComp 2.1 provides at pp. 19-20 exemplary The first row shows the names of the 8 Proficiency Lev- stantly update by the JRC EUROPA.EU/!RH96YM and in Annex competence descriptors for all 8 proficiency levels and els (dimension 3) according to the version 2.1 (level 4 of DigComp 2.0. Many examples from the Gallery are both scenarios of one specific competence (1.1 Brows- 1, level 2, etc). The name of the levels according to included in this Guide. ing, searching and filtering data, information and digital DigComp 1.0 are also stated (Foundation, Intermediate, content). For the other 20 competences, Section 3 pro- etc.). Annexed to DigComp 2.0, one finds, after the illustra- vides exemplary descriptors for just 1 proficiency level tion of the updated changes (Annex 1), three compar- and both scenarios in each competence. The description for each proficiency level can be seen in isons of DigComp with other frameworks: the second row, related to the complexity of the tasks Table 21 summarises the evolution of the Framework and problems, and the level of autonomy. The descrip- •• UNESCO’s Media and Information Literacy (MIL) over the three DigComp reports from the point of view tion of the competence in terms of learning outcomes curriculum for teachers (DigComp 2.0 Annex 2, p. 34) of the 5 dimensions (dimension 4 “Knowledge, skills is also included. Each bullet corresponds to a descriptor and attitudes” is not in­cluded as a separate dimension of the competences. Furthermore, the action verbs and •• UNESCO’s “Global Media and Information Literacy but integrated in the description of learning outcomes). key words appear in bold. Assessment Framework” (DigComp 2.0 Annex 3, p. 35) T.21 Evolution of the framework Examples of use (dimension 5 of the framework) have •• e-CF, the European e-Competence Framework for ICT been updated and are shown in scenarios for two ar- professionals in all sectors (DigComp 2.0 Annex 5, p. Dimension DigComp version eas of use: employment and learning. These examples 37) illustrate the 8 proficiency levels to help future imple- D1 Competence area updated in DigComp 2.0 mentation and specification of DigComp 2.1. DigComp 2.1 (2017) D2 Competence titles and updated in DigComp 2.0 The main novelty of DigComp 2.1 - the new 8 profi- descriptors ciency levels of the Framework- is already illustrated in section 1.5 of this Guide. D3 Proficiency levels updated in DigComp 2.1 The infographic “Learning to swim in the Digital Ocean” D4 Knowledge, skills and not included as a separate (p.20) visualises in a simple way a learner’s progression attitudes dimension in in DigComp over the 8 levels. It is available also as a downloadable 2.1 poster: EUROPA.EU/!VB88UF. D5 Examples of use updated in DigComp 2.1 DigComp 2.1 presents in Section 3 (from p. 21 on- wards) new examples of use of digital competence

68 3.5 Glossary T.22 Updated vocabulary for DigComp 2.0 Content in E.g. text document, graphics, images, video, music, Digital content Any type of content that exists in the form of digital different formats multimedia, web-pages stored using a standard file Digital data that are encoded in a machine-readable format, format, 3D printing (either proprietary, free and/or environment and can be created, viewed, distributed, modified open). For more, see: TINYURL.COM/A8UZO Digital services and stored using computers and digital technologies, (public or private) e.g. the internet. The content can be either free or Data A sequence of one or more symbols given meaning pay content. Examples of digital content include: by specific act(s) of interpretation. Data can be web pages and websites, social media, data and analysed or used in an effort to gain knowledge or databases, digital audio, such as mp3s, and e-books, make decisions. Digital data is represented using the digital imagery, digital video, video games, computer binary number system of ones (1) and zeros (0) as programmes and software. opposed to its analogue representation. A context, or a “place”, that is enabled by technology (sources: TINYURL.COM/YBY8RHQ9; TINYURL.COM/7DOGFOF) and digital devices, often transmitted over the internet, or other digital means, e.g. mobile phone Digital Communication using digital technology. Various network. Records and evidence of an individual’s communication modes of communication exist, e.g. synchronous interaction with a digital environment constitute communication (real time communication, e.g. using their digital footprint. In DigComp, the term digital skype or video chat or Bluetooth) and asynchronous environment is used as a backdrop for digital actions ones (not concurrent communication, e.g. email, without naming a specific technology or tool. forum to send a message, sms) using for example, one to one, one to many, or many to many modes. Services that can be delivered through digital communication, e.g. internet, mobile phone network that might include delivery of digital information (e.g. data, content) and/or transactional services. They can be either public or private, e.g. e-government, digital banking services, e-commerce, music services (e.g. Spotify), film/tv services (e.g. Netflix).

DigComp into Action - Get inspired, make it happen 69 3. DigComp resources < T.22 Any product that can be used to create, view, Well-being The term is related to the WHO definition of good Digital technology distribute, modify, store, retrieve, transmit and health as a state of complete physical, social and receive information electronically in a digital form. Social inclusion mental well-being , and not merely the absence Digital tools For example, personal computers and devices (e.g. of disease or infirmity. Social well-being refers to Privacy policy a desktop, laptop, netbook, tablet computer, smart Structured the sense of involvement with others and with Problem solving phones, pda with mobile phone facilities, games environment the communities (e.g. access and use of social consoles, media players, e-book readers), digital Technological capital, social trust, social connectedness and social television, robots. response/solution networks). Modified from source: TINYURL.COM/Y7HS4TUG The process of improving the terms for individuals and groups to take part in society (the World Digital technologies (see: digital technology) used Bank). Social inclusion aims to empower poor and for a given purpose or for carrying out a particular marginalized people to take advantage of burgeoning function of information processing, communication, global opportunities. It ensures that people have a content creation, safety or problem solving voice in decisions which affect their lives and that they enjoy equal access to markets, services and The term related to the protection of personal data, political, social and physical spaces. for example, how a service provider collects, stores, protects, discloses, transfers and uses information Where data resides in a fixed field within a record or (data) about its users, what data are collected, etc. file, e.g. relational databases and spreadsheets. An individual’s capacity to engage in cognitive Refers to the attempt to use technology (and/or processing to understand and resolve problem engineering) to solve a problem. situations where a method of solution is not immediately obvious. It includes the willingness to engage with such situations in order to achieve one’s potential as a constructive and reflective citizen” (OECD, 2014).

Annex. Inspiring DigComp examples: case studies and tools

DigComp into Action - Get inspired, make it happen 71 Annex. inspiring DigComp examples: case studies and tools Annex presentation The Annex offers a full description of all You can access the full description of all cases studies and tools by clicking to the interactive icons in Summary lists 50 case studies and tools. Each description of DigComp examples, where case studies and tools are categorized in the five steps of a recommended DigComp contains the information illustrated in the implementation process and by the three main domains where digital competence is increasingly important. following infographic. Colours in the summary illustrate the category of stakeholder. This summary aims to help readers identify the in- spiring examples that may be of most interest to them. Finally, the same examples are listed by country. CONTENT ITEM EXAMPLE TYPE AND CODE RELATED ITEMS COUNTRIES USEFUL LINKS INVOLVED TITLE ABSTRACT ACKNOWLEDGEMENTS DESCRIPTION AND CONTACTS

72 T.23 Summary of examples CONTENT ITEMS P. 102 COUNTRY + TITLE CONTENT ITEMS P. 114 P. 132 POLAND C22 P. 116 COUNTRY + TITLE +C15 T10 P. 104 ECDL PROFILE DIGCOMP C23 P. 116 ITALY + +C16 T11 T12 P. 134 CERTIFICATES IN POLAND C24 P. 117 PANE E INTERNET THE DIGITAL P. 136 SPAIN C25 P. 117 LITERACY AND INCLUSION PROJECT C17 EXTREMADURA DIGITAL LITERACY C26 P. 118 OF EMILIA ROMAGNA C18 P. 106 TRAINING PROGRAMME C27 P. 118 BE • DE • ES • FI • FR • HE • IT • PL • UK C19 C28 ELENE4WORK: DEVELOPING SOFT C20 P. 108 CZ • DE • ES DIGITAL SKILLS OF STUDENTS AND C21 DIGITAL SKILLS 4 YOU(TH): YOUNG WORKERS P. 110 TRAINING PROFESSIONALS WORKING WITH YOUNG PEOPLE DENMARK P. 112 INTERNATIONAL THE DIGITAL COMPETENCE WHEEL UNESCO-PEARSON INITIATIVE FOR P. 113 LITERACY: IMPROVED LIVELIHOODS ITALY IN A DIGITAL WORLD SMARTIVEMAP, A DIGITAL GERMANY COMPETENCE MAPPING TOOL TO BILDUNG IN DER DIGITALEN WELT. START DIGITAL TRANSFORMATION EMBEDDING DIGITAL COMPETENCE EL • ES • IE • INT IN THE SCHOOL CURRICULUM PATHWAYS FOR EMPLOY: DEFINING SPAIN AND DEVELOPING DIGITAL TRAINING CIVIL SERVANTS IN PROFILES SPAIN WITH DIGCOMP BASED ES • DE • HR • HU • INT E-LEARNING COURSES CODEMOB: CURRICULUM FOR PORTUGAL E-FACILITATORS AND UNEMPLOYED PORTUGAL INCODE.2030: YOUTH ENHANCING DIGITAL COMPETENCE HUNGARY BRIDGE THE DIGITAL GAP: BASIC DIGITAL TRAINING OF ADULT POPULATION POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

