DigComp 2.1

The
DigitalCompetence
Framework
for Citizens
With eightproficiency levels
and examples
of useAuthors:
Stephanie Carretero,
Riina Vuorikari andYves Punie

Joint
Research
CentreEUR 28558 EN

DigComp 2.1

The
DigitalCompetence
Framework
for Citizens
With eightproficiency levels
and examples
of useAuthors:
Stephanie Carretero,
Riina Vuorikari andYves Punie

This publication is a Science for Policy report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service. It aims
to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy positionof the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use thatmight be made of this publication.

Acknowledgement
We are grateful to all the stakeholders who contributed and helped us to shape DigComp 2.1 over a period of more than a year. Special thanks go
to those who provided their expertise in the validation process of DigComp 2.1, being especially grateful to Monique Derrider (Katholiek Onderwijs
Vlaanderen, Belgium), Jim Devine (Independent expert, Ireland), George Evangelinos (Anglia Ruskin University, UK), Gloria García Amat (Fernando delos Ríos Consortium, Spain), Itziar Garcia Blazquez (Independent expert, Spain), Jean-Yves Jeannas (Independent expert, France), Jesús Moreno (Independent expert, Spain), Uwe Richter (Anglia Ruskin University, UK), Anelia Stoikova (Independent expert, Bulgaria), Esther Subias (El Teb, Spain), andRyszard Wos (ECCC Foundation, Poland).

We would also like to thank:• Our colleagues Margherita Bacigalupo, Christine Redecker and Pan Kampylis from our team on learning and skills at the JRC, who participated andenriched the development of the framework providing their feedback and comments.
• William Okeeffe from DG EMPL for his review and comments.
• Patricia Farrer (JRC) for proof-reading and editing.
• Emiliano Bruno (JRC) for the editorial consultancy coordination.
• Massimiliano Fucci (JRC) for the design and layout of the report.
• Rubén Jiménez El Rubencio for the illustrations.
We believe they have all made significant contributions to enable JRC to present the current report.

Contact information
Name: Yves Punie
Email: yves.punie@ec.europa.eu

JRC Science Hub
https://ec.europa.eu/jrc
JRC106281
EUR 28558 EN
PDF
Print

ISBN 978-92-79-68006-9
ISBN 978-92-79-68005-2

ISSN 1831-9424
ISSN 1018-5593

doi:10.2760/38842
doi:10.2760/836968

Luxembourg: Publications Office of the European Union, 2017
© European Union, 2017
The reuse of the document is authorised, provided the source is acknowledged and the original meaning or message of the texts are not distorted.
The European Commission shall not be held liable for any consequences stemming from the reuse.
How to cite this report: Carretero, S.; Vuorikari, R. and Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, EUR 28558 EN, doi:10.2760/38842
All images © European Union 2017, except: [illustrations on cover and on page 14-15-19-20, El Rubencio (Spain), elrubencio@elrubencio.com]

Title
DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use

Abstract
DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in
DigComp 2.0, we present now eight proficiency levels and examples of use applied to the learning and employment field.

DigComp 2.1

The
DigitalCompetence
Framework
for Citizens
With eightproficiency levels
and examples
of usePreface
JRC research on Learning and Skills for the Digital Era started in 2005 with the aim toprovide evidence-based policy support to the European Commission and the Member
States on harnessing the potential of digital technologies to innovate education andtraining practices, improve access to lifelong learning and to deal with the rise of new(digital) skills and competences needed for employment, personal development andsocial inclusion. More than 20 major studies have been undertaken on these issues withmore than 100 different publications.

The European Digital Competence Framework for Citizens1, also known as DigComp,
offers a tool to improve citizens’ digital competence. DigComp was developed by the JRC
as a scientific project and with intensive consultation of stakeholders, initially on behalfof DG EAC and, more recently, on behalf of DG EMPL. First published in 2013, DigComp
has become a reference for the development and strategic planning of digital competence initiatives both at European and Member State level. In June 2016 JRC published
DigComp 2.0, updating the terminology and conceptual model, as well as showcasing
examples of its implementation at the European, national and regional level.

The current version is labelled DigComp 2.1 and it focuses on expanding the initial three
proficiency levels to a more fine-grained eight level description as well as providing examples of use for these eight levels. Its aim is to support stakeholders with the further
implementation of DigComp.

Other related JRC works on capacity building for the digital transformation of educationand learning and for changing requirements on skills and competences has focussed
on the development of:1

More information on: https://ec.europa.eu/jrc/en/digcomp

•digital competence frameworks for educators (DigCompEdu),•

educational organisations (DigCompOrg),•

consumers (DigCompConsumers).

A framework for opening-up Higher Education Institutions (OpenEdu) was also publishedin 2016, as well as a competence framework for entrepreneurship (EntreComp). Someof these frameworks are accompanied by (self-)assessment instruments. Additional
research has been undertaken on computational thinking (CompuThink), Learning Analytics, MOOC learners (MOOCKnowledge) and MOOCs and free digital learning opportunities for migrants and refugees (MOOCs4inclusion).

