1. DIGICOMP - A framework to help improve digital consumer skills
Barbara Brecko
Yves Punie
Riina Vuorikari
JRC-IPTS

2. European Commission,
Joint Research Centre
European Commission's in-house science service
Institute for Prospective Technological Studies (IPTS)
Research institute supporting EU policy-making on
socio-economic, scientific and/or technological issues

3. JRC IPTS study on Digital Competence for DG EAC A3 (2010-2012)
This presentation:
“Digitally competent”
Introduction to the framework, and what to do with it?
Examples for consumers needs in on-line shopping

4. What does it mean to be digitally competent?
Digital competence ≠ use of ICT tools
Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).

5. that are required when using ICT and digital media
An encompassing definition
Digital competence is the set of knowledge, skills, attitudes, strategies and awareness
Learning domains
that are required when using ICT and digital media
Tools
to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge
Competence areas
effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively
Modes
for work, leisure, participation, learning, socialising, consuming & empowerment
Purpose

6. A short introduction to the framework

7. 2013 COM on Opening up Education
JRC IPTS study on
Digital Competence for DG EAC A3 ( )
Aim:
Identify and describe key components of Digital Competence (DC) in terms of knowledge, skills and attitudes.
Why:
Many initiatives but lack of common understanding and guidelines at European level
Policy:
2013 COM on Opening up Education
2006 Recommendation on Key Competences for Lifelong Learning
Digital Agenda Scoreboard
Use:
By Spain, Basque region, Andalucía, and Malta to develop framework for teacher competences

8. Digital Competence framework
Competence areas 1.
Information
2. Communication 3.
Content creation 4.
Safety 5.
Problem solving

9. 21 Competences JRC IPTS study on
Digital Competence for DG EAC A3 ( )
Competence areas
21 Competences 1.
Information
1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
1.3 Storing and retrieving information
2. Communication
2.1 Interacting through technologies
2.2 Sharing information and content
2.3 Engaging in online citizenship
2.4 Collaborating through digital channels
2.5 Netiquette
2.6 Managing digital identity 3.
Content creation
3.1 Developing content
3.2 Integrating and re-elaborating
3.3 Copyright and Licences
3.4 Programming 4.
Safety
4.1 Protecting devices
4.2 Protecting data and digital identity
4.3 Protecting health
4.4 Protecting the environment 5.
Problem solving
5.1 Solving technical problems
5.2 Expressing needs & identifying technological responses
5.3 Innovating, creating and solving using digital tools
5.4 Identifying digital competence gaps

10. 1. Information 1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant information, to select resources effectively, to navigate between online sources, to create personal information strategies
1.2 Evaluating information
To gather, process, understand and critically evaluate information
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise information and data

11. Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals

12. How to apply the framework for
consumers’ digital competence?

13. Dimension 5 Application to purpose examples
Example of mapping on-line consumer “use cases” to the framework
Dimension 1
Competence areas (5)
Dimension 5 Application to purpose examples 1.
Information
“Social media a key channel for promoting and advertising products and services”
“80% of online consumers are using price comparison websites to find better deals” by Commissioner Neven Mimica
2. Communication
“Social media allows digitally literate consumers to share experiences and offer feedback on products and services”
“To fight for social or environmental causes thanks to their power to influence fellow consumers; to force brands to live up to their promises” 3.
Content creation
“To set up peer-to-peer marketplaces for lending and sharing”
“To obtain better deals by aggregating their buying power” (e.g. GroupOn); 4.
Safety
“Web 2.0 represents a goldmine of data for brands and advertisers”
“other sensitive issues related to "cookies" or presenting different consumers with different offer?” 5.
Problem solving
“Behavioural advertising; how to manage ones Digital identity?
“How can consumers be empowered to make more informed choices with respect to behavioural targeting, and to manage their involvement? “
“To distinguish genuine, disinterested consumer experience from artificial content that is posted for sheer commercial purposes”
These examples, or “use cases”, are taken from the background text for the workshop. They have been mapped to the five dimensions of the DIGCOMP framework. This nicely demonstrates that all the 5 dimensions are important also for consumers’ needs in on-line shopping and social media.

14. “Social media allows digitally literate consumers to share experiences and offer feedback on products and services”

15. How could the existing Digcomp framework be applied to consumers’ digital competence?
The Digcomp framework could be applied to develop a comprehensive framework for consumers’ digital competence (Dimension 5)
Since competences are inter-related, it’s dangerous to pick only a few
Such framework would facilitate to promote consumer education, to create suitable educational materials and even to assess the existing competences.
…but also to set and reach policy targets for this area!
All competence areas are equally important (information, communication, content creation, safety, problem solving). Some of the competences within the areas might be less important for consumers, but in any case, the analyses we have done show high correlation among competences, meaning that people who have high level of competences, are usually high in all areas. In general, we’ve seen that content creation and problem solving are the competences where people have many problems and for sure important for  consumers (e.g. realising that needs can be answered by using technologies, being aware what solutions can  the technology bring…)

16. What does it mean to be a consumer in today’s on/off-line environment?

17. What does it mean to be a consumer in today’s on/off-line environment?
Things to consider for future competences:
Digital identities, also those of consumers, are “negotiated” each time between the user and the environment
Privacy, and the data related to the consumer, increasingly becomes a commodity, an item that is traded and even sold.
E.g. to use a free services such as Gmail or FB, the user trades their data in exchange of the services.
A competence framework should reflect such realities!

18. Thank you! Institute for Prospective Technological Studies (IPTS)
Information Society Unit