DigComp into Action - Get inspired, make it happen 73 2. Using DigComp: getting started > T.23 COUNTRY + TITLE CONTENT ITEMS P. 78 COUNTRY + TITLE CONTENT ITEMS P. 92 UNITED KINGDOM P. 120 ITALY C8 P. 94 ANGLIA RUSKIN UNIVERSITY: +C1 T1 PRODIGEO: LEARNING PLATFORM P. 130 INTEGRATING DIGITAL LEARNING + + +C2 T2 T3 T4 P. 80 FOR EMPLOYMENT SERVICES’ AND TEACHING INTO HIGHER P. 121 STAFF P. 96 EDUCATION P. 122 P. 98 SPAIN P. 124 INTERNATIONAL +C9 T8 P. 131 IKANOS: DIGITAL COMPETENCE IN HAPPY ONLIFE PROJECT AND THE BASQUE COUNTRY’S DIGITAL P. 82 TOOLKIT C10 P. 99 AGENDA P. 126 FR • IE • IT • RO P. 128 COMPASS - YOUR JOURNEY +C11 T9 P. 100 SPAIN + +C3 T5 T6 TO DIGITAL, THE UP-SKILLING INTEF’S INITIATIVES FOR TEACHERS P. 84 PLATFORM FOR YOUNG C12 P. 101 DIGITAL COMPETENCE IN SPAIN UNEMPLOYED PEOPLE P. 86 ES • FR • INT • IT • TR CROATIA C4 P. 129 TASK: PROJECT FOR AUTHENTIC E-SCHOOLS: PILOT PROJECT TASK BASED COMPETENCE TOWARDS DIGITAL SCHOOLS P. 88 ASSESSMENT IN SECONDARY SCHOOLS BELGIUM +C5 T7 P. 90 FRANCE ADULTS EDUCATION IN FLANDERS: PIX: ONLINE PLATFORM FOR THE NEW ICT EDUCATION DIGITAL SKILLS EVALUATION AND PROGRAMMES CERTIFICATION BE • EL • IT • PT C6 ESTONIA C13 MU.SA: USING E-CF AND SAMSUNG DIGI PASS FOR DIGCOMP FOR WORK DIGITAL VOCATIONAL SCHOOL STUDENTS TRANSFORMATION IN MUSEUMS IN ESTONIA POLAND C7 EL • IT • UK C14 ECCC DIGITAL COMPETENCE LINGUACUISINE: DEVELOPING FRAMEWORK DIGITAL SKILLS WITH DISADVANTAGED PEOPLE POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

74 > T.23 CONTENT ITEMS P. 119 COUNTRY + TITLE CONTENT ITEMS P. 139 C29 P. 119 GERMANY T18 P. 140 COUNTRY + TITLE C30 P. 137 DIGITAL SKILLS SELF-ASSESSMENT T19 P. 140 BG • ES • IE • LT • NO • SI • UK T13 P. 137 TOOL FOR EMPLOYEES AND T20 DIGITAL INNOVATIONS FOR T14 MANAGERS OF THE DACH REGION GROWTH ACADEMY: TRAINING T15 ITALY ENTERPRISE TRAINERS AND T16 SAFE ONLINE: A BOOK TO TRAIN EDUCATORS T17 THE NEW DIGITAL CITIZENS AT INTERNATIONAL SCHOOL DEFINING DIGITAL COMPETENCE NORWAY TRAINING NEEDS FOR YOUTH NORWEGIAN PROFESSIONAL WORK DIGITAL COMPETENCE SPAIN FRAMEWORK FOR TEACHERS DIGITAL COMPETENCE SELF-DIAGNOSIS TOOL OF P. 138 THE ANDALUSIA REGIONAL P. 138 GOVERNMENT P. 139 ITALY ABC DIGITALE: SELF-ASSESSMENT TEST AND DIGITAL LEARNING OPPORTUNITIES SLOVENIA THE STUDENTS COMPETENCE FRAMEWORK BY THE SLOVENIAN EDUCATION INSTITUTE INTERNATIONAL SKILLAGE: ONLINE SELF- ASSESSMENT TOOL ON DIGITAL SKILLS FOR THE JOB MARKET SPAIN TUCERTICYL: THE NEW DIGITAL COMPETENCE CERTIFICATION SYSTEM IN CASTILLA LEON POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

DigComp into Action - Get inspired, make it happen 75 Annex. inspiring DigComp examples: case studies and tools T.24 List of examples by country BELGIUM FRANCE INTERNATIONAL ITALY PRODIGEO: LEARNING ADULT EDUCATION IN PIX: ONLINE PLATFORM FOR C9 HAPPY ONLIFE C8 PLATFORM FOR EMPLOYMENT SERVICES’ STAFF C5 FLANDERS: THE NEW ICT C12 DIGITAL SKILLS EVALUATION PROGRAMMES AND CERTIFICATION WEBSITE OF THE ADULT GERMANY PANE E INTERNET: THE DIGITAL T7 EDUCATIONI IN FLANDERS: THE C15 LITERACY AND INCLUSION T8 HAPPY ONLIFE TOOLKIT NEW ICT PROGRAMMES PROJECT IN EMILIA ROMAGNA CROATIA BILDUNG IN DER DIGITALEN C26 WELT. EMBEDDING DIGITAL C25 UNESCO-PEARSON INITIATIVE PANE E INTERNET CURRICULUM T18 COMPETENCE IN THE SCHOOL FOR LITERACY: IMPROVED T10 AND LEARNING RESOURCES FOR CURRICULUM LIVELIHOODS IN A DIGITAL DIGITAL SKILLS SELF- WORLD BASIC DIGITAL LITERACY ASSESSMENT TOOL FOR C4 E-SCHOOLS: PILOT PROJECT EMPLOYEES AND MANAGERS SMARTIVEMAP, A DIGITAL TOWARDS DIGITAL SCHOOLS OF THE DACH REGION DEFINING DIGITAL C30 COMPETENCE TRAINING NEEDS C18 COMPETENCE MAPPING FOR YOUTH WORK TOOL TO START DIGITAL TRANSFORMATION DENMARK HUNGARY C17 THE DIGITAL COMPETENCE BRIDGE THE DIGITAL GAP: SKILLAGE: ONLINE SELF- ABC DIGITALE: SELF- WHEEL C21 BASIC DIGITAL TRAINING T16 ASSESSMENT TOOL ON DIGITAL T14 ASSESSMENT TEST AND DIGITAL OF ADULT POPULATION SKILLS FOR THE JOB MARKET LEARNING OPPORTUNITIES ESTONIA SAFE ONLINE: A BOOK TO SAMSUNG DIGI PASS FOR T19 TRAIN THE NEW DIGITAL C13 VOCATIONAL SCHOOL CITIZENS AT SCHOOL STUDENTS IN ESTONIA POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

76 < T.24 NORWAY SLOVENIA UNITED KINGDOM ANGLIA RUSKIN UNIVERSITY: NORWEGIAN PROFESSIONAL THE STUDENTS TEACHERS IN SPAIN: THE NEW DIGITAL COMPETENCE COMPETENCE FRAMEWORK C3 DIGITAL COMPETENCE COMMON C1 IMPLEMENTING DIGITAL T20 FRAMEWORK FOR TEACHERS T15 BY THE SLOVENIAN LITERACY FRAMEWORK ANGLIA RUSKIN UNIVERSITY: EDUCATION INSTITUTE TEACHERS IN SPAIN: MOOCS, T5 EDUPILLS AND OTHER TRAINING T1 FIVE DAYS OF DIGITAL POLAND SPAIN RESOURCES LITERACY (5DODL) C7 ECCC DIGITAL COMPETENCE IKANOS - NIRE GAITASUN FRAMEWORK C2 DIGITALAK / MIS COMPETENCIAS DIGITALES T6 TEACHERS IN SPAIN: THE DIGITAL COMPETENCE PORTFOLIO C22 ECDL PROFILE DIGCOMP T2 IKANOS - SELF ASSESSMENT CERTIFICATES IN POLAND TEST PORTUGAL C23 EXTREMADURA DIGITAL LITERACY TRAINING IKANOS - PROFESSIONAL PROGRAMME DIGITAL COMPETENCE PROFILES PORTUGAL INCODE.2030: T3 ENHANCING DIGITAL C28 COMPETENCE TRAINING CIVIL SERVANTS IN SPAIN WITH DIGCOMP BASED C27 E-LEARNING COURSES IKANOS - BAIT, THE NEW DIGITAL COMPETENCE T4 DIGITAL COMPETENCE SELF-DIAGNOSIS TOOL OF T13 THE ANDALUSIA REGIONAL CERTIFICATION SYSTEM GOVERNMENT TUCERTICYL: THE NEW DIGITAL T17 COMPETENCE CERTIFICATION SYSTEM IN CASTILLA LEON POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