More information from all our studies can be found on the JRC Science hub:https://ec.europa.eu/jrc/en/research-topic/learning-and-skills

Yves Punie
Project Leader
DG JRC Unit Human Capital and Employment
European Commission

DigCompEdu: https://ec.europa.eu/jrc/en/digcompedu
DigCompOrg: https://ec.europa.eu/jrc/en/digcomporg
DigCompConsumers: https://ec.europa.eu/jrc/en/digcompconsumers
OpenEdu: https://ec.europa.eu/jrc/en/open-education
EntreComp: https://ec.europa.eu/jrc/en/entrecomp
CompuThink: https://ec.europa.eu/jrc/en/computational-thinking
Learning Analytics: http://europa.eu/!cB93Gb
MOOCKnowledge: http://moocknowledge.eu
MOOCs4inclusion: http://moocs4inclusion.org

TableofContents

Section 1

Introduction

Section 2

The eight proficiency levels and examples of use

Section 3

The competences

10

12

21

Competence area 1: information and data literacy

23

Competence area 2: communication and collaboration

26

Competence area 3: digital content creation

32

Competence area 4: safety

36

Competence area 5: problem solving

40Section 1

Introduction
The report presents the latest version of the Digital Competence Framework for Citizens(DigComp)2 which was elaborated by the Human Capital and Employment Unit (Joint
Research Centre) on behalf of the Directorate General for Employment, Social Affairs
and Inclusion of the European Commission.

The DigComp Framework has 5 dimensions:
Dimension 1:

Competence areas identified to be part of digital competence

Dimension 2:

Competence descriptors and titles that are pertinent to each area

Dimension 3:

Proficiency levels for each competence

Dimension 4:

Knowledge, skills and attitudes applicable to each competence

Dimension 5:

Examples of use, on the applicability of the competence to			different purposes

Two of the dimensions in the earliest version of the Framework (DigComp 1.0 published in 2013) were updated in 2016, namely Dimension 1 (the competence areas) andDimension 2 (the descriptors and titles). The updated version became DigComp 2.03.
This report presents the latest version of the Framework – DigComp 2.1 – which includes
further updates. Dimension 3 now has eight proficiency levels and Dimension 5 has new
examples of use4.

Section 2 of this report explains the eight proficiency levels and describes the examples
of use. Section 3 presents the new Framework in detail. Significant effort has been dedicated to the lay-out and graphical representation of DigComp 2.1 to increase readability
for all stakeholders interested in implementing the framework. As a reminder, in the next
page an overview of DigComp 2.0 is presented, indicating the changes for DigComp 2.1.

Information on DigComp: https://ec.europa.eu/jrc/en/digcomp
DigComp 2.0 is available at: http://europa.eu/!HV34YF
4
DigComp 2.1 does not include an update of dimension 4, we prefer focusing on proving examples of use applied to the field of
employment and learning due to their policy relevance.
2
3

10

DigComp 2.0 (year 2016)
Competence areas(dimension 1)

Competences(dimension 2)

1.
Information and data
literacy

1.1 Browsing, searching and filtering data,
information and digitalcontent
1.2 Evaluating data,
information and digitalcontent
1.3 Managing data,
information and digitalcontent

2.
Communication andcollaboration

2.1 Interacting throughdigital technologies
2.2 Sharing throughdigital technologies
2.3 Engaging in citizenship through digitaltechnologies
2.4 Collaborating
through digital technologies
2.5 Netiquette
2.6 Managing digital
identity3.
Digital content creation

3.1 Developing digitalcontent
3.2 Integrating andre-elaborating digitalcontent
3.3 Copyright andlicences
3.4 Programming

4.
Safety4.1 Protecting devices
4.2 Protecting personal
data and privacy
4.3 Protecting healthand well-being
4.4 Protecting theenvironment

5.
Problem solving

5.1 Solving technicalproblems
5.2 Identifying needs
and technologicalresponses
5.3 Creatively using
digital technologies
5.4 Identifying digitalcompetence gaps

DigComp 2.1 (year 2017)
Proficiency levels(dimension 3)

Examples of use(dimension 5)

Eight proficiency levels
for each of the 21
competences

Examples of use of theeight proficiency levels
applied to learning andemployment scenario in
the 21 competences

11Section 2

The eight proficiency levels and examples ofuse
DigComp 1.0 Framework had three proficiency levels in Dimension 3 (foundation, intermediate and advanced). These have now been increased to eight levels in DigComp
2.1. A wider and more detailed range of proficiency levels supports the development oflearning and training materials. It also helps in the design of instruments for assessing
the development of citizens’ competence, career guidance and promotion at work.

Eight proficiency levels for each competence have been defined through learning outcomes (using action verbs, following Bloom’s taxonomy) and inspired by the structure
and vocabulary of the European Qualification Framework (EQF). Moreover, each leveldescription contains knowledge, skills and attitudes, described in one single descriptor
for each level of each competence; this equals to 168 descriptors (8 x 21 learning outcomes). An online validation survey helped to revise a first version of the levels, and to
produce a final version.

