12. Digital
citizenship as
“good digital
safety and
good digital
etiquette”
Randy Hollandsworth, Judy Donovan & Mary Welch. 2017.
“Digital Citizenship: You Can’t Go Home Again”.
TechTrends, 61, pp. 524-530.
https://unsplash.com/photos/BYL0-7AP8-c
15. ILLUSTRATION:ELRUBENCIO
COGNITIVE DOMAIN
SIMPLE TASKS
WITH GUIDANCE
REMEMBERING
SIMPLE TASKS
AUTONOMY AND
WITH GUIDANCE
WHERE NEEDED
REMEMBERING
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
ON MY OWN
UNDERSTANDING
Learning to swim in the Digital Ocean: THE DIGITAL COMPETENCE FRAMEWORK FOR CITIZENS (V. 2.1)
Foundation Intermediate Advanced Highly-specialised
TASKS, AND WELL-DEFINED &
NON-ROUTINE PROBLEMS
INDEPENDENT AND
ACCORDING TO MY NEEDS
UNDERSTANDING
WELL-DEFINED AND
ROUTINE TASKS, AND
STRAIGHTFORWARD
PROBLEMS
GUIDING OTHERS
APPLYING
DIFFERENT TASKS
AND PROBLEMS
DigComp 2.1 is a collaboration between
the Joint Research Centre and DG Em-
ployment Social Affairs and Inclusion
COMPLEXITY OF TASKS AUTONOMY
MOST APPROPRIATE TASKS
ABLE TO ADAPT
TO OTHERS IN A
COMPLEX CONTEXT
EVALUATING
RESOLVE COMPLEX PROBLEMS
WITH LIMITED SOLUTIONS
CREATING
INTEGRATE TO CONTRIBUTE TO
THE PROFESSIONAL PRACTICE
AND TO GUIDE OTHERS
RESOLVE COMPLEX
PROBLEMS WITH MANY
INTERACTING FACTORS
CREATING
PROPOSE NEW IDEAS AND
PROCESSES TO THE FIELD
18. Digital Citizenship
means a total revision
of the relationship of
the individual with
their natural and
sociocultural
environment.
https://unsplash.com/photos/d_4sntoSP_E
20. The question “which elements of the
ecosystem are preventing digital
learning at school?”
is legitimate.
https://unsplash.com/photos/MYRG0ptGh50
21. Analogical textbooks?
Initial or in-service teacher training?
Problems with broadband connection?
The curriculum?
https://unsplash.com/photos/yP19KADwhEI
24. It is an ecological issue:
“the whole is greater than
the sum of its parts”*
*Quote by Aristotle at the end of The Digital Skills and Jobs Coalition Members Charter
25. The Digital Agenda
for Europe paves
the way for deeper
and wider digital
competence in
Europe.
https://unsplash.com/photos/KGcLJwIYiac
26. The effort to
globally ingrain
digital technology
beyond the
school permeates
school learning
if…
https://unsplash.com/photos/zosE9lAYQlo
32. Learning ABOUT digital technology
is an inquiry-based activity…
https://unsplash.com/photos/a05gCZBCmXY
… to understand the functioning of
Technology.
39. Does the school need
to be a competitive
ecosystem for the
students?
https://unsplash.com/photos/dYHu_GuU73o
40. A supporting, empowering school is
much better oriented to success-for-all,
which is much more profitable
in social terms.
https://unsplash.com/photos/AX-ma0j6elM
41. So providing the
school with the
adequate
resources for
inclusive digital
learning means
catering for a
really (competent)
digital society
https://unsplash.com/photos/x2Tmfd1-SgA
53. https://unsplash.com/photos/3To9V42K0Ag
“Teaching and learning
to teach are
contextually situated.
Professional
development activities
must therefore build on
teachers' own
knowledge and beliefs,
perceived problems, and
classroom practices.”
Linda van den Bergh, Anje Ros, Douwe
Beijaard. 2015. Teacher learning in the
context of a continuing professional
development programme: A case study.
Teaching and Teacher Education, 47,
142-150.
56. Challenge #6 (The Final Challenge)
The Digital Student
https://unsplash.com/photos/y88uVd4tcNo
57. Is the digital student
something different
from the digital citizen?
https://unsplash.com/photos/BsWgMBfb208
58. The student-as-digital-
citizen builds on the
“student agency, which
focuses specifically on
student capabilities to
influence their learning
environments.”
Manja Klemenčič, 2017, “From Student Engagement to
Student Agency: Conceptual Considerations of European
Policies on Student-Centered Learning in Higher Education”.
Higher Education Policy, 2017, 30, (69–85), pg. 80.
https://unsplash.com/photos/CJpMLpeuQng
59. Agency is the capacity
to face a challenge
and take action.
https://unsplash.com/photos/JRVxgAkzIsM
60. Agency is linked to
two other concepts:
“ownership” and “sense-making”.
Inspired by Ketelaar, E., Beijaard,
D., Boshiizen, H. P. A., Den Brok, P.
J. 2012. “Teachers’ positioning
towards an educational innovation
in the light of ownership, sense-
making and agency”. Teaching and
Teacher Education, 28, 273-282.
https://unsplash.com/photos/jfkD2buRaxA
61. Does the learning activity
allow students to express
who they are and what
they consider important?
Inspired by Ketelaar, E., Beijaard, D., Boshiizen, H. P. A., Den Brok, P. J. 2012. “Teachers’
positioning towards an educational innovation in the light of ownership, sense-making
and agency”. Teaching and Teacher Education, 28, 273-282.
Ownership
https://unsplash.com/photos/UvRMcIeXq9Y
62. Does the learning activity
allow students to
“understand” the world
around them?
Inspired by Ketelaar, E., Beijaard, D., Boshiizen, H. P. A., Den Brok, P. J. 2012. “Teachers’ positioning towards an
educational innovation in the light of ownership, sense-making and agency”. Teaching and Teacher Education, 28,
273-282.
Sense-Making
https://unsplash.com/photos/p0W9Q9gei4g
63. How can we promote
“agency”, “ownership” and
“sense-making” through
digital learning?
https://unsplash.com/photos/EyTS92S8lPs
64. Standards and Guidelines for Quality Assurance in the
European Higher Education Area (ESG). (2015). Brussels,
Belgium.
https://unsplash.com/photos/jR4Zf-r
65. Standards and Guidelines for Quality Assurance in
the European Higher Education Area (ESG). (2015).
Brussels, Belgium.
High Expectations
Flexibility and variety
Active learning methodologies
Trans-forming Assessment
Learner autonomy through scaffolding
Respect for and appreciation of diversity
https://unsplash.com/photos/VLaKsTkmVhk
66. The real challenge
implies offering
students a school
environment as
stimulating in relation
to learning as the
outside-of-school
environment.
https://unsplash.com/photos/Zqwo009nmCc