The Framework Catalogue of Digital Competences

The Framework Catalogue of Digital Competences Justyna Jasiewicz, Mirosław Filiciak, Anna Mierzecka, Kamil Śliwowski, Andrzej Klimczuk, Małgorzata Kisilowska, Alek Tarkowski & Jacek Zadrożny Centrum Cyfrowe Projekt: Polska (2015

Digital Literacy Circulation: Adolescents and Flows of Knowledge about New Media

The aim of this paper is to discuss the output of an empirical research on digital skills in order to develop a typology of skills circulation among young digital users. Relying on research on digital literacy in media studies and on users in STS, in this article we start criticizing the concepts of \u201cdigital divide\u201d, \u201cdigital inequalities\u201d and \u201cdigital competencies\u201d. Then, we present the principal results of a research study involving 50 adolescents in Italy about how they acquired their competences in the use of digital media. This gave us the opportunity to focus on the digital skills of young people and the development of their abilities in using digital media. The research outlines the patterns of circulation in digital competences among young people in relation to family, school and peer group, defining four kinds of \u201cflows\u201d: parental flow (involving fathers and mothers), peer flow (connected to friends and people of the same age), educational flow (referring to formal education) and technological flow (involving technological devices, such as computers, laptops, smartphones, tablets, etc.). The aim is to understand the interactions between digital skills and the social, institutional and technological conditions that influence the youth\u2019s digital literacy for the everyday use of digital media

Developing Digital Competences. Work learn trajectories in Italian School System

The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

Digital competencies and capabilities. Pre-adolescents inside and outside school

The investment on key-competences in last years was one crucial European strategy to face the new challenges of the knowledge society and of the digital convergence and to guarantee the active citizenship and social inclusion. The first answer has been given in Lisbon 2000’s, when eight main objectives have been presented; they were focused on the improvement of basic and "soft" skills in educational paths of the main agencies (i.e. school and family). Hence, the digital competence, included in Lisbon strategies, can be interpreted in a double meaning: as basic skill (focused on the digital literacy) as soft skill (focused on the digital learning). Starting from here, this proposal will construct a theoretical description of the digital competence and its impact to cognitive processes of the children, considering the influence and the strategies applied by agencies of the social capital, especially the family. This issue will be analysed through the re-reading the capabilities approach by Sen and Nussbaum (2011), according two perspectives: 1. the first is psyco-cognitive connected to the development of digital competences during the learning process of children; 2. the second is focused on the relational and communicative styles of their socializing agencies. In the digital skills, the generation gap is more evident: the youngsters acquire the digital literacy through their experiences; however their digital knowledge is often technical and linguistic, while it isn’t a lot oriented to the metacognition of the digital media, such as the critical thinking or the creativity; on the other side, the educators don’t have the same familiarity with media and for this reason they not always understand needs, values and references of youngsters. The consumption styles of parents, their prejudices and their competences influence the relationship of children with media starting from their first digital experience, with social and cognitive consequences

Activar la mente y aprender haciendo: elementos clave para ser competente informacionalmente

Bearing in mind the trends, challenges and technological advances discussed in the Horizon Report 2014, which affect education and lead us to define profiles for teachers and students that are adapted to the demands of a digital society in continual change, in the Horizon 2020 framework digital/information competences are defined as strategic and horizontal for adapting to the pace of the times, and they affect all the actors in the educational system. In this context, the aim of this research is to launch a process of evaluating the training programs delivered by university libraries in these competences, comparing them to the DIGCOMP and ACLR Frameworks. The objectives proposed are: 1. to analyse the degree of correspondence and the need for adaptation. 2. to evaluate the degree of integration and application of the training actions in digital/information competences in the teaching programs, as well as analysing the teaching methods used. The conclusion reached is that these competences are not so necessary in classrooms when teaching methods are more behavioural than constructivist, which prevents the students from developing capacities for creation, innovation, cooperation and intellectual autonomy. Alert minds that learn by doing, for which the acquisition of these competences is essential

The MUPPLE competence continuum

The idea of Personal Learning Environments (PLEs) seems to polarise the educational sphere into supporters and opponents. Both groups relate their enthusiasm or criticism to underlying competences motivated by or needed for building up, running, and maintaining a PLE. Within the following article, results of a qualitative study with multiple cases will be presented to shed light onto which competence and which of its building blocks are involved in running a (mash-up) PLE. Data about the involved skills, abilities, habits, attitudes and knowledge will be presented in a raster of the five dimensions 'plan', 'reflect', 'monitor', 'act', and 'interact' against the three stages 'start', 'trigger', and 'outcome'. The findings indicate that there is a continuum ranging from the ones needed right ahead to the ones ultimately sought

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative learning in order to acquire and develop competences, following adaptive learning paths in two structured levels

A European research agenda for lifelong learning

It is a generally accepted truth that without a proper educational system no country will prosper, nor will its inhabitants. With the arrival of the post-industrial society, in Europe and elsewhere, it has become increasingly clear that people should continue learning over their entire life-spans lest they or their society suffer the dire consequences. But what does this future lifelong learning society exactly look like? And how then should education prepare for it? What should people learn and how should they do so? How can we afford to pay for all this, what are the socio-economic constraints of the move towards a lifelong-learning society? And, of course, what role can and should the educational establishment of schools and universities play? This are questions that demand serious research efforts, which is what this paper argues for

Scientific Literacy in the digital age: tools, environments and resources for co-inquiry

This paper describes some European and International projects to promote Scientific Literacy in the digital age as well as technologies, environments and resources for co-inquiry. The aim of this research is also to describe computer applications, software tools and environments that were designed to support processes of collaborative inquiry learning to promote Scientific Literacy. These tools are analyzed by describing their interfaces and functionalities. The outcomes of this descriptive research points out some effects on student learning and competences developed known from the literature. This paper argues the importance of promoting scientific citizenship not only through schools and Universities (formal learning), but also non-credit online courses and community-based learning programmes (non-formal context), as well as daily life activities, educational open digital materials through social networks (informal scenario)