As shown in Table 1 on the following page, each level represents a step up in citizens’
acquisition of the competence according to its cognitive challenge, the complexity of thetasks they can handle and their autonomy in completing the task. To illustrate this point,
we could say that a citizen at level 2 is able to remember and to carry out a simple taskwith help from somebody with digital competence only when she/he needs it. A citizen
at level 5, however, can apply the knowledge, carry out different tasks and solve problems and also helps others to do so. We can also see that the first six proficiency levelsof the new Framework are linked to the three levels originally identified in DigComp 1.0.
A new highly-specialised level has been added to the latest version of the Framework
which includes levels seven and eight. The information in Table 1 (page 13) is graphically represented on the infographics on page 14 and 15.

12

Table 1: Main keywords that feature the proficiency levels
Levels in
DigComp 1.0

Levels in
DigComp 2.1

Complexityof tasks

Autonomy

Cognitive
domainSimple tasks

With guidanceRemembering

Simple tasks

Autonomy andwith guidance
where needed

Remembering

Well-defined androutine tasks, andstraightforward
problems

On my own

Understanding

Tasks, andwell-definedand non-routine
problems

Independent andaccording to myneeds

Understanding

Different tasks
and problems

Guiding others

Applying

Most appropriatetasksAble to adapt
to others in acomplex context

Evaluating

Resolve complex
problems withlimited solutions

Integrate tocontribute to theprofessional practice and to guideothersCreating

Resolve complex
problems withmany interacting
factors

Propose newideas and processes to the field

Creating

1

Foundation

2

3

Intermediate

45Advanced

67Highlyspecialised
813The Figure 1 below gives a detailed explanation of how the competences are presented
in the Section 3 of this report.

•

The Competence Areas (dimension 1) and their Competence title and Competence descriptor (dimension 2) appear on the vertical banner, which colour changes depending on the Competence area.

•

The first row shows the names of the 8 Proficiency Levels (dimension 3) according
to the version 2.1 (level 1, level 2, etc). In parallel, the name of the levels according
to DigComp 1.0 is stated (Foundation, Intermediate, etc.).

•

In the second row, we can see the description for each proficiency level related tothe complexity of the tasks and problems and the level of autonomy, together withthe description of the competence in terms of learning outcomes. Each bullet corresponds to one descriptor of the competence, and each action verbs and key words
are in bold.
Figure 1: Explanation how the competences are presented

The 8
proficiency
levelsCompetence Area,
Competence Title
and Competence
Descriptor

16

Name of the
proficiency in
DigComp 1.0

Each bullet point
corresponds to a
descriptor of thecompetence and,at the same time,
are written interms of learning
outcomes

The first paragraph describes
the complexityof the tasks,
problems tobe solved andthe level ofautonomy
Action verbs
and Keywords
are in bold

The examples of use (dimension 5 of the framework) have also been updated andcontextualised in scenarios for two areas of use: employment and learning. These
illustrate the eight proficiency levels to help future implementation of DigComp 2.1.

As we can see in the Section 3 of this report, the examples of use are presented asfollows:•

We include examples of proficiency levels for two areas of use: employment andlearning.

•

We include scenarios for each competence area and area of use in order to contextualise the examples.

•

We have elaborated examples for the two areas of use in each proficiency levels.
In this version 2.1, the examples for the 8 levels are only available in the first competence (1.1), for the rest of competences we provide an example per level and areaof use5.
In order to give examples in the same number of proficiency levels and to have thesame number of examples across the levels, we have followed a “cascade” strategy:
for one competence we have written the examples for one level, and in the following
competence we have written the example in the following level, and so on. For example, competences 1.1 and 1.2 have has an example for level 1, competence 1.3
for level 2, competence 1.4 for level 3, etc.

The progression of the proficiency levels of the competences, their learning outcomesand practical application shown in the “Examples of use” have been made more understandable on the fold-out table (Competence 1.1) at page 19.

We do not provide examples for all the proficiency levels, because the nature of the framework is descriptive and their aim is to illustrate
the proficiency levels.
517

Here comic strips have been used in order to showcase one example of use for an employment scenario and one example of use for a learning scenario in competence 1.1.

Concretely, the comic strips allow the reader to easily understand the progression in theacquisition of a digital competence, and therefore it is a support for the stakeholders

18"

willing to implement the framework.

Proficiency
Levels1Foundation

At basic level and with guidance, I can:• identify my information needs,

To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies

Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content"• find data, information and content through asimple search in digital environments,• find how to access these data, informationand content and navigate between them.
• identify simple personal search strategies.

Intermediate2

3

At basic level and with autonomy and appropriate guidance where needed, I can:On my own and solving straightforward problems, I can:• identify my information needs,• explain my information needs,• find data, information and content through asimple search in digital environments,• find how to access these data, informationand content and navigate between them.
• identify simple personal search strategies.

• perform well-defined and routine searches
to find data, information and content in digital
environments,• explain how to access them and navigate
between them.
• explain well-defined and routine personalsearch strategies.

4

Independently, according to my own needs, andsolving well-defined and non-routine problems,
I can:• illustrate information needs,• organise the searches of data, informationand content in digital environments,• describe how to access to these data, information and content, and navigate between
them.

