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JRC - DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe

JRC - DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe
Related:  Digital competenceEducacion superiorDigital literacy & inclusion

Horizon - The New Media Consortium The NMC Horizon Project is a global ongoing research initiative that explores the trends, challenges, and technology developments likely to have an impact on teaching, learning, and creative inquiry. Founded in 2002, it uniquely provides a cross-sector view of disruptors in higher education, K-12, academic & research libraries, and museums, with NMC Horizon Report editions that focus on each. Subsequent virtual events in the NMC Beyond the Horizon series delve deeper into the subject matter, offering opportunities for participants to collaborate on devising strategies that solve pressing challenges and create better experiences for learners. Anyone with a stake in making teaching and learning more engaging, inclusive, and relevant can improve their knowledge and enhance their leadership via NMC Horizon Project resources. Each publication is published with an open license to promote sharing, remixing, and adapting. Get Involved:

52007DC0496 Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions - E-skills for the 21st century: fostering competitiveness, growth and jobs /* COM/2007/0496 final */ [pic] | COMMISSION OF THE EUROPEAN COMMUNITIES | Brussels, 7.9.2007 COM(2007) 496 final 1. 2. 2.1. 2.2. 2.3. 2.4. 2.5. 3. 3.1. 3.2. 3.2.1. 3.2.2. 3.2.3. 3.2.4. 3.2.5. 4. Innovation and the uptake of information and communication technologies (ICT) are two important components of the renewed Lisbon agenda for growth and jobs. At the European level, following the European e-Skills Summit organised in October 2002 in cooperation with the Danish Presidency and Council Conclusions adopted in December 2002, the Commission established the European e-Skills Forum in 2003 to bring together relevant stakeholders. Three key messages emerged at the end of 2006. This Communication provides a timely policy response to these important messages. [6] e.g.

Blog de RED Revista de Educación a Distancia: La regulación del tiempo de los estudiantes a distancia en la educación universitaria El 15 de julio pasado salió a la luz el último número de RED, el 38. Indudablemente esa fue una mala época. Todo el mundo estaba cerrando el curso para irse de vacaciones, o realmente ya estaba. Aprovecho para decir que estamos preparando el número 39, al que invito a todos los autores que tengan algún paper que publicar a que lo presenten, será atendido con todo el interés que podamos. Pero lo importante es lo que dicen ahora estas autoras. veamos el resumen Identificación de las dificultades de regulación del tiempo de los estudiantes universitarios en formación a distancia. Margarida Romero, Elena Barberà Resumen: Estudiar en un campus virtual permite una alta flexibilidad temporal, cuyos inconvenientes han sido poco analizados. Los estudiantes en formación a distancia necesitan regular sus tiempos de aprendizaje en mayor medida que en la formación presencial, en la que los ritmos y horarios de aprendizaje están regulados principalmente por la institución y el docente. Abstract

H of Lords report on digital skills Recommendations The report, entitled "Make or Break: The UK's Digital Future", urges the incoming Government to seize the opportunity to secure the UK’s place as a global digital leader by, among other things: making digital literacy a core subject at school, alongside English and Maths; viewing the internet as important as a utility, accessible to all; andputting a single ‘Digital Agenda’ at the heart of Government. The report also noted that there are certain sectors of society, and UK regions, falling behind at great cost to the economy; and that industry has a vital role to play in developing the right skills in the workplace, in further and higher education, and in schools. The report also found that there is a distinct lack of Government coordination on digital initiatives – the current digital 'activity' within Government includes four Government Ministers, a Taskforce, a Committee, and a Unit. Committee Chairman Call for action The economy -millions of jobs are at risk of automation.

Nine Elements Nine Themes of Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 1. Digital Access: full electronic participation in society. 2. 3. 4. 5. 6. 7. 8. 9. Respect, Educate and Protect (REPs) These elements have also been organized under the principles of respect, educate and protect. Respect Your Self/Respect Others - Etiquette - Access - Law Educate Your Self/Connect with Others - Literacy - Communication - Commerce Protect Your Self/Protect Others -Rights and Responsibility - Safety (Security) - Health and Welfare If this was to be taught beginning at the kindergarten level it would follow this pattern: Repetition 1 (kindergarten to second grade) Respect Your Self/Respect Others Digital Etiquette Educate Your Self/Connect with OthersDigital Literacy Protect Your Self/Protect Others Digital Rights and Responsibility Repetition 2 (third to fifth grade) Respect Your Self/Respect Others Digital Access

LaBuonaScuola in 12 points 1. No more fixed-term contracts An extraordinary recruitment plan to hire 150 thousand teachers by September 2015, putting an immediate stop to the current .waiting list. system. 2. From 2016, only qualified teachers 40 thousand qualified young new teachers will be hired between 2016 and 2019. 3. The extraordinary recruitment plan will provide schools with a stable staff of teacher to cover vacant positions and leaves, ensuring the continuity in teaching that students deserve, and extending teaching hours to full-time. 4. Career shifts: from automatic pay rises connected to the length of service to quality. 5. Professional development schemes, mandatory and based on peer collaboration. 6. From 2015, each school will publish its budget, a Self-Evaluation Report and all funded projects in details in open-data. 7. We will identify the 100 most burdensome rules for schools together with principals, teachers, administrative staff and students. 8. 9. 10. 11. .School-at-work. 12.

e-Skills for growth and jobs Competitiveness, innovation and job creation in European industry are increasingly being driven by the use of new information and communication technologies (ICT). This must be backed up by a workforce with the knowledge and skills to use these new technologies efficiently. The European Commission works on a number of initiatives to boost ICT skills in the workforce. The importance of e-Skills for Europe is widely acknowledged. As new technologies develop rapidly, the skills required to use them become increasingly sophisticated and need to be constantly updated. Improving the level of e-Skills in the workforce and increasing the talent pool requires action at EU and national level in education, training, research, industrial and labour policies, and also in areas such as immigration and taxation. EU actions on e-Skills The EU’s long-term e-skills strategy, based on the Communication, 'e-Skills for the 21st Century', (see Policy background below), is making progress. Policy background

RED. Revista de Educación a Distancia. Elearning. Instructional design. Director Honorífico: Charles M. Reigeluth Miguel Zapata Ros.- Editor. Manuel Esteban Albert y María Teresa Caro Valverde.- Directores científicos. Nora Lizenberg.- Editora adjunta. Consejo Científico: José Ignacio Aguaded, Universidad de Huelva, España. Manuel Area, Universidad de La Laguna. Karen Belfer, Centre for Instructional Development and School of Instructor Education at Vancouver Community College Mark Bullen, The Commonwealth of Learning. Cabero, Julio. Celia Chain Navarro, Universidad de Murcia. Gráinne Conole, University of Leicester. Carflos de Castro, Universidad de Córdoba. M. Manuel Esteban Albert. Ramón Ferreiro, Nova Southeastern University, USA. Lorenzo García Aretio, UNED, Cátedra UNESCO de Educación a Distancia. Francisco GarcíaPenalvo. Carina González, Universidad de La Laguna Wolfram Laaser, Worldwide Education, Austria-EU. John Mak, Sydney Institute, TAFE NSW. Carlos Marcelo, Universidad de Sevilla. Marta Mena, Universidad Tecnológica Nacional, Argentina. Consejo Editorial:

UK Digital Skills Taskforce

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