DigComp into Action - Get inspired, make it happen 77 Annex. inspiring DigComp examples: case studies and tools T.25 List of european projects BE • EL • IT • PT BE • DE • ES • FI • FR • HE • IT • PL • UK CZ • DE • ES MU.SA: USING E-CF AND ELENE4WORK: MAPPING SOFT DIGITAL SKILLS 4 YOU(TH): C6 DIGCOMP FOR WORK DIGITAL C16 DIGITAL SKILLS OF STUDENTS C24 TRAINING PROFESSIONALS TRANSFORMATION IN WORKING WITH YOUNG PEOPLE MUSEUMS AND YOUNG WORKERS FR • IE • IT • RO COMPASS - YOUR JOURNEY T11 ELENE4WORK ORIENTATION C29 BG • ES • IE • LT • NO • SI • UK C10 TO DIGITAL, THE UP-SKILLING GUIDE FOR JOB SEEKERS DIGITAL INNOVATIONS FOR PLATFORM FOR YOUNG GROWTH ACADEMY: TRAINING UNEMPLOYED PEOPLE ENTERPRISE TRAINERS AND EDUCATORS ES • FR • INT • IT • TR ELENE4WORK SELF- TASK: AUTHENTIC TASK BASED C11 COMPETENCE ASSESSMENT IN T12 ASSESSMENT TOOL FOR DIGITAL SOFT SKILLS SECONDARY SCHOOLS IDENTIFICATION TASK TOOL: AN ONLINE EL • ES • IE • INT PATHWAYS FOR EMPLOY: T9 SYSTEM FOR ASSESSING KEY C19 DEFINING AND DEVELOPING COMPETENCES IN SECONDARY SCHOOL DIGITAL PROFILES EL • IT • UK C20 ES • DE • HR • HU • INT LINGUACUISINE: CODEMOB: CURRICULUM C14 DEVELOPING DIGITAL FOR E-FACILITATORS SKILLS WITH AND UNEMPLOYED YOUTH DISADVANTAGED PEOPLE POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

78 Anglia Ruskin University’s (ARU) history goes back to work. Staff are able to use the results to identify their 1858 and over the years the institution has grown to existing strengths and areas for further development. C1 incorporate a number of regional, international colleg- es and partner institutes as well as four campuses to ARU, via its central educational development team (An- • UNITED KINGDOM become the university it is today. Nearly 40,000 stu- glia Learning & Teaching), provides a range of staff de- dents from more than 185 countries study with ARU on velopment activities aligned to the framework, includ- ANGLIA RUSKIN a wide range of subjects many of which offer profes- ing bite-sized training (see T2) following completion of UNIVERSITY: sional accreditation. which participants receive digital badges. IMPLEMENTING DIGITAL LITERACY Since 2015, a strategic aim of ARU has been to fur- The embedding of digital competencies in the cur- ther develop active student-centred learning as reflect- riculum was piloted in one faculty. Digital badges were Application of a DigComp- ed in the Learning, Teaching and Assessment Strategy developed for each digital literacy domain and profi- related framework as the basis 2015-17 (TINYURL.COM/YCPEB8JE). ciency level. As part of a review process, course curricu- for a competence diagnostic test la were examined and subsequently mapped to identify (barometer), staff development and Building upon this, the university strategy 2017-2026 opportunities to deliver the elements of the ARU digital embedding digital literacies into the aims to deliver ‘an outstanding and inclusive educa- literacy framework. 1 This mapping was facilitated by a curriculum certified by digital badges tional experience’ by ‘systematically integrating the bespoke digital literacy curriculum-mapping tool, which best of face-to-face and digital learning and teaching is scalable for institutional use.2 ACKNOWLEDGEMENTS into all of its degrees’. For this reason, academic and Sharon Waller professional services staff is requested to keep up-to- A variety of stakeholders representing academics, pro- Head of Anglia Learning and Teaching date with the digital competencies required for their fessional services and students were engaged in the George Evangelinos role. development of the framework and this has raised Senior Learning Technologist, awareness and gathered support for the additional de- Faculty of Medical Science In order to deliver its strategic mission, in April 2016, velopment of digital literacy across the university. The Uwe Richter ARU developed a digital literacy framework drawing implementation process has driven a change in institu- Academic Lead, Distance and Online Learning from the EU DigComp 1.0 Framework and the Jisc’s tional culture to meet the needs of an evolving digital Building Digital Capability Project 2014-2018 (TINYURL. CONTACTS COM/LGHXFZ8). Adopting Jisc’s definition of digital litera- 1  Evangelinos, G., Holley, D. and Kerrigan, M.J.P., 2016. Im- Mark J.P Kerrigan cy, the DigComp Framework was redesigned to align plementing a Model and Processes for Mapping Digital Liter- Director of Learning & Teaching, Faculty of it with the needs of staff and students in higher ed- acy in the Curriculum (Online Badges). In: A. Moreira Teixeira, Medical Science ucation. Specifically, the ARU framework was used to A. Szűcs and I. Mázár, eds., Re-Imaging Learning Environ- [email protected] underpin the following three main developments. ments Proceedings of the European Distance and E-Learn- Jennifer George ing Network 2016 Annual Conference Budapest, 14-17 June, Academic Lead Learning Tech. and Digital Media The Digital Literacy Barometer includes competency 2016. Budapest: European Distance and E-Learning Network [email protected] statements about a spectrum of digital capabilities (EDEN), pp.545–553. aligned to DigComp. Using a quiz format, individuals re- ceive a score for their overall self-reported competency 2  Kerrigan, M.J.P. and Evangelinos, G., 2015. Curriculum as well as for each of the five literacies in the frame- Mapping Toolkit. Cambridge, UK.

DigComp into Action - Get inspired, make it happen 79 Annex. inspiring DigComp examples: case studies and tools RELATED ITEMS C1 ANGLIA RUSKIN economy and post-graduation work environment. UNIVERSITY: FIVE DAYS One of the challenges encountered in the process was T1 OF DIGITAL LITERACY PP. .1X2X0 staff reluctance in adopting technology in their teach- ing to further develop their digital capabilities. This is (5DODL) currently being addressed by raising further awareness across the institution and providing a range of staff USEFUL LINKS development opportunities. A planned refinement of ARU page on Digital Literacy the Barometer platform will further establish a link be- TINYURL.COM/Y7MKMBWL tween staff development needs and relevant training. An additional challenge to the sustainability of the initi- ARU Learning, Teaching and Assessment ative has been the administrative burden caused by the Strategy 2015-2017 lack of an integrated badging platform. However, ARU TINYURL.COM/YCPEB8JE has continued to invest in its IT infrastructure including the implementation in 2016-2017 of a new Learning ARU ‘Designing our Future 2017-2026’ Management System (LMS), which includes an inte- Our Strategy grated badging facility that will address the latter. TINYURL.COM/Y8LU42Y5 ARU’s ambition to become a ‘digital leader’ is under- pinned by systematically embedding the benefits of Jisc Building Digital Capability Project digital technology as part of a seamless digital learn- 2014-2018 ing environment. Future work will involve the alignment TINYURL.COM/LGHXFZ8 of online learning design, badging and the ARU digital literacy framework. This work will support students to Jisc case studies on “Improving develop their digital literacies through technology-en- organisational digital capability” hanced online learning activities embedded directly TINYURL.COM/Y9UXXQ24 into the curriculum. These learning activities will be customisable and shared as reusable learning objects across the institutional LMS. ARU also plans to update the ARU framework and re- lated instruments according to the evolution of its two reference frameworks (DigComp and Jisc Capability Framework).

80 The Basque Country’s Government launched the Ikanos were organised to disseminate the role of digital tech- project in 2012 to develop digital competence on a nology in education, in certification, and in the creation C2 large scale within the Basque society, as part of its also of new digital professional profiles. Agenda Digital de Euskadi 2015 (AD@15). Ikanos was • SPAIN from the very beginning inspired by and designed to The launch of the Ikanos project in 2013 (Digital Agen- implement the DigComp framework, aiming to address da 2015) was intended to provide expert support to in- IKANOS – the common and specific digital competence needs of dividuals and organisations to encourage collaboration, NIRE GAITASUN DIGITALAK citizens, enterprises, civil servants, teachers and other explore, share and disseminate digital competencies / MIS COMPETENCIAS segments of the Basque society. and how digital competence can be acquired, evalu- DIGITALES ated and accredited according to the new conceptual Over time, Ikanos has focused on different segements framework. The project has adopted DigComp and aspects of the Basque information society and to map, develop and certify digital economic life, always stimulating the acquisition of In its initial launching phase, Ikanos has been respon- competence of the population in digital competence and promoting knowledge and ap- sible for accompanying the relevant agents and show general and of specific jobs, including plication of the DigComp framework. In the past few how the DigComp European framework extends what competences related to Industry 4.0 years, Ikanos defined and assessed the digital profile of was being done in terms of computer skills. teachers working in public and private educational cen- ACKNOWLEDGEMENTS & CONTACTS tres and of students of vocational training. Workshops The main milestones have been: Ana Vitorica Ikanos director •• The application of the DigComp methodology and the [email protected] Roberto Lejarzegi Consultant at Ibermatica [email protected]