5

Advanced

As well as guiding others, I can:• respond to information needs,

6

At advanced level, according to my own needs
and those of others, and in complex contexts, I
can:• apply searches to obtain data, informationand content in digital environments,• assess information needs,• show how to access to these data, information and content and navigate between them.

• adapt my searching strategy to find the mostappropriate data, information and content indigital environments,• propose personal search strategies.

• organise personal search strategies.

• explain how to access to these mostappropriate data, information and content
and navigate among them.

7

Higly
Specialised

At highly specialised level, I can:• create solutions to complex problems withlimited definition that are related to browsing, searching and filtering of data, informationand digital content.
• integrate my knowledge to contribute toprofessional practice and knowledge andguide others in browsing, searching and filtering data, information and digital content.

8

At the most advanced andspecialised level, I can:• create solutions to solve complex problems with many interacting factors thatare related to browsing, searching and filtering
data, information and digital content.
• propose new ideas and processes to the field.

• vary personal search strategies.

Examplesof use01
Employment
Scenario:
Job seeking
process

With help from an employment adviser:
I can identify, from a list, those job portals which
can help me look for a job.
I can also find these job portals in my smartphone’s app store, and access and navigate
between them.
From a list of generic keywords for job seeking
available in a blog on job hunting, I can also
identify the keywords that are useful for me.

With the help if necessary of an employment
adviser:
I can identify, from a list, those job portals which
can help me look for a job.

By myself:
I can name the job portals I routinely use to help
me look for a job.

I can also find these job portals in my smartphone’s app store, and access and navigate
between them.

I can use well-defined keywords to find jobs portals in my smartphone’s app store, and explain
to the employment adviser how I access andnavigate between them.

From a list of generic keywords for job seeking
available in a blog on job hunting, I can also
identify the keywords that are useful for me.

I can explain to the employment adviser why I
usually use certain keywords to find job portals
and apps in my smartphone.
I can fix problems such as accessing to thewrong portal or job app, or navigating awayfrom portals that I routinely use.

I can give examples to the employment adviserof suitable job portals or apps that I use as formy job seeking needs.
I can organise my own search strategy such as
using keywords and checking apps’ evaluation,in order to find suitable apps on my smartphonethat fit with my job seeking profile.
I can describe to the employment adviser how
I access and navigate between the apps I havefound through this organised search strategy.
I can organise a list of keywords that are usefulfor finding job portals and apps with job offers
related to my job profile on my smartphone.
While I am doing these activities, I can resolve
issues such as evaluate new apps that comeup in my smartphone’s app store as a result of
my search, or add new keywords to my personalsearch strategy.

When job seeking, I can find job portals andapps related to my job profile in any digital
environment, either the routine or new ones (OS,apps, devices).
I can also show a friend how to find apps onher smartphone, using different keywords andevaluation criteria to select those that fit her job
profile.
I can explain to her how to access and navigate
between these apps to find appropriate job
vacancies.
I can offer a friend my tips on job seeking containing the main keywords, job ads, blogs, wikis,
apps and portals I use when job seeking, andshare it with other job seekers.

I can assess the most appropriate job portals forjob vacancies according to my job seeking needs
and those of a friend.
I can find the job apps adapted to my job seeking needs and those of a friend. I can differentiate between appropriate and inappropriate
apps, and pop-up information or spam while I
am accessing and navigating between apps.
I can explain to other job seekers how I performthese searches, and I can overcome unexpected
situations that arise in the digital environment(spam, inappropriate job portals, problems withthe downloading, etc.) in order to find appropriate job offers on my smartphone.
I can share my tips on job seeking containing
the most appropriate keywords, job ads, blogs,
wikis, apps and portals adapted to different job
profiles, and give examples on how to overcome
complex situations when job seeking (e.g. notfinding appropriate job ads, fake or old job ads).

I can create a digital collaborative platform(blog, wiki, etc.) which can be used by other job
seekers to browse and filter job portals andoffers according to their job seeking needs

I can create new apps or platforms for browsing,searching and filtering job portals and offers,
according to job seekers’ needs.

Proficiency
Levels1Foundation

At basic level and with guidance, I can:• identify my information needs,

Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content

To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies• find data, information and content through asimple search in digital environments,• find how to access these data, informationand content and navigate between them.
• identify simple personal search strategies.

Intermediate2

3

At basic level and with autonomy and appropriate guidance where needed, I can:On my own and solving straightforward problems, I can:• identify my information needs,• explain my information needs,• find data, information and content through asimple search in digital environments,• find how to access these data, informationand content and navigate between them.
• identify simple personal search strategies.

• perform well-defined and routine searches
to find data, information and content in digital
environments,• explain how to access them and navigate
between them.
• explain well-defined and routine personalsearch strategies.

4

Independently, according to my own needs, andsolving well-defined and non-routine problems,
I can:• illustrate information needs,• organise the searches of data, informationand content in digital environments,• describe how to access to these data, information and content, and navigate between
them.

5

Advanced

As well as guiding others, I can:• respond to information needs,• apply searches to obtain data, informationand content in digital environments,• show how to access to these data, information and content and navigate between them.
• propose personal search strategies.

• organise personal search strategies.

