The JRC-IPTS proposal for the update of the DIGCOMP conceptual reference model (DIGCOMP 2.0)

The JRC-IPTS proposal
for the update of
the DIGCOMP
conceptual reference model
(DIGCOMP 2.0)
Riina Vuorikari, Yves Punie
JRC-IPTS Information Society Unit
Feb 15 2015

From DIGCOMP 1.0 to DIGCOMP 2.0
 Task 1: Update of the conceptual reference model
i.e. the titles and descriptions of each competence (21)
-> Publication of the updated conceptual reference model in
May 2016 – Feedback welcome until March 15 2016!
 Task 2: Update the proficiency levels
• From 3 levels to 8 levels of learning outcomes
• One learning outcome per level combining knowledge, skills and attitude
• Task 3: Validation of DigComp framework 2.0
(=with 8 levels) in the course of 2016
• Task 4: Self-assessment (reference) questionnaire 2

What changes
• All 5 areas reamain more or less the same
• Information -> Information and data processing
• All 21 competences remain more or less the same
• Updated vocabulary, e.g. online -> digital environments
• Conceptual updates to follow the time (e.g. data protection and right
to be forgotten)
• Streamlining of competence descriptions to reduce redundancy
• Biggest changes with "3.4 Programming"
• To take into account the trend of including "computation" and
"coding" into school curriculum but also as part of eSkills for
employment
315 February 2016

Feedback and comments welcome!
Contact: Riina.Vuorikari@ec.europa.eu
415 February 2016

Color codes for the following slides
• Orange: new proposed concepts/ treminology to be added
• Strikethrough: to be left out from original DIGCOMP 1.0
• Green: name of the competence
• Lilac: existing concepts
515 February 2016

1.1 Browsing, searching and filtering information
To articulate information needs, to search for
information and content in digital environments,
to select identify relevant sources, to access
them and to navigate between them. To create
and update personal information strategies.

To gather, process, understand analyse, compare
and critically evaluate the credibility and
reliability of sources of information and data. To
analyse, interpret and critically evaluate the
information and data.
1.2 Evaluating information and data
through digital technologies

To manipulate manage and store information,
data and content for easier storage and
retrieval. To organise and process information
and data in a structured environment (e.g.
database).
1.3 Storing and retrieving information and data

To interact through a variety of digital
technologies devices and applications, to
understand how digital communication is
distributed, displayed and managed, to
understand appropriate digital communication
means for a given context.
2.1 Interacting through digital technologies

To share with others the location and content of
information found, to be willing and able to
share knowledge, content and resources, to act
as an intermediary, to be proactive in the
spreading of news, content and resources, to
know about citation referencing and attribution
practices and to integrate new information into
an existing body of knowledge
2.2 Sharing information and content through digital
technologies

To participate in society through the use of
public and private digital services, to seek
opportunities using digital technologies and
digital environments to be self-empowered as a
citizen participation engagement, self-
development and in using. To be aware of the
potential digital technologies for participatory
citizenship.
2.3 Engaging in online citizenship through digital technologies

To use digital tools and technologies and media
for team work, collaborative processes, and for
co-construction and co-creation of resources,
knowledge and content.
2.4 Collaborating through digital channels technologies

To have the knowledge and know-how of
behavioural norms in online/virtual while using
digital devices and interacting in digital
environments, to adapt communication modes
and strategies to the specific audience, to be
aware of cultural diversity aspects in digital
environments, to be able to protect self and others
from possible online dangers in digital
environments(e.g. cyber bullying)
2.5 Netiquette

To create, adapt and manage one or multiple
digital identities, to be able to protect one's e-
reputation, to deal with the data that one
produces through several accounts and
applications digital tools, environments and
services.
2.6 Managing digital identity

To create content in different formats (e.g.
including data, text, multimedia), to edit and
improve existing content that s/he has created
or that others have created, to express
creatively oneself through digital means media
and technologies.
3.1 Developing content

To modify, refine and integrate new content and
information into an existing body of knowledge
and mash-up existing resources to create new,
original and relevant content and knowledge.
3.2 Integrating and re-elaborating content

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

To plan and develop a sequence of
understandable instructions for a computing
system to solve a given problem or to perform a
specific task. To apply settings, programme
modification, programme applications, software,
devices, to understand the principles of
programming, to understand what is behind a
programme
3.4 Programming

To protect own devices and data, to understand
online risks and threats in digital environments,
to know about safety and security measures.
4.1 Protecting devices

4.2 Protecting personal data and privacy
To understand active protection of personal data
and other people's privacy in digital
environments. To understand how to share
personally identifiable information while and to
protecting self and others from dangers (e.g.
fraud) and threats and cyber bullying. To
understand that digital services use a “Privacy
policy” to declare how personal data is used.

4.3 Protecting health
To avoid health-risks related with the use of
technology in terms of threats to physical and
psychological well-being. To be able to protect
self and others from possible dangers in digital
environments (e.g. cyber bullying). To be aware
of digital technologies for social well-being and
inclusion.

4.4 Protecting the environment
To be aware of the environmental impact of ICT
digital technologies and their use on the
environment.

5.1 Solving technical problems
To identify possible technical problems when
using digital environments and operating digital
devices, and to solve them (from trouble-
shooting to solving more complex problems)
with the help of digital means.

5.2 Identifying needs and technological responses
The ability to assess own or others' needs and to identify,
evaluate, select and use digital tools and technological responses
to help solve them. To adapt and adjust digital environments
(e.g. applications, software and devices) to personal needs (e.g.
accessibility).

5.3 Creatively using digital technologies
To use digital tools and technologies to create
knowledge and to innovate processes and
products. To engage individually and collectively
in cognitive processing to understand and
resolve conceptual problems and problem
situations. to actively participate in collaborative digital and
multimedia production, to express oneself creatively through
digital tools, media and technologies, with the support of digital
tools

5.4 Identifying digital competence gaps
To understand where one's own digital
competence needs to be improved or updated,
to seek opportunities for self-development and
to keep up-to-date with new developments. To
support others in the development of their
digital competence.

The JRC-IPTS proposal for the update of the DIGCOMP conceptual reference model (DIGCOMP 2.0)

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