DigComp into Action - Get inspired, make it happen 81 Annex. inspiring DigComp examples: case studies and tools C2 RELATED ITEMS adaptation to the framework of professional qualifica- 1. Ikanos self-assessment test v.2 (T2), which has T2 IKANOS - SELF P. 121 tions. been designed to provide a personal digital profile to ASSESSMENT TEST any user. The test considers eight areas that make up •• The preparation and start-up of the self-assessment an individual’s digital profile. IKANOS - test of digital competence. PROFESSIONAL 2. Professional digital competence profiles on T3 DIGITAL COMPETENCE P. 122 •• The organisation of thematic meetings with key ac- Basque industry 4.0 (T3): following the DigComp mod- P. 124 tors. el, this tool identifies the mix of competences and pro- PROFILES ficiency that characterise industrial professions such •• The mapping of experiences related to the evaluation as 3D Designer for additive manufacturing or Mainte- IKANOS - BAIT, and certification of digital competence. nance technician for 4.0 industry. THE NEW DIGITAL T4 COMPETENCE •• The dissemination of the project to national and Eu- 3. Digital competence certification system: BAIT (T4). CERTIFICATION ropean agents. Ikanos is about to launch the revision of the existing ICT SYSTEM competence certification system of the Basque coun- In the second phase, intense dissemination activities try. Over the last 10 years, this system issued about USEFUL LINKS were continued, focusing efforts on identifying the sig- 500,000 certificates, following the traditional approach nificant elements of the improvement of digital skills to ICT skills development and certification focused on Info of the project and accompanying those responsible for digital com- operational and application-related skills in the Basque Government website petitions in Euskadi. After these two phases, an Ikanos WWW.IKANOS.EUS model has been defined, featuring an implementation 4. Ikanos orientation guide for intermediaries. The process model containing 5 steps and 7 tool elements Orientation Guide developed by Ikanos helps e-facilita- tors from the local KZ-Gunea telecentres network and The project in the 2020 horizon evolves towards the other intermediaries to compare the Professional Digi- integration of digital competence into the formal ed- tal Profile for a given occupation with the results from ucational model, training for employment and lifelong a user’s Ikanos self-assessment test, in order to iden- learning to expand the employability of citizens. In tify the main competence gaps faced by the user and 2016 Ikanos began developing the digital competence to recommend training opportunities to fill those gaps. that Industry 4.0 needs by describing some sub-com- petences of the DigComp framework. In 2017, the ac- Regarding next steps, Ikanos priority is to go further in tivity has focused on the definition of new professional the promotion of digital profiles in economic activities. digital competence profiles related to industry 4.0 The DigComp framework has been used to draw digital profiles of both the general population and job require- ments. The gap between these two classes of profiles ought to be resolved through education, training and new tools for lifelong learning, such as the Personal Learning Environment. There are four tools based on DigComp content:

82 The project is using DigComp in the teaching context by Backpack that the Ministry of Education has developed. adapting it and compiling a Spanish Digital Competence It is called “EducaLAB Insignias” and it is connected to C3 Framework for Teachers. When the project team started the INTEF digital learning platforms where badges are working with Digital Competence for Teachers back in safely stored and made available for sharing on social • SPAIN 2012, after analysing various Frameworks, it regarded networks. DigComp as the best one for adaptation into the teach- TEACHERS IN SPAIN: ing context and for the Spanish background. The current The open online courses (see T5) are a training path THE NEW DIGITAL Spanish Framework is published at TINYURL.COM/YCQCGQ38 that focuses on content dissemination and include an COMPETENCE COMMON and it is available both in English and Spanish. It is the activity plan that is open to collaboration. The main FRAMEWORK basis of the Portfolio for the Digital Competence of goal of the catalogue of open online courses is for par- Teachers, an endorsement web service for acknowledg- ticipants to learn by doing and produce digital artifacts The Spanish Digital Competence ing Digital Competence to teachers in Spain (see T6). which showcase their learning development, that help Framework comprises a range of them improve their digital competence and that they online tools, apps, badges, mentoring DigComp is used with a focus on Open Online Training, can set up portfolios and learning diaries full of evi- and peer-learning solutions for teacher Networks of teachers, mentoring and peer-learning. The dence of what they have learned, which will endorse digital competence development and content of the online teaching training includes a wide the whole experience. recognition range of educational trends, such as Flipped Education, PBL, Formative Assessment, Nurturing Creativity, Dig- From only offering a pilot catalogue of 3 MOOCs in ACKNOWLEDGEMENTS & CONTACTS ital Citizenship, Digital Collaboration and Communica- 2014, the project has evolved into offering a series of María Jesús García San Martín tion, Digital Content Creation, Safefy, Problem Solving Nano Open Online Learning Experiences (NOOC), whose Ministry of Education (INTEF) and so forth. estimated effort is 180 minutes and that are oriented [email protected] to achieving a single goal, to developing or improving a The training scheme includes a roadmap to foster the single digital competence. Furthermore, the project is acquisition and/or development of teachers’ digital now offering Self- Paced Online Open Courses (SPOOC) competence based on the Common Digital Competence to foster self-paced learning. Framework for Teachers, published by INTEF in January 2017, updated in September 2017, which is an adapta- The concept underlying the whole offer is The Common tion of DigComp to the teaching profession. The scheme Digital Competence Framework for Teachers, whose is aimed at helping teachers improve their digital com- latest version is to be published in 2017, so all on- petence level, from A1 to C2, according to the Spanish line training initiatives are based on that framework, Framework: TINYURL.COM/Y7V52AFY divided into 5 Areas, 21 sub-competencies and six competence levels. The Spanish Framework is an ad- Participation is acknowledged with open badges that aptation of DigComp, it has been updated hand in hand provide evidence of accomplished goals and acquired with DigComp from the very beginning and has lately professional competencies during the online training integrated some features from DigCompEdu (EUROPA.EU actions. The open badges, which are compatible with /!GT63CH ) as well. open badge standards, are issued at the Open Badge From the beginning, in 2014, up to this very day, over

DigComp into Action - Get inspired, make it happen 83 Annex. inspiring DigComp examples: case studies and tools C3 RELATED ITEMS 77,000 teachers and professionals in the field of ed- The next step in Spain is to publish, in October 2017, TEACHERS IN SPAIN: ucation have signed up and taken part to the MOOCs, the Portfolio for the Digital Competence of Teachers, MOOCS, EDUPILLS NOOCs and SPOOCs, all developed on a customised as a service to endorse and acknowledge teachers’ T5 AND OTHER TRAINING P. 126 Open Edx learning environment, which has been en- digital competence nationwide. This Portfolio includes P. 128 riched with the design of X-blocks that cover the needs a self-assessment tool, a dossier for teachers to keep RESOURCES for the social open online teacher training that INTEF track of their progress and experiences on digital com- supports. The project team has also developed an Open petence, as well as to prove the competence level they TEACHERS IN Badge Backpack in order to endorse teachers with their have reached through self-evaluation, and a passport SPAIN: THE DIGITAL achievements on Digital Competence. It is in continu- that validates it all. The endorsement of that digital T6 COMPETENCE ous evolution and is fully compatible with the Open On- competence will be carried out through open badges. line learning environments as well as with the Portfolio PORTFOLIO for the Digital Competence of Teachers. USEFUL LINKS Regarding tools developed within the realm of the pro- ject, they include: Current Spanish Framework APRENDE.EDUCALAB.ES/MCCDD •• T5. MOOCs, EduPills and other teacher training re- sources (MOOC.EDUCALAB.ES, NOOC.EDUCALAB.ES, SPOOC.EDUCALAB. Digital Competence Portfolio Teachers ES, FORMACION.EDUCALAB.ES, EDUPILLS.EDUCALAB.ES/) PORTFOLIO.EDUCALAB.ES •• T6. The Portfolio for the Digital Competence of INTEF MOOC Teachers (PORTFOLIO.EDUCALAB.ES) MOOC.EDUCALAB.ES The added value of using DigComp has been having a INTEF NOOC double checked descriptive reference framework, with NOOC.EDUCALAB.ES enough flexibility to be adapted to different fields. The fact that it is an overall framework for citizens allows INTEF SPOOC professionals from other fields, such as teachers and SPOOC.EDUCALAB.ES other professionals, to take it from there and extend and adapt it to their own needs and according to their INTEF Online Instructed Courses own national context. FORMACION.EDUCALAB.ES As the project was a forerunner in the use of DigComp, Edupills back in 2012, at that time the DigComp Framework did EDUPILLS.EDUCALAB.ES not include competence levels or descriptors for com- petences, so the most difficult part when adapting it to Open Badge Backpack “EducaLAB Insignias” the Spanish profession was to come up with a set of INSIGNIAS.EDUCALAB.ES descriptors stemming from DigComp.

84 General digital Competences for the competences educational use of digital C4 technology Information and data • CROATIA literacy Work in the school TEACHERS environment E-SCHOOLS: Data, information PILOT PROJECT TOWARDS and digital content Digital technology in the DIGITAL SCHOOLS management curriculum Authorship and copyright Use of DigComp supporting The learning environment competence development of Digital content creation school employees: general digital ALL SCHOOL Professional development, competences, competences for the EMPLOYEES communication and educational use of digital technology, interaction digital competences for school management Digital content and personal Digital competences for PRINCIPALS protection in the digital school management ACKNOWLEDGEMENTS & CONTACTS environment Gordana Jugo Technological solutions Strategic planning of ict use Head of Service for Educational Technologies at in school CARNet - Croatian Academic and Research Network Digital competences and [email protected] lifelong learning Digital ingfrastructure management in learning (teaching) processes and school management Digital technologies and social responsibility In 2015, Croatia started the programme entitled for School Employees: Teachers, Principals and Admin- “e-Schools: A comprehensive informatisation of school istrative Staff was developed. The framework defines operation processes and teaching processes aimed at which competences these three categories of school the creation of digitally mature schools for the 21st employees should have – with regards to the key tasks century”. The e-Schools programme consists in the pi- they perform in their daily work – in order to be able to lot project, implemented in the period 2015–2018 and plan and implement contemporary teaching, learning involving 150 primary and secondary schools (or about and other activities with the support of digital technol- 10% of Croatian schools), and the major project, which ogies. The Digital Competence Framework introduces will be implemented in the period 2019–2022 and will three main dimensions of competences: general digital encompass at least 850 schools. Both stages of the competences for all target user groups, competenc- project are financed mostly (85%) from the Structural es for the educational use of digital technologies for Funds of the European Union. The project coordinating the category of teachers, and digital competences for body is the Croatian Academic and Research Network school management. General digital competences have - CARNet, a public institution that operates under the mainly been drawn from DigComp 1.0, thus adopting Ministry of Science, Education and Sports. three levels of competence complexity were defined: basic, intermediate and advanced. The Digital Compe- In the first phase, the Digital Competence Framework

