Group items tagged

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

Blog post by Ron Carlee, October 25, 2011, on Societal Impacts of Digital Exclusion, TechSoup for Libraries. He was "asked to comment on the importance of digital technologies from the perspective of local govenrments." Great quote for connected learning value. See cost proposition below: This increased societal connectiveness and awareness, however, is only available if one is connected. If you're not connected, you're really not connected. In an earlier day, we could legitimately debate the importance of a digital divide relative to other public priorities. In its infancy, informational technology was interesting and useful, but was it truly essential for everyone all the time? This is no longer a credible question. Without digital connectivity in the 21st century, people will earn less, pay more for the things they buy, live life with fewer personal connections, and they will not be exposed to virtual worlds of vast knowledge, art, and even frivolity. If we really care about having successful communities of educated people who can compete in a global economy, who are entrepreneurial and creative, if we really want people to connect with one another, if we want our institutions to connect with the people they serve, if we want a sustainable world that improves the lives of all people, then we must ask the question: can any community afford involuntary, digital exclusion for any of its residents?

from elearning infographics.com. Nice infographic on the 7 characteristics of a digitally competent teacher. Used this instead of the other infographic - seemed more relevant to the MAEA audience, and is simpler.

An amazing project that utilizes gaming, social media, digital badging, and virtual worlds as methods to promote digital literacy to youth in high risk areas. These after-school programs are designed to "Global Kids believes that youth be not merely critical consumers but active producers of digital media". Kids produce games on social issues impacting them (such as neighborhood violence or racial intolerance) that are designed to teach others about not just about the issue but how it feels to be impacted by the issue.

The Global Kids definition of leadership is very in tune with what we have been trying to convey, I think. Here is there goal statement: "The Global Kids Online Leadership Program (OLP) integrates international and public policy issues into digital media programs to encourage digital literacy and technical competency, foster global awareness, promote civic participation and develop 21st Century skills. OLP was created in 2000 to bring new media into Global Kids' after school programs, introduce these programs into online communities, and explore how the combination of the two could develop 21st Century Learning Skills. Through programs utilizing video games, virtual worlds, social media, and other forms of participatory media, youth involved in our programs now have the opportunity to have their voices heard and make a global impact in ways that were previously unimaginable."

excellent explanation by Tom Vander Ark on why parent-managed learner profiles are becoming more important all the time for young people.  Is the corollary true for adults owning their learning in portable, digital carry-alongs for sharing with potential employers, etc.  

How digital learning expands learning options/assessment/products, etc. Tom Vander Ark