6

At advanced level, according to my own needs
and those of others, and in complex contexts, I
can:• assess information needs,• adapt my searching strategy to find the mostappropriate data, information and content indigital environments,• explain how to access to these most appropriate data, information and content andnavigate among them.

7

Higly
Specialised

At highly specialised level, I can:• create solutions to complex problems withlimited definition that are related to browsing, searching and filtering of data, informationand digital content.
• integrate my knowledge to contribute toprofessional practice and knowledge andguide others in browsing, searching and filtering data, information and digital content.

8

At the most advanced andspecialised level, I can:• create solutions to solve complex problems with many interacting factors thatare related to browsing, searching and filtering
data, information and digital content.
• propose new ideas and processes to the field.

• vary personal search strategies.

Examplesof use02
Learning
Scenario:
Prepare ashort reporton a specific
topic

With help from my teacher:
I can identify websites, blogs and digital databases from a list in my digital textbook to look
for literature on the report topic.
I can also identify literature on the report topic
in these websites, blogs and digital databases,
and access and navigate among them.
Using a list of generic keywords and tags available in my digital textbook, I can also identify
those which would be useful for finding literature on the report topic

In the classroom with my teacher who I canconsult whenever I need:
I can identify websites, blogs and digital databases from a list in my digital textbook to look
for literature on the report topic.
I can also identify literature on the report topic
in these websites, blogs and digital databases,
and access and navigate among them.
Using a list of generic keywords and tags available in my digital textbook, I can also identify
those which would be useful for finding literature on the report topic.

By myself:
I can name to my teacher websites, blogs anddigital databases I routinely access on mycomputer in order to consult literature for myhomework.
I can also use well-defined keywords to findliterature resources in websites, blogs anddigital databases, and explain how I access andnavigate between the results I find.
I can explain to my classmates those keywords
and tags I usually use to find literature in digital
environments (blogs, websites, databases) toprepare my homework.
I can fix problems such as identifying that I haveaccessed the wrong website, or that I am navigating away from my routinely-used websites.

I can give examples to my classmates of websites, blogs and digital databases I consult tofind the literature on my report topic.
I can organise my own search strategy to findthese websites, blogs and digital databases
containing literature related to my report topic.
I can describe to my teacher how I access andnavigate between websites, blogs and digital database to find the literature I obtained
through this organised search.
I can organise, with digital and online sticky
notes on my tablet, a list of useful keywords
and tags for finding literature related to thereport topic.
I can respond to any issue while I am doingthese activities. For example, I can add new
keywords and tags to my personal search strategies if I don’t find appropriate resources related
to the report topic.

For preparing the report, I can access websites,
blogs and digital databases to find literature
related to the topic, using any digital environment, either the routine or new ones (OS, apps,
devices).
I can show a classmate how to find on her
tablet, websites, blogs and digital databases
containing the literature for the report.
I can explain her how to access and navigate
between these digital resources in order to findliterature for her report.
I can offer a friend my tips on how I find websites, blogs and digital database with literature
related to the report using keywords and tags.

I can assess the most appropriate websites,
blogs and digital databases to obtain the literature according to my need and those of a friend.
I can find websites, blogs and digital databases
adapted to my needs and those of a friend, anddifferentiate between appropriate and inappropriate digital resources, pop-up informationor spam while I am accessing and navigating
among them.
I can explain to my teacher how I perform thesesearches, and overcome unexpected situations
that arise on the digital environment (e.g. needa username to access a digital library archives)to find literature for writing the report.
I can give tips highlighting my personal strategy
for finding the most appropriate literature in
websites, blogs and digital databases, including
examples on how I can overcome the complexitythat occurs while navigating among these digital
resources (e.g. not finding enough literature, junkdata).

I can create a digital collaborative platform(blog, wiki, etc.) in the digital learning environment of the school, to share and filter literature
I found useful on the topic of the report, guiding
my classmates in writing their report.

I can develop a new app or platform for browsing, searching and filtering literature on academic topics to be used by the classroom.

Section 3

The competences
This section shows each competence of DigComp 2.1 in a table with four dimensions: dimension 1 (competence area), dimension 2 (competence title and descriptor), dimension
3 (proficiency levels), and dimension 5 (examples of use). We remind here that DigComp
2.1 does not include dimension 4 (knowledge, skills and attitudes).

Competence area 1: Information and data literacy

23

1.1 Browsing, searching, filtering data, information and digital content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content

Competence area 2: Communication and collaboration

26

2.1 Interacting through digital technologies
2.2 Sharing throught digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity

Competence area 3: Digital content creation

32

3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences
3.4 Programming

Competence area 4: Safety

36

4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment

Competence area 5: Problem solving

40

5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps

21

22

"

The
Competences

Proficiency
Levels1Foundation

To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies

Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content"

At basic level and withguidance, I can:• identify my informationneeds,• find data, information andcontent through a simple
search in digital environments,• find how to access these
data, information andcontent and navigate
between them.
• identify simple personalsearch strategies.

Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify my informationneeds,• find data, information andcontent through a simple
search in digital environments,• find how to access these
data, information andcontent and navigate
between them.
• identify simple personalsearch strategies.

