Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F17%3A10382411" target="_blank" >RIV/00216208:11230/17:10382411 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.4108/eai.20-6-2017.152742" target="_blank" >https://doi.org/10.4108/eai.20-6-2017.152742</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4108/eai.20-6-2017.152742" target="_blank" >10.4108/eai.20-6-2017.152742</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being

Popis výsledku v původním jazyce

The paper compares the EU&apos;s 2013 and 2016 digital competence (DigComp) framework with the UK education&apos;s 2009 and 2015 digital capabilities (DigCap) framework. The similarities are in the increased focus on data within privacy/overall literacy and the inclusion of well-being. Among the differences, DigComp focuses on life-long learning whereas DigCap is more holistic. This is explained by diverse target audiences, as DigComp has to be relevant to various stakeholders across the EU, whilst DigCap serves the UK higher and further education sector. Although education is dominant within DigCap, both frameworks agree on the importance of digital skills, knowledge and attitudes to the fields of education, training and employment. The paper discusses a UK HE case study of a technology enhanced learning toolkit. It concludes by arguing for a human-centred approach to digital competence and capability frameworks, in which learning, self-development and well-being play a vital role.

Název v anglickém jazyce

Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being

Popis výsledku anglicky

The paper compares the EU&apos;s 2013 and 2016 digital competence (DigComp) framework with the UK education&apos;s 2009 and 2015 digital capabilities (DigCap) framework. The similarities are in the increased focus on data within privacy/overall literacy and the inclusion of well-being. Among the differences, DigComp focuses on life-long learning whereas DigCap is more holistic. This is explained by diverse target audiences, as DigComp has to be relevant to various stakeholders across the EU, whilst DigCap serves the UK higher and further education sector. Although education is dominant within DigCap, both frameworks agree on the importance of digital skills, knowledge and attitudes to the fields of education, training and employment. The paper discusses a UK HE case study of a technology enhanced learning toolkit. It concludes by arguing for a human-centred approach to digital competence and capability frameworks, in which learning, self-development and well-being play a vital role.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

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 periodika

EAI Endorsed Transactions on e-Learning

ISSN

2032-9253

e-ISSN

—

Svazek periodika

4

Číslo periodika v rámci svazku

13

Stát vydavatele periodika

BE - Belgické království

Počet stran výsledku

7

Strana od-do

1-7

Kód UT WoS článku

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EID výsledku v databázi Scopus

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