DigComp into Action - Get inspired, make it happen 85 Annex. inspiring DigComp examples: case studies and tools USEFUL LINKS C4 Framework for the Digital Competence of Schools tence Framework is accompanied by a handbook with category of teachers; TINYURL.COM/Y89T2788 descriptive contextual examples of the demonstration Croatian Qualification Framework requirements of digital competencies in certain types of tasks, for •• Digital competences for school management – 7 TINYURL.COM/Y9WANWTX each target user group and for all three levels. units of learning outcomes required for school princi- Handbook with descriptive situational examples pals. of the demonstration of digital competencies In the second phase, self-assessment questionnaires TINYURL.COM/Y7UQJXXL were developed for the three categories of target users An overview of the modules grouped by dimension and (teachers, headmasters and administrative staff). By target user group is available in the image on previous filling out the questionnaires, the users receive feed- page. back on the level of development of individual digital competencies and the need for the development of Based on the curriculum, educational content is further certain competences. produced for delivery in three different forms – live workshops, webinars and MOOCs – and accompanying The next phase saw the development of the Curriculum instruments for the assessment of learning outcomes for the Enhancement of Digital Competences of School are also developed. Teachers, principals and adminis- Employees: Teachers, Principals and Administrative trative staff are enrolled in training for the develop- Staff, also based on DigComp. ment of digital competences. At the time this Guide was generated, more than 5,000 school employees The curriculum is based on DigComp, as well as on have been enrolled in training. On participation in and the Framework for Digitally Mature Schools. The cur- the successful completion of each workshop, webinar riculum defines the learning outcomes, the outline of or MOOC, participants receive a first level digital badge educational content, recommended teaching methods, providing evidence of their acquired digital competenc- educational models and evaluation methods for the es. Participants who have completed a set of training acquisition and enhancement of digital competencies sessions comprising a whole dimension of digital com- of school employees. It is meant to be used by training petences receive a second level badge. providers as the basis for providing educational content and delivering training. Based on the 36 competencies Finally, the next steps are as follows: proposed in the Digital Competence Framework, the curriculum defines and describes 34 units of learning •• Further delivery of training based on Curriculum for outcomes incorporated in 17 modules and 42 basic the Enhancement of Digital Competences of School units. Employees during the e-Schools pilot project; Three main groups of competences are introduced: •• Evaluation of Framework and Handbook, Instrument for Self-Assessment of Digital Competences, Curricu- •• General digital competences - 16 units of learning lum, design and development of educational content outcomes required for all target user groups; and delivery of training; •• Competences for the educational use of digital tech- •• Planning of delivery of training in the e-Schools ma- nology – 11 units of learning outcomes required for the jor project.

86 In the Flanders Community, there are about 100 adult ferences between intermediate and advanced levels for education centres (AECs) with 350,000 people enrolled some competences in the DigComp framework were C5 annually in adult secondary education, higher vocation- sometimes not detailed and clear enough for such clas- al adult education and specific teacher training. Anoth- sification, leaving room for subsequent revisions also • BELGIUM er 50,000 people attend adult basic education courses based on future teaching experience). in 13 Adult Basic Education Centres. ADULT EDUCATION As a second step, the 500 learning outcomes were re- IN FLANDERS: THE NEW In 2014, the Flemish government launched a deep re- organised into 365 competences (TINYURL.COM/Y8MGBMM2) ICT PROGRAMMES vision of the ICT-courses offered by the AECs, which and clustered into 55 modules, each with maximum at the time were structured into 30 modules devot- duration of 60 school-hours (TINYURL.COM/YDE9KBND). Each Using DigComp to support the ed to learning common software applications for text module is composed of a variable set of basic compe- transition from traditional ICT training processing, calculations and so on (MS Word, Excel, tences: 5 ‘transversal’ ones (dealing with problem solv- to competence-based training in the Access, Powerpoint, Photoshop etc.). The decision was ing and safety) are present in all modules. A further 5 adult education sector to shift to a new functional and competence-oriented to 10 are specific competences that only apply to the perspective and with this aim DigComp was adopted as specific module. ACKNOWLEDGEMENTS & CONTACTS the appropriate reference framework for citizens, dis- Monique De Ridder tinct from and complementary to other frameworks for Finally, the 55 modules were combined into 9 education Pedagogical coach vocational and specialist ICT education. The aim was programmes called: Start to ICT; ICT and Office work; in Katholiek Onderwijs Vlaanderen also to modernise content and include new ICT devel- ICT and social media; ICT in an educational context; ICT MONIQUE.DERIDDER@KATHOLIEKONDERWIJS. opments such as Internet 2.0, social media, tablets, and creativity; Web content; App development; ICT op- VLAANDEREN smartphones etc.; and to design shorter education pro- erating systems and networks; and ICT programming. Barbara Defreyne grammes, with a maximum of 9 ICT programmes. Pedagogical coach The number of modules per programme varies from 2 in Katholiek Onderwijs Vlaanderen Between May 2014 and June 2015, the cross-sectoral to 14, so the overall duration of the programme also BARBARA.DEFREYNE@KATHOLIEKONDERWIJS. commission in charge of the process (with experts in varies. The two modules of the ICT progamme Start to VLAANDEREN ICT and adult education) met for about 20 full-day ICT - “Getting started with ICT” and “E-communication, meetings and as first step: Internet and online services”- are the common entry step for all learning paths. A few other modules (e.g. •• Studied and translated much of the content of “Collaborative content development”) are also shared DigComp v1.0 into Dutch by two programmes. Each programme not only defines which modules to address, but also how they can be •• Extracted and reformulated from it a draft list of clustered and their delivery sequence (see the example about 500 potential learning outcomes, or basic com- below for the “ICT and Office work” programme), thus petences, from very generic to very specific ones orienting progression in competence development in terms of content and growing proficiency. •• Categorised them according to DigComp’s areas and competences, by type (knowledge, skills, and attitudes) In August 2016, the Flemish government approved the and, when possible, by the three proficiency levels (dif- commission’s revision proposal and Provenciaal Onder-

DigComp into Action - Get inspired, make it happen 87 Annex. inspiring DigComp examples: case studies and tools RELATED ITEMS C5 WEBSITE OF THE can use the new ICT-programmes (see T7) ADULT EDUCATIONI IN •• The organisation in most of the adult education T7 FLANDERS: THE NEW P. 129 centers of information and training working sessions on the new 9 ICT programmes and DigComp ICT PROGRAMMES •• The organisation of refresher courses for teachers on “Online safety and privacy”, “Critical view on digi- USEFUL LINKS tal information”, “Competence-oriented education” and Approved revision proposal for ICT education other common themes for all 55 modules (see T7) programmes •• The establishment (from September 2017) of a per- TINYURL.COM/Y7MMGHA9 manent educational support team on these matters for teachers in the adult education centers Website for supporting teachers in adult •• The development of entry tests for the first two mod- education on the new ICT education programmes ules with an online application (a login is required to SVWO.BE access them), used in 2016-17 by over 1,500 candi- dates. Plans are to launch two more entry tests during 2017- 2018 for the module “Start to create” of ‘ICT and and creativity’ and for the module “Making simple content” of ‘ICT and Office work’. wijs Vlaanderen (Provincial Education Flanders, the or- ganisation coordinating this process), contracted two additional professionals and started the implementa- tion of the new programmes, which entailed the follow- ing steps during 2016-2017: •• The defintion of a pedagogical-didactical vision ap- propriate to the new competence-focused approach, which requieres a mind shift for many ICT teachers •• The development of a website for ICT teachers with all kinds of support and examples illustrating how they

88 Project “Mu.SA: Museum Sector Alliance” is funded in acterise each role. the context of European Framework of Erasmus+ / Sec- C6 tor Skills Alliances. It aims to address the increasing The analysis highlighted some common trends regard- disconnection between formal education and training ing digital skills and museum professionals: • BELGIUM • GREECE • ITALY • PORTUGAL and the world of work, because of the emergence of new job roles due to the quickening pace of ICT adop- •• It is necessary to rethink the role of the museum and MU.SA: USING E-CF AND tion in the museum sector. The project supports con- its functions in relation to audiences and society at DIGCOMP FOR WORK tinuous professional development of museum profes- large in a digital environment DIGITAL TRANSFORMATION sionals in order to address the shortage of digital and IN MUSEUMS transferrable skills identified in the museum sector. •• It is necessary to build up what can be defined as “digital cultural awareness” and “digital confidence”. Defining the digital competence for In the early stages of the project, extensive research This means developing digital skills for the whole staff new ICT-related job roles of museum took place mainly in Greece, Italy and Portugal in order of a museum, regardless of their role, from the most professionals and developing training to identify the changes in the museum professions and basic to the upper levels according to their specific solutions for them functions caused by the wide adoption of ICT both by functions and tasks the cultural sector and society. The findings of the re- ACKNOWLEDGEMENTS & CONTACTS search are published in three reports (all available on •• It is necessary to foster a mental shift/cultural change Achilles Kameas the project website). regarding the planning and implementation of services, Professor of Mobile and Pervasive Computing so that the digital element can become an integral part Systems, School of Science and Technology, Following an extensive needs analysis, four new ICT-re- of the thinking and planning process from the outset. Hellenic Open University, Greece lated job roles were identified (Digital Strategy Manag- Technologies should enhance visitor experiences and [email protected] er, Digital Collections Curator, Digital Interactive Experi- not be a barrier ence Developer, Online Community Manager) together with the digital and transversal competences that char- •• Leadership at an institutional and political level must take every opportunity to invest in digital infrastruc- tures. It is necessary to develop leadership, strategic