• explain my informationneeds,• perform well-definedand routine searches tofind data, information andcontent in digital environments,• explain how to accessthem and navigate
between them.
• explain well-definedand routine personalsearch strategies.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• illustrate informationneeds,• organise the searchesof data, information andcontent in digital environments,• describe how to accessto these data, informationand content, and navigate
between them.
• organise personal searchstrategies.

• respond to informationneeds,• apply searches to obtaindata, information andcontent in digital environments,• show how to access tothese data, informationand content and navigate
between them.
• propose personal searchstrategies.

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to browsing,searching and filteringof data, information anddigital content.

• create solutions tosolve complex problems
with many interacting
factors that are related
to browsing, searching and filtering data,
information and digitalcontent.

• assess informationneeds,• adapt my searchingstrategy to find the mostappropriate data, information and content indigital environments,• explain how to access tothese most appropriate
data, information andcontent and navigate
among them.
• vary personal searchstrategies.

Examplesof useWith help from an employment adviser:

01
Employment
Scenario:

I can identify, from a list,
those job portals which canhelp me look for a job.

Job seeking
process

I can also find these job
portals in my smartphone’s
app store, and access andnavigate between them.
From a list of generickeywords for job seeking
available in a blog on job
hunting, I can also identify
the keywords that are useful for me.

Examplesof use02
Learning
Scenario:
Prepare ashort reporton a specific
topic

With help from my teacher:
I can identify websites,
blogs and digital databases
from a list in my digitaltextbook to look for literature on the report topic.
I can also identify literatureon the report topic in thesewebsites, blogs and digital
databases, and access andnavigate among them.
Using a list of generic keywords and tags available
in my digital textbook, I canalso identify those which
would be useful for finding
literature on the report topic

Higly
Specialised• integrate my knowledge to contribute toprofessional practiceand knowledge andguide others in browsing,searching and filtering
data, information anddigital content.

8• propose new ideas andprocesses to the field.

1Foundation

At basic level and withguidance, I can:• detect the credibility andreliability of common
sources of data, information and their digitalcontent.

Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• detect the credibility andreliability of common
sources of data, information and their digitalcontent.

• perform the analysis,comparison and evaluation of the credibility andreliability of well-definedsources of data, information and digital content.
• perform the analysis,
interpretation and evaluation of well-defined data,
information and digitalcontent

Examplesof useWith help from an employment adviser:

01
Employment
Scenario:

I can identify in a list of job
portals and apps a friend
has found in an employment office’s blog, thosethat are commonly usedbecause they have credible
and reliable job offers.

Examplesof use02
Learning
Scenario:
Prepare ashort reporton a specific
topic

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• perform the analysis,comparison and evaluation of sources of data,
information and digitalcontent.
• perform the analysis,
interpretation and evaluation of data, informationand digital content.

• carry out an evaluationof the credibility and reliability of different sourcesof data, information anddigital content.
• carry out an evaluation of different data,
information and digitalcontent.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to analysing
and evaluating credible
and reliable sources ofdata, information andcontent in digital environments.

• create solutions tosolve complex problems
with many interacting
factors that are related
to analysing and evaluating credible and reliable
sources of data, information and content in digital
environments.

• integrate my knowledge
to contribute to professional practices andknowledge and to guideothers in the analysis
and evaluation of thecredibility and reliabilityof data, information anddigital content and theirsources.

• propose new ideas andprocesses to the field.

• critically assess thecredibility and reliability ofsources of data, information and digital content.
• critically assess data,
information and digitalcontent.

8

Helped by my teacher:
I can identify, from a list in
my textbook of blogs anddigital databases containing
available literature, thosethat are commonly usedbecause they are credible
and reliable.

"

Job seeking
process

Advanced"

To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.

Competence area 1: Information and data literacy 1.2 Evaluating data, information and digital content

Proficiency
LevelsProficiency
Levels1Foundation

At basic level and withguidance, I can:• identify how to organise,
store and retrieve data,
information and content
in a simple way in digital
environments.

To organise, store and retrieve data, information, and content in digital environments. To organise and process them in a structured environment.

Competence area 1: Information and data literacy 1.3 Managing data, information and digital content""• recognise where toorganise them in a simple way in a structured
environment.

2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify how to organise,
store and retrieve data,
information and content
in a simple way in digital
environments.
• recognise where toorganise them in a simple way in a structured
environment.

Examplesof useAt home with my sister who
I ask whenever I need:01
Employment
Scenario:

I can identify how andwhere to organise and keep
track of job ads in a job
app (e.g. www.indeed.com)
of my smartphone in orderto retrieve them when I
need them along my job
seeking.

Job seeking
process

Examplesof use02
Learning
Scenario:
Prepare ashort reporton a specific
topicIntermediate

In the classroom with myteacher who I can consult
whenever I need:
I can identify an app in
my tablet to organiseand store links to thosewebsites, blogs and digital
databases related with a
specific topic of literatureand use it to retrieve themwhen needed for my report.

• select data, informationand content in order
to organise, store andretrieve in a routine way
in digital environments.
• organise them in a routine way in a structured
environment.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• organise information,
data and content tobe easily stored andretrieved.
• organise information,
data and content in a
structured environment.

