Presentation on theme: "DIGICOMP - A framework to help improve digital consumer skills"— Presentation transcript:
1DIGICOMP - A framework to help improve digital consumer skills Barbara BreckoYves PunieRiina VuorikariJRC-IPTS
2European Commission,Joint Research CentreEuropean Commission's in-house science serviceInstitute for Prospective Technological Studies (IPTS)Research institute supporting EU policy-making onsocio-economic, scientific and/or technological issues
3JRC 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
4What does it mean to be digitally competent? Digital competence ≠ use of ICT toolsDigital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).
5that are required when using ICT and digital media An encompassing definitionDigital competence is the set of knowledge, skills, attitudes, strategies and awarenessLearning domainsthat are required when using ICT and digital mediaToolsto perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledgeCompetence areaseffectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectivelyModesfor work, leisure, participation, learning, socialising, consuming & empowermentPurpose
72013 COM on Opening up Education JRC IPTS study onDigital 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 levelPolicy:2013 COM on Opening up Education2006 Recommendation on Key Competences for Lifelong LearningDigital Agenda ScoreboardUse:By Spain, Basque region, Andalucía, and Malta to develop framework for teacher competences
921 Competences JRC IPTS study on Digital Competence for DG EAC A3 ( )Competence areas21 Competences1.Information1.1 Browsing, searching, & filtering information1.2 Evaluating Information1.3 Storing and retrieving information2. Communication2.1 Interacting through technologies2.2 Sharing information and content2.3 Engaging in online citizenship2.4 Collaborating through digital channels2.5 Netiquette2.6 Managing digital identity3.Content creation3.1 Developing content3.2 Integrating and re-elaborating3.3 Copyright and Licences3.4 Programming4.Safety4.1 Protecting devices4.2 Protecting data and digital identity4.3 Protecting health4.4 Protecting the environment5.Problem solving5.1 Solving technical problems5.2 Expressing needs & identifying technological responses5.3 Innovating, creating and solving using digital tools5.4 Identifying digital competence gaps
101. 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 strategies1.2 Evaluating informationTo gather, process, understand and critically evaluate information1.3 Storing and retrieving informationTo manipulate and store information and content for easier retrieval, to organise information and data
11Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals
12How to apply the framework for consumers’ digital competence?
13Dimension 5 Application to purpose examples Example of mapping on-line consumer “use cases” to the frameworkDimension 1Competence areas (5)Dimension 5 Application to purpose examples1.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 Mimica2. 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”
15How 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 fewSuch 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…)
16What does it mean to be a consumer in today’s on/off-line environment?
17What 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 environmentPrivacy, 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!
18Thank you! Institute for Prospective Technological Studies (IPTS) Information Society Unit http://is.jrc.ec.europa.eu