DigComp into Action - Get inspired, make it happen 89 Annex. inspiring DigComp examples: case studies and tools C6 and business planning skills as well as specific digital which are organised according to a number of e-CF USEFUL LINKS skills competences. The figure shows the result of this pro- cess (competences in the same row do not necessarily Project website •• It is important to support digitisation and digital map to each other). PROJECT-MUSA.EU management of museum collections and archives, ba- sic requirement for the creation of content to be com- The second stage includes a Specialisation Training municated. Course including e-learning and face-to-face lectures. The course will be delivered via an online platform that To meet some of these requirements, the project tar- stimulates sharing and exchange of knowledge, expe- gets mostly e-CF competences, but the interviews with riences and best practices. Communities of practice to museum professionals showed also the need to add ensure the sustainability of results beyond the end of DigComp competences (at high proficiency levels), that the project will also be formed. are complementary to the e-CF ones and are often es- sential to facilitate their acquisition. The third stage involves workplace learning in the mu- seums and cultural organisations affiliated with the For each job role, a broad training phase using digital project. Open Educational Resources is planned. Its first stage is a MOOC titled “Essential digital skills for museum Project outputs will directly benefit museum profes- professionals”, open for all museum professionals. sionals and unemployed people in the cultural sector, Reflecting the above considerations, the MOOC offers as well as the museums themselves. Indirectly, the pro- training in a combination of competences, by “em- ject will contribute to raising the quality of life of the bedding” and distributing the DigComp competences general public, by enabling museums to offer enhanced (focused on transversal digital skills) in the modules, cultural experiences. e-CF DigComp A1. IS and business strategy alignment A3. Business plan development 1.1 Browsing, searching and filtering data, information and digital content 1.2 Evaluating data, information and digital content A7. Technology trend monitoring 1.3 Managing data, information and digital content A9. Innovating 2.2 Sharing through digital technologies D11. Needs identification 2.4 Collaborating through digital technologies E1. Forecast development 2.5 Netiquette E4. Relationship management 3.1 Developing digital content E6. ICT quality management 4.1 Protecting devices 4.2 Protecting personal data and privacy 5.3 Creatively using digital technologies

90 The first framework for the validation of digital skills a Polish version of the DigComp framework and started in Poland was developed from 2008-2009. The ECCC with the promotion and implementation of the frame- C7 Foundation was established to implement and de- work, including the system for the assessment of digi- velop this framework. One of the advantages of the tal skills. At present, both the DigComp framework and • POLAND framework is that it is growing together with the dig- the assessment system are widely used in Poland. italisation process. The goal of the framework was to ECCC DIGITAL align its understanding of the digital skills to a Europe- The project was conceived as a four-step approach: COMPETENCE FRAMEWORK an-wide approach for promoting digital skills. As part of the research carried by ECCC in order to develop such 1. First, the research and development phase com- ECCC Foundation in Poland provides framework for Poland, their researchers run across the prised a translation of the DigComp framework, pro- training for certification purposes DigComp Framework. At that time, ECCC noticed the motion activities, the organisation of a workshop and based on DigComp Framework. As goals of both DigComp and ECCC frameworks were an open consultation about its use. part of its support activities ECCC has similar. As a result, ECCC decided to adapt DigComp to developed two handbooks for trainers the ECCC framework and developed a system for the 2. The second step included the dissemination and in digital skills assessment of digital skills based on DigComp. mainstreaming, which was focused on the strategic planning of digital skills development in Poland. This ACKNOWLEDGEMENTS & CONTACTS After contacting the authors of DigComp at the JRC- step comprised the organisation of workshops and dif- Sonia Zielińska European Commission, the ECCC Foundation published ferent conferences for users. In this phase, in February Consultant at ECCC Foundation 2016, by a resolution of the ECCC Foundation Board in [email protected]

DigComp into Action - Get inspired, make it happen 91 Annex. inspiring DigComp examples: case studies and tools USEFUL LINKS C7 Handbooks for trainers, DigComp foundation and intermediate levels (table of content in English, the final phase of a Polish translation of the DigComp, educators and teachers on how to teach digital skills. handbooks in Polish only) a Polish National Contact Point (NCP) for the DigComp ECCCF.EU/CERTIFICATION/BOOKS framework was established. At that time, there was a The use of DigComp had the advantage that the Website of DigComp in Polish lack of awareness in Poland about the DigComp frame- framework is a clear tool for all the users, as it is a DIGCOMP.PL work. Therefore, the NCP was conceived as a support- type of the clear content helping the user to improve ing tool for the framework’s promotion. It was also a their digital competencies and get the new ones. At the source of information and counsel for any actor, who same time, the validation system of the ECCC in the could be interested in it, including policy makers. ECCC DigComp area allows the user to recognise those ac- built a digcomp.pl website and established a 24h phone complishments during their education as well as and line as part of their activities as NCP. Up untill now, NCP on the labour market. has been performing satisfactorily and the questions raised by users have changed over time: from basic to At the time of writing ECCC is in the last steps before more complex demands e.g. how to conduct lessons publishing in Polish DigComp 2.0. After that, ECCC with DigComp framework. Now NCP offers informa- Foundation will implement the updated framework. tion about the DigComp, advice on the framework, but also on how to conduct lessons/trainings based on the DigComp, or explanations from experts. NCP is open to everybody without any type of barrier (legal or other). The strategy to implement a NCP was seen as a key milestone in order to increase awareness and use of DigComp framework. Although ECCC does not record the number of users of NCP, their estimates comprise dozen calls a day and a total of 6,000 recipients. With- in NCP users, ECCC highlights representatives of uni- versities, companies conducting ICT training, teachers, trainers, representatives from the public administration responsible for education or EU projects, digital compe- tences exam centres and citizens (end-users). 3. The third step referred to validation and certification, where ECCC developed five new testing areas, compli- mentary to already existing examination modules. 4. Finally, the fourth phase provided the training sup- port. Within this step ECCC prepared and published a training book, based on the DigComp framework, for

92 Pro.Dig.E.O. is a project promoted by the Italian Ministry taken by Pro.Dig.E.O. and included: of Labour and Social Policy and implemented by Anpal C8 Servizi S.p.A. Its main purpose is to provide advanced •• Target identification and needs analysis, in order to training for public and private employment service staff, satisfy the needs of the specific context (in this case, • ITALY through a specifically designed educational IT platform, labour market workers); using digital and innovative content. The project starts PRODIGEO: with the consideration that the increasing automation •• A two-phase mapping of the educational needs, in LEARNING PLATFORM FOR process requires digitally skilled workers and specific order to identify the most relevant topics for the digital EMPLOYMENT SERVICES’ training is needed to fill the existing competence gap literacy course: STAFF between. It is in this context that Pro.Dig.E.O. developed an e-learning course focused on digital competence, ••Phase one: comparison with DigComp Dimension 1 Project Pro.Dig.E.O. aims to provide a key skill for the staff, much in demand for the in- (competence areas) advanced training for public and novation of public and private employment services. private employment service staff, The course (tests, videos, tutorials) was modelled on ••Phase two: comparison with DigComp Dimension 2 through a specifically designed DigComp 1.0, and then adapted to the needs of la- (competence descriptors) educational IT platform, using digital bour market workers, in order to provide coherent and and innovative content measurable education and to have a common basis for •• Definition (Evaluation) of the proficiency level to be comparison with similar digital literacy initiatives. reached for each DigComp competence (A-founda- ACKNOWLEDGEMENTS & CONTACTS tion/B-intermediate/C-advanced) Nicoletta Staccioli The project’s first action was the definition of the main Senior IT and E-Learning Specialist at Anpal Servizi steps of the content design process. This activity made •• Assessment of the resulting grid, in terms of the con- S.p.A use of the expertise gained during past projects under- sistency of proficiency levels and educational needs. [email protected] The result of this design process, followed by the devel- Ivo Forni opment of the digital content, is a 10-module e-learn- Senior E-Learning Specialist and Team Leader at ing course. Each one includes an entry test, two or more Anpal Servizi S.p.A. tutorials, a supplementary worksheet, a video lesson [email protected]