• manipulate information,
data and content for
their easier organisation,
storage and retrieval.
• carry out their organisation and processing in a
structured environment.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to managing
data, information, andcontent for their organisation, storage and retrieval
in a structured digital
environment.

• create solutions
to solve complex
problems with many
interacting factors thatare related to managing
data, information, andcontent for their organisation, storage and retrieval
in a structured digital
environment.

• adapt the managementof information, data andcontent for the most appropriate easy retrieval
and storage.
• adapt them to be organised and processed in
the most appropriate
structured environment.

• integrate my knowledge
to contribute to professional practices andknowledge and to guideothers in managing data,
information and digitalcontent in a structured
digital environment.

8• propose new ideas andprocesses to the field.

Proficiency
Levels1Foundation

At basic level and withguidance, I can:• select simple digitaltechnologies to interact,
and

Examplesof use01
Employment
Scenario:
Organise an
event

2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• select simple digitaltechnologies to interact,and• perform well-definedand routine interactions
with digital technologies,
and• select a variety of digitaltechnologies to interact,and• identify appropriate
simple communication means for a given
context.

• select well-defined androutine appropriate digital communication means
for a given context.

• select a variety of appropriate digital communication means for a given
context.

• use a variety of digitaltechnologies in order tointeract,• show others the mostappropriate digitalcommunication means fora given context

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to interacting
through digital technologies and digital communication means.

• create solutions tosolve complex problems
with many interacting
factors that are related tointeracting through digitaltechnologies and digitalcommunication means• integrate my knowledge
to contribute to professional practices andknowledge and to guideothers in the interaction
through digital technologies.

• propose new ideas andprocesses to the field.

• adapt a variety of digitaltechnologies for the mostappropriate interaction,and• adapt the most appropriate communication means for a given
context.

8

By myself:
I can interact with participants and other colleagues
using my corporate email
account app on my smartphone in order to organise
an event for my company.
I can also select options
available in my email suiteto organise the event,such as sending calendar
invitations.
I can fix problems, e.g. anincorrect email address.

02
Learning
Scenario:
Preparegroup workwith myclassmates

By myself:
I can use a commonly-usedchat on my smartphone(e.g. Facebook messenger
or WhatsApp) to talk to myclassmates and organisegroup work.
I can choose other digitalcommunication means on
the classroom tablet (e.g.
my classroom forum) that
could be useful to talkabout the details of organising group work.
I can fix problems such asadding or deleting members
to the chat group.

"

Examplesof use"To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.

Competence area 2: Communication and collaboration 2.1 Interacting through digital technologies• identify appropriate
simple communication means for a given
context.

Intermediate

Proficiency
Levels1Foundation

At basic level and withguidance, I can:To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.

Competence area 2: Communication and collaboration 2.2 Sharing through digital technologies""• recognise simple appropriate digital technologies
to share data, informationand digital content.
• identify simple referencing and attribution
practices.

Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• recognise simple appropriate digital technologies
to share data, informationand digital content.
• identify simple referencing and attribution
practices.

• select well-definedand routine appropriate
digital technologies toshare data, informationand digital content.
• explain how to act as anintermediary for sharing
information and content
through well-definedand routine digital technologies,• illustrate well-definedand routine referencing
and attribution practices.

Examplesof use01
Employment
Scenario:
Organise an
event

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• manipulate appropriate
digital technologies toshare data, informationand digital content.
• explain how to act as anintermediary for sharing
information and content
through digital technologies,• illustrate referencing andattribution practices.

I can use my company’s
digital storage system toshare the event’s agenda
with the list of participants I
created on my PC.
I can show my colleagues
on their smartphones how
to access and share theagenda using my organisation’s digital storage
system.
I can show my boss
examples on her tablet ofthe digital sources I use to
design the event’s agenda.
I can respond to any issue
while I am doing these activities, such as unexpected
problems with sharing theagenda with the participants.

Examplesof use02
Learning
Scenario:
Preparegroup workwith myclassmates

Advanced

I can use a cloud-basedstorage system (e.g.
Dropbox, Google Drive) toshare material with othermembers of my group.
I can explain to other members of my group, using theclass laptop, how I sharethe material in the digital
storage system.
I can show my teacher,on her tablet, the digitalsources I use to prepare thematerial for group work.
While I am doing these
activities, I can solve any issue that may arise such as
solving problems to do withstorage or sharing material
with other members of mygroup.

• share data, information and digital content
through a variety of
appropriate digital tools,• show others how to act
as an intermediary forsharing information andcontent through digitaltechnologies.
• apply a variety of referencing and attribution
practices.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to sharing
through digital technologies.

• create solutions tosolve complex problems
with many interacting
factors that are related
to sharing through digitaltechnologies.

• integrate my knowledge
to contribute to professional practices andknowledge and guideothers in sharing throughdigital technologies.

• propose new ideas andprocesses to the field.

• assess the most appropriate digital technologies to share informationand content.
• adapt my intermediationrole,• vary the use of the more
appropriate referencing
and attribution practices.

8

Proficiency
Levels1Foundation• identify simple digital
services in order to participate in society.
• I can recognise simple appropriate digitaltechnologies to empower
myself and to participate
in society as a citizen.

