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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F17%3A10382406" target="_blank" >RIV/00216208:11230/17:10382406 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1007/978-3-319-49625-2_6" target="_blank" >https://doi.org/10.1007/978-3-319-49625-2_6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-319-49625-2_6" target="_blank" >10.1007/978-3-319-49625-2_6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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&apos;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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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&apos;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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50802 - Media and socio-cultural communication

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

E-Learning, E-Education, and Online Training : Third International Conference, eLEOT 2016

ISBN

978-3-319-49624-5

ISSN

1867-8211

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

46-53

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

Dublin

Datum konání akce

31. 8. 2016

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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