DigComp into Action - Get inspired, make it happen 93 Annex. inspiring DigComp examples: case studies and tools USEFUL LINKS C8 Presentation of the Project PRODIGEO.IT and a final test. The list of the modules is as follows: The learner proceeds by studying which tools help to protect an individual’s personal data, hardware and •• Problem solving digital identity from internet threats (Module 2 – Safe- ty and Module 9 – Managing digital identity). Having •• Safety become aware of the possible risks and opportunities connected to the use of digital media, the next module •• Information helps explore how one can take advantage of social networks (Module 6 – Sharing information and con- •• Creating content tents and Module 7 – Collaborating through digital channels). •• Interacting through the new technologies The subsequent modules support the learner taking •• Sharing information and content part in the online community, being able to create and manage information and content (Module 3 – Infor- •• Collaborating through digital channels mation and Module 4 – Creating content) through the self-conscious use of the technology (Module 5 – Inter- •• Engaging in online citizenship acting through the new technologies). •• Managing digital identity The final module helps the learner to become familiar with the digital world and facilitates the creation of a •• Digital competences and entrepreneurship. digital identity, in order to innovate in their life (Mod- The modules are depicted in the image on previous ule 10 – Digital competences and entrepreneurship). page. In this final part of the training, the “problem solving” theme (once used for self-analysis) is re-analysed, to The first module tackles the subject of “problem solv- implement newly learned digital competence skills in ing” and works as a starting point by helping learners to the working activity. understand the importance of digital competences in everyday life and in a working environment. This mod- Finally, the next steps of the project include the fol- ule aims to motivate them to go on with their training. lowing: The thought-provoking theme of problem solving will be deepened in the final module, so to induce the stu- •• Adaptation of the grid, still based on DigComp 1.0, to dents to apply their newly acquired skills in their own the latest DigComp version careers. •• Revision and update of the content of e-learning This approach starts from the digital age citizen’s sta- modules tus quo (Module 8 – Engaging in online citizenship), by having the learner reflect upon its own situation, and •• Definition of a self-assessment tool based on the potential gap between its skills and an optimal lev- DigComp for the evaluation of digital competences in el of competence (Module 1 – Problem solving). The a company. reflection is driven by the question to the employment service staff: “What should you know and be able to do, in order to effectively help job seekers explore all the opportunities in today’s digital labour market?”

94 C9 • INTERNATIONAL HAPPY ONLIFE Happy Onlife is a peer and media Children’s online safety is an emerging theme in soci- aiming at empowering children and adults against cy- edutainment toolkit promoting the etal and policy context. The Joint Research Centre of ber risks and threats through informal and meaningful safe and responsible use of ICT European Commission, notably the Cyber & Digital Citi- education. among adults and children zens’ Security Unit has been investigating the risks and opportunities to children in the digital age to support The DigComp areas inspired both the game quiz ques- ACKNOWLEDGEMENTS & CONTACTS the EU Agenda for the Rights of the Child and the Euro- tions and the activities described in the booklet. Con- Rosanna Di Gioia, Monica Gemo pean Strategy for a Better Internet for Children. sistently with the mission of Cyber & Digital Citizens’ Stéphane Chaudron Security unit, the research group gave more emphasis Cyber & Digital Citizens’ Security Unit Developing digital competences in general is essen- to the safety dimension of the framework. Neverthe- Joint Research Centre - European Commission tial to develop the skills for a safe and responsible use less, each area cannot stand on its own and needs to [email protected] of ICT. Therefore, the entire DigComp framework was be developed and explored with the others. For this [email protected] considered to design and conceptualise the Happy On- reason, all areas were integrated in the Happy Onlife STEPHANE.CHAUDRON.EC.EUROPA.EU life toolkit, that includes a (video) game and a booklet research concept with a focus on safety, netiquette and Joint Research Centre European Commission [email protected]

DigComp into Action - Get inspired, make it happen 95 Annex. inspiring DigComp examples: case studies and tools C9 RELATED ITEMS managing digital identity. countries (BE, IT, PT, RO). However, such results might T8 HAPPY ONLIFE TOOLKIT P. 130 be further developed in a larger European research JRC has developed the Happy Onlife toolkit. It has been context to prepare policy-makers recommendations USEFUL LINKS chosen as a principal teaching aid in the exploratory and awareness raising and educational actions in pri- project sponsored by the Italian Safer Internet Centre vacy, data protection and cybersecurity areas. Happy Onlife on EC website and Ministry of Education (MIUR, 2016). Other actions EUROPA.EU/!BH74KV in taking up Happy Onlife were raised by Ministry of Ed- The team is also finalising a new quantitative research ucation in Cyprus, by regional Swiss educational organ- aiming at corroborating previous research results, thus Happy Onlife community isations and the EPA (European Parents Associations) confirming the validity of Happy Onlife resources as GITHUB.COM/HAPPYONLIFE/HOL representing more than 150 million parents across learning tools for digital competences. A second pur- Europe. pose of this research is the development and validation ‘Happy Onlife’ - A video game to support of new implicit measures of risk propensity for children mediation on internet risks and opportunities Happy Onlife opens a path to empower teachers and aged 8-12 years old. A third aim is to investigate the PUBLICATIONS.JRC.EC.EUROPA.EU/REPOSITORY/HANDLE/ parents in actively guiding children to become smarter, relationship between implicit risk attitudes and objec- JRC96733 responsible, and respectful when using digital technol- tive risk-taking behaviour. The risk propensity in chil- ogies and to help them understand opportunities, skills, dren is evaluated using quantitative measures such as risks and consequences behind the decisions they questionnaires, an implicit and an objective measure make online. via Implicit Association Test (IAT) (TINYURL.COM/OMCXXXK) and investigate the role of personality factors, sensa- Regarding next steps, the Happy Onlife software was tion seeking and emotion regulation on the implicit risk released under open-source EUPL licence by a Com- attitudes. mission Decision during the Safer Internet day 2017. This step reinforces the participatory dimension to- Finally, JRC Human Capital and Employment Unit, JRC wards more active awareness raising, education and Cyber & Digital Citizens’ Security Unit and the Institute community building campaigns and educational strat- of Sociology of the Romanian Academy started ex- egies. This initiative has already shown positive impact ploring qualitative DigComp dataset of 0-8-year-olds with the translation of Happy Onlife into Portuguese use of digital technologies and analysing it against the and Romanian, in addition to the submission of new DigComp framework. The main goal is to map young Happy Onlife quiz questions. children’s digital competences against the DigComp, analyse the results and evaluate the need of develop- In 2016 JRC- Cyber & Digital Citizens’ Security Unit sub- ing tools for young children. mitted the Proof of Concept (PoC) proposal ‘Do-It-To- gether HOL game-based learning’ to further develop and transfer the product. This PoC was endorsed and the Unit has received institutional funds by the ‘Tech- nology Transfer Office’ of the JRC Work programme. All Happy Onlife results will be explored in the frame of the Proof of Concept activities limited to four European

96 DigComp is used as the main reference for the Com- al modules (4 foundation e 4 advanced), for a global pass pilot project, as it provided a common framework amount of 72 modules. Each module is identified by: C10 for shared digital competence applicable to every EU country while implementing the pilot project in Italy, •• The related competence according to DigComp 2.1; • FRANCE • IRELAND • ITALY • ROMANIA France, Romania and Ireland. The main goal is to help young unemployed Europeans and other users, aged •• The number of the module; COMPASS - between 15 to 30 years old, to identify their missing YOUR JOURNEY TO DIG- skills, define the most relevant learning paths and to •• The level. ITAL, THE UP-SKILLING improve and validate their digital competences with a For instance, the first module of the first course is C11 PLATFORM FOR YOUNG view to finding a job placement in an ever-changing M1 F, that means Competence 1.1, Module 1, Level UNEMPLOYED PEOPLE 21st century digitalised labour market. Foundation. Online learning platform to help young In this regard, the project is using DigComp to select Regarding next steps, in early 2018, a first pilot of the unemployed to identify missing skills, and define the digital competences that will be ad- platform will be launched followed by other 2 iterations. define relevant learning paths and dressed in a series of courses and assessment. In this Each iteration will incorporate improvements based on to improve and validate their digital regard, the project will develop different courses ad- user feedback, which will enable us to customise the competences with a view to finding dressing 9 digital competences selected from DigComp features and integrate new interactive content request- employment 2.1 taxonomy, following the findings of an initial back- ed by the users to deliver a ‘user-led’ platform. One of ground research and user needs analysis. the most ambitious goals is also to be able to validate ACKNOWLEDGEMENTS & CONTACTS the achieved competences with an international certifi- Muriel Santoro Each competence is addressed by a course, in 4 steps cation system recognised in every European country by Project manager at Expertise France (modules). For each competence, there are 2 proficien- users, educational institutions and employers. [email protected] cy levels, Foundation and Advanced. Therefore, the pro- Filippo Mantione ject is progressively developing 72 modules based on Communication manager at Lai-momo three determinants: difficulty level (Foundation – Ad- [email protected] vanced), competence (learning outcome, corresponding to DigComp descriptors), and theme (Career, Learning, Holiday, Social life, Myself). The following table illus- trates how the courses will be articulated; C stands for the competence, M for the module and F/A for the level (Foundation/Advanced). The table in next page is a schematic representation of the educational courses to be developed. Each course corresponds to a digital competence (first column), and it has a foundation level and an advanced level (sec- ond column). Each course is developed in 4 education-