Examplesof use01
Employment
Scenario:
Organise an
event

2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify simple digital
services in order to participate in society.
• recognise simple appropriate digital technologies
to empower myself andto participate in society
as a citizen.

• select well-defined androutine digital services
in order to participate insociety.
• indicate well-definedand routine appropriate
digital technologies toempower myself and toparticipate in society as a
citizen.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• select digital services
in order to participate insociety.
• discuss appropriate
digital technologies toempower myself and toparticipate in society as a
citizen.

• propose different digital
services to participate insociety.
• use appropriate digitaltechnologies to empower
myself and to participate
in society as a citizen.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to engaging incitizenship through digitaltechnologies.

• create solutions
to solve complex
problems with many
interacting factors thatare related to engaging incitizenship through digitaltechnologies.

• vary the use of the mostappropriate digital services in order to participate in society.
• vary the use of the mostappropriate digitaltechnologies to empower
myself and to participate
in society as a citizen.

• integrate my knowledge
to contribute to professional practices andknowledge and guideothers in engaging incitizenship through digitaltechnologies.

8• propose new ideas andprocesses to the field.

I can propose and use
different media strategies(e.g. Survey on FaceBook,
Hastags on Instagram
and Twitter) to empower
the citizens of my city toparticipate in defining themain topics of an event on
the use of sugar in foodproduction.
I can inform my colleagues
about these strategies andshow them how to use aparticular one to empower
citizens to participate.

02
Learning
Scenario:
Preparegroup workwith myclassmates

I can propose and use
different micro-blogs (e.g.
Twitter), blogs and wikis,
for a public consultation
regarding social inclusion of
migrants in my neighbourhood to collect proposals on
the topic of the group work.
I can inform my classmates about these digitalplatforms and guide themon how to use a particular
one to empower citizenshipparticipation in their neighbourhood.

"

Examplesof use"Competence area 2: Communication and collaboration 2.3 Engaging in citizenship through digital technologies

To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.

At basic level and withguidance, I can:Intermediate

Proficiency
Levels1Foundation

At basic level and withguidance, I can:To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of data, resources and knowledge.

Competence area 2: Communication and collaboration 2.4 Collaborating through digital technologies""• choose simple digital
tools and technologies for collaborative
processes.

2

At basic level and withautonomy and appropriate guidance where
needed, I can:• choose simple digital
tools and technologies for collaborative
processes.

3Intermediate

On my own and solving
straightforward problems,
I can:• select well-definedand routine digital
tools and technologies for collaborative
processes.

4

Independently, according
to my own needs, andsolving well-defined andnon-routine problems,
I can:• select digital tools andtechnologies for collaborative processes.

5

Advanced

As well as guiding others,
I can:• propose different
digital tools andtechnologies forcollaborative
processes.

Higly
Specialised

6

7

At advanced level, according to myown needs and those of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems
with limited definition
that are related to using
collaborative processes and co-construction
and co-creation of data,
resources and knowledge
through digital tools andtechnologies.

• create solutions
to solve complex
problems with many
interacting factorsthat are related to using
collaborative processes and co-construction
and co-creation of data,
resources and knowledge
through digital tools andtechnologies.

• vary the use of the most appropriate digital tools and technologies forcollaborative processes.
• choose the most appropriate
digital tools and technologies forco-constructing and co-creating data,
resources and knowledge.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in collaborating
through digital technologies.

Examplesof use01
Employment
Scenario:
Organise an
event

I can use the most appropriate digital
tools at work (e.g. Dropbox, Google
Drive, wiki) to create with my colleagues a leaflet and a blog on theevent.
I can also differentiate between appropriate and inappropriate digital tools
for collaborative processes. The latterare those tools that do not address the
purpose and scope of the task - e.g.
two people editing text simultaneously
using a wiki is impractical.
I can overcome unexpected situations
that can arise in the digital environment when co-creating the leaflet andthe blog (e.g. controlling access to edit
documents or a colleague cannot savechanges to the material).

Examplesof use02
Learning
Scenario:
Preparegroup workwith myclassmates

I can use the most appropriate digital
resources in order to create a video
related to the work on my tablet with
my classmates. I can also differentiate
between appropriate and inappropriate
digital resources to create this video
and work in a digital environment
together with classmates.
I can overcome unexpected situations
that arise on the digital environment
when co-creating data and content andmaking a video on group work. (e.g. afile is not updating the changes madeby the members, a member doesn’tknow how to upload a file in the digitaltool).

8• propose new ideas andprocesses to the field.

At basic level and withguidance, I can:• differentiate simple
behavioural norms andknow-how while using
digital technologies andinteracting in digital environments.
• choose simple communication modes andstrategies adapted to an
audience and• differentiate simple
cultural and generational
diversity aspects to consider in digital environments.

Examplesof use01
Employment
Scenario:
Organise an
event

Examplesof use02
Learning
Scenario:
Preparegroup workwith myclassmatesIntermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• differentiate simple
behavioural norms andknow-how while using
digital technologies andinteracting in digital environments.
• choose simple communication modes andstrