Digital competence and capability frameworks in the context of learning, self-development and HE pedagogy

Authors: Biggins, D., Holley, D., Evangelinos, G. and Zezulkova, M.

Journal: Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST

Volume: 180

Pages: 46-53

ISBN: 9783319496245

ISSN: 1867-8211

DOI: 10.1007/978-3-319-49625-2_6

Abstract:

The paper explores and compares digital competence (DigComp) framework, published by EU in 2013 and updated in 2016, with digital capabilities (DigCap) framework introduced within the UK higher and further education context in 2009 and updated in 2015. The similarities found between the updated versions are in the increased focus on data in the context of privacy and overall literacy, as well as in the inclusion of wellbeing into the key areas. The main difference between the digital competence and capabilities frameworks is in the DigComp’s neglect of life-long learning and self-development. The paper further discusses the frameworks, their similarities and differences, through a single UK institution case study of a technology enhanced learning toolkit for HE. It then concludes by arguing for a human-centered approach to digital competence and capability frameworks, in which learning, self-development and wellbeing should play a vital role.

http://eprints.bournemouth.ac.uk/24687/

Source: Scopus

Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy

Authors: Biggins, D., Holley, D., Zezulkova, M. and Evangelinos, G.

Conference: 3rd EAI International Conference on e-Learning e-Education and Online Training

Dates: 31 August-2 September 2016

Abstract:

The paper explores and compares digital competence (DigComp) framework, published by EU in 2013 and updated in 2016, with digital capabilities (DigCap) framework introduced within the UK higher and further education context in 2009 and updated in 2015. The similarities found between the updated versions are in the increased focus on data in the context of privacy and overall literacy, as well as in the inclusion of wellbeing into the key areas. The main difference between the digital competence and capabilities frameworks is in the DigComp’s neglect of life-long learning and self-development. The paper further discusses the frameworks, their similarities and differences, through a single UK institution case study of a technology enhanced learning toolkit for HE. It then concludes by arguing for a human-centered approach to digital competence and capability frameworks, in which learning, self-development and wellbeing should play a vital role.

http://eprints.bournemouth.ac.uk/24687/

Source: Manual

Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy.

Authors: Biggins, D., Holley, D., Evangelinos, G. and Zezulkova, M.

Editors: Vincenti, G., Bucciero, A., Helfert, M. and Glowatz, M.

Journal: eLEOT

Volume: 180

Pages: 46-53

Publisher: Springer

ISBN: 978-3-319-49624-5

http://eprints.bournemouth.ac.uk/24687/

https://doi.org/10.1007/978-3-319-49625-2

Source: DBLP

Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy

Authors: Biggins, D., Holley, D., Zezulkova, M. and Evangelinos, G.

Conference: 3rd EAI International Conference on e-Learning e-Education and Online Training

Pages: 46-53

Publisher: Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST , 180

Abstract:

The paper explores and compares digital competence (DigComp) framework, published by EU in 2013 and updated in 2016, with digital capabilities (DigCap) framework introduced within the UK higher and further education context in 2009 and updated in 2015. The similarities found between the updated versions are in the increased focus on data in the context of privacy and overall literacy, as well as in the inclusion of wellbeing into the key areas. The main difference between the digital competence and capabilities frameworks is in the DigComp’s neglect of life-long learning and self-development. The paper further discusses the frameworks, their similarities and differences, through a single UK institution case study of a technology enhanced learning toolkit for HE. It then concludes by arguing for a human-centered approach to digital competence and capability frameworks, in which learning, self-development and wellbeing should play a vital role.

http://eprints.bournemouth.ac.uk/24687/

Source: BURO EPrints