DigComp into Action - Get inspired, make it happen 97 Annex. inspiring DigComp examples: case studies and tools USEFUL LINKS C10 Compass platform’s website COMPASSDIGITALSKILLS.EU COURSE/COMPETENCE LEVEL MODULE 1 MODULE 2 MODULE 3 MODULE 4 1.1 Browsing, searching and filtering data, F C1.1 M1 F C1.1 M2 F C1.1 M3 F C1.1 M4 F information and digital content A w.1 M1 A C1.1 M2 A C1.1 M3 A C1.1 M4 A 2.1 Interacting through digital technologies F C2.1 M1 F C2.1 M2 F C2.1 M3 F C2.1 M4 F 2.2 Sharing through digital technologies A C2.1 M1 A C2.1 M2 A C2.1 M3 A C2.1 M4 A 2.4 Collaborating through digital technol- F C2.2 M1 F C2.2 M2 F C2.2 M3 F C2.2 M4 F ogies A C2.2 M1 A C2.2 M2 A C2.2 M3 A C2.2 M4 A 3.1 Developing digital content F C2.4 M1 F C2.4 M2 F C2.4 M3 F C2.4 M4 F 3.4 Programming A C2.4 M1 A C2.4 M2 A C2.4 M3 A C2.4 M4 A 4.1 Protecting devices F C3.1 M1 F C3.1 M2 F C3.1 M3 F C3.1 M4 F 4.2 Protecting personal data and privacy A C3.1 M1 A C3.1 M2 A C3.1 M3 A C3.1 M4 A 5.3 Creatively using technology F C3.4 M1 F C3.4 M2 F C3.4 M3 F C3.4 M4 F A C3.4 M1 A C3.4 M2 A C3.4 M3 A C3.4 M4 A F C4.1 M1 F C4.1 M2 F C4.1 M3 F C4.1 M4 F A C4.1 M1 A C4.1 M2 A C4.1 M3 A C4.1 M4 A F C4.2 M1 F C4.2 M2 F C4.2 M3 F C4.2 M4 F A C4.2 M1 A C4.2 M2 A C4.2 M3 A C4.2 M4 A F C5.3 M1 F C5.3 M2 F C5.3 M3 F C5.3 M4 F A C5.3 M1 A C5.3 M2 A C5.3 M3 A C5.3 M4 A

98 The Erasmus+ project TASK (Teacher •• Mastery level D: you have to search RELATED ITEMS Assessing Key Competences in School: information on the construction of the C11 authentic task based evaluation meth- Egyptian pyramids. Use a search engine T9 TASK TOOL P. 131 odology) developed a web tool sup- and save the results on your computer. • ES • FR • INT • IT • TR porting secondary school teachers and USEFUL LINKS students in the assessment and certifi- •• Mastery level C: you want your par- TASK: AUTHENTIC cation of three key competences: com- ents to buy you a new pair of shoes on- TASK project website with TASK BASED munication in mother tongue, commu- line. Use a browser to find the e-com- framework, guidelines and tool COMPETENCE AS- nication in foreign language and digital merce websites to buy them, and to guide SESSMENT IN SEC- competence. DigComp was used as the compare models, prices and shipping TASKEUPROJECT.COM ONDARY SCHOOLS reference framework for the latter. options. ERASMUS + project that The TASK framework is the methodo- •• Mastery level B: a friend of yours developed didactic strategies logical frame for the self-assessment shares on the web the news that start- and a web application for of key competences and defines the ing from tomorrow the message service the assessment of key procedure, mastery levels, evaluation you are using on your smartphone will competences in secondary items, real-life situations, specific feed- be upon payment. Use a browser to ver- school in order to certificate back and the competence profiles. As ify if the information is true, comparing them with national formats the framework is designed for lower and the results of your web search. upper secondary school, it uses a sim- ACKNOWLEDGEMENTS & CONTACTS plified language and refers to real-life •• Mastery level A: you have to write a Luciano Schiavone situations and competence descriptors school paper about some recent news. Project coordinator of Task Project adequate to the level of the students. Look for the news on the web, compare [email protected] the sources, gather and label the results The TASK framework adopted DigComp’s in a digital archive so that your class- five competence areas -information, mates can retrieve them. communication, content creation, safe- ty, problem solving- and their descrip- The TASK pilot was supported by a web tors inspired the content of the authen- application and involved over 100 stu- tic tasks for evaluation. According to the dents and as many teachers in 14 Eu- TASK framework, each competence can ropean countries. The results demon- be performed at four different mastery strate the effectiveness of the proposed levels (from D-lowest to A-highest). Real approach. Nevertheless, the tools, the tasks with corresponding increasing assessment items and repertory of real complexity must be performed in real tasks, the profiles and feedback can be life situations and are assessed. The ex- further improved, by adapting them to ample below refers to the assessment other specific contexts. of information competence (browing, searching, evaluating etc.): In this project, DigComp offered a valu- able, reliable and scientific basis for the development of the assessment items.

C12 Pix is a project focussing on an online to reach an operational definition suited 99 platform for digital skills evaluation and for assessment purposes. Then for each • FRANCE certification, led by the French ministry competence, the project team detailed USEFUL LINKS of Education in close relationship with what was involved in terms of practice, Link to the platform PIX: ONLINE public and private stakeholders. It is knowledge, and stakes, to produce the PIX.BETA.GOUV.FR PLATFORM FOR dedicated to any citizen and it aims at Pix competence reference framework, DIGITAL SKILLS contributing to the general increase of which serves as an inspirational basis EVALUATION AND the level of digital skills in society. Pix for creating Pix assessment tables and CERTIFICATION allows anyone to create an account, play Pix challenges. adaptive tests composed with challeng- The French Ministry of es that automatically assess a person’s The platform contains a Pix main ser- Education used DigComp level for each competence. It generates vice (assessment and certification) to produce the PIX online a digital skills profile, which can be cer- available to any French speaking per- platform for digital skills tified with an additional test carried out son today and that can be adapted to evaluation and certification under strict examination conditions. other countries and/or languages in in the view to improve the order to share the Pix certification more digital skills in the society DigComp was used as a basis for de- widely. Moreover, Pix prescriptor fea- signing the Pix digital competence tures are currently being experiment- ACKNOWLEDGEMENTS & CONTACTS profile generated by the project as- ed with teachers who can use Pix as Nathalie Denos sessment and certification service. This a pedagogical tool with their students: Expert at Ministry of Higher Education, choice was meant to bring more impact they can ask them to share a copy of Research and Innovation for this certification, by writing it in a their profile at a given time and process NATHALIE.DENOS@ENSEIGNEMENTSUP. shared language that can be understood this data (statistics, personalisation of GOUV.FR by anyone aware of DigComp. DigComp teaching, etc.). “Prescriptor accounts” also helped to establish the fields cov- are free for schools and higher educa- ered by the certification (for instance it tion institutions to use with their stu- reinforced the belief that such topics as dents. They will also be available on a programming or environmental impact paying basis to private or public-sector should be represented). The 5 domains companies, for them to better identify of DigComp framework were adopted the training needs of their employees as they are, while the subdivision into with regards to digital skills. Finally, the competences was slightly rearranged Pix technical framework is delivered for it to better fit the project purpose as open source software. Regarding the (simplicity / readability of the profile and next steps, the project managers are proportionate competences). Moreover, waiting for Europass to evolve in order the project team extensively developed to facilitate integration of Pix profile the description of the 8 levels in order into the Europass platform.

100 The Samsung Digi Pass initiative was with 10 teams, was launched in late USEFUL LINKS first launched in September 2016 as 2017 to end by February 2018. As be- C13 a contest with 10 teams of vocational fore, participating students were select- Initiative’s website students, who in general terms struggle ed based on their self-presentation and SAMSUNGDIGIPASS.EE/EN • ESTONIA to live and work in the digital age. Par- project idea. Each team is made up of ticipants had to complete individual and three students, usually coming from Videos with participants SAMSUNG group assignments, consisting in devel- the same vocational school, but three to 2016 initiative DIGI PASS FOR oping a prototype of an app for their teams are mixed. TINYURL.COM/YDDSBNTZ VOCATIONAL professional domain or school. TINYURL.COM/Y6U8XZER SCHOOL STUDENTS The whole programme is designed and IN ESTONIA •• A 2-day session (early October) de- provided by the Centre for Educational voted to: Technology, which is an R&D unit within A training initiative to School of Digital Technologies, Tallinn develop digital competence 1. Learning environment, digital tools at University. Samsung Electronics Baltics for enhancing youth job the workplace is the funding body and also provides PR market participation support and the prizes for winners. 2. Making yourself attractive in the ACKNOWLEDGEMENTS & CONTACTS job market: building your competen- In this initiative, DigComp was used to Mart Laanpere cy-based e-portfolio identify the relevant digital skills pro- Senior researcher, file for youth, and to define the training Centre for Educational Technology 3. Kicking off the collaborative project, goals and content of the initiative. The 9 Tallinn University prototyping resulting items, shown in the list below, [email protected] correspond to some specific competence •• October: 1 day devoted to learning or key words in competence descriptors about the job market and job interviews from DigComp, although many have been adapted in a more youth-friendly •• November: 1 day devoted to creative language: design and pitching Collect stuff, tools, memories, •• December: final event friends Over the two months of activity, men- Make sense toring was provided twice for 2 hours in Share annotate, systematise face-to-face sessions, and continuously know what and how and online. Create with whom digital production, social The students presented their results in Collaborate skills December 2016 and received silver and Show your- teamwork, social skills gold badges (issued on Credly platform) self digital identity, portfolio, as recognition for completing these Be safe, be pitching tasks. All badges were collected on the nice licenses, privacy, health, OPENBADGES.ORG backpack and linked to Fix it ethics a QR-code on a plastic card (Samsung problem solving, Digi Pass). Samsung also gave some Improve it troubleshooting prizes to the winner team (from Valga innovation, entrepreneurial Vocational Education Centre) and an mindset internship opportunity in its regional logistics centre in Riga. A second round of the initiative, again