TY - GEN
T1 - Assessing Digital Skills and Competencies for Different Groups and Devising a Conceptual Model to Support Teaching and Training
AU - Jashari, Xhelal
AU - Fetaji, Bekim
AU - Nussbaumer, Alexander
AU - Gütl, Christian
PY - 2021/1/1
Y1 - 2021/1/1
N2 - The assessment of digital skills and competencies required to make use of digital resources poses several challenges. In order to evaluate the current situation and trends, this research study initially presents a review of history, existing trends and digital competence frameworks, learning and teaching methodologies for dig-ital literacy and provides insights and recommendations. The review of existing framework and methods used to assess digital skills of different groups has re-vealed that self-assessment is an assessment category that most often results in an overestimation of own digital skills by respondents. To address such deficiencies, a digital competency model (DigComp) was created in 2013, as part of the EU Education and Training Agenda 2020. This model describes which skills and competencies are needed to use digital technologies in a confident, critical, collab-orative and creative way and to accomplish the goals related to work, learning, and leisure in a digital society. Starting from the existing framework, this research study devises a conceptual model to support teaching and training. Each user group requires a different approach in order to accurately evaluate their digital competences; therefore, the use of a flexible and integrated approach is necessary. The model proposed in this study describes which skills should be learned, how they should be taught, and how they can be assessed.
AB - The assessment of digital skills and competencies required to make use of digital resources poses several challenges. In order to evaluate the current situation and trends, this research study initially presents a review of history, existing trends and digital competence frameworks, learning and teaching methodologies for dig-ital literacy and provides insights and recommendations. The review of existing framework and methods used to assess digital skills of different groups has re-vealed that self-assessment is an assessment category that most often results in an overestimation of own digital skills by respondents. To address such deficiencies, a digital competency model (DigComp) was created in 2013, as part of the EU Education and Training Agenda 2020. This model describes which skills and competencies are needed to use digital technologies in a confident, critical, collab-orative and creative way and to accomplish the goals related to work, learning, and leisure in a digital society. Starting from the existing framework, this research study devises a conceptual model to support teaching and training. Each user group requires a different approach in order to accurately evaluate their digital competences; therefore, the use of a flexible and integrated approach is necessary. The model proposed in this study describes which skills should be learned, how they should be taught, and how they can be assessed.
KW - Assessment
KW - Conceptual model
KW - DigComp framework
KW - Digital competencies
KW - Digital skills
UR - http://www.scopus.com/inward/record.url?scp=85090094862&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-52575-0_82
DO - 10.1007/978-3-030-52575-0_82
M3 - Conference paper
SN - 978-3-030-52574-3
T3 - Advances in Intelligent Systems and Computing
SP - 982
EP - 995
BT - Cross Reality and Data Science in Engineering - Proceedings of the 17th International Conference on Remote Engineering and Virtual Instrumentation, REV 2020
A2 - Auer, Michael E.
A2 - May, Dominik
PB - Springer
CY - Cham
T2 - 17th International Conference on Remote Engineering and Virtual Instrumentation
Y2 - 26 February 2020 through 28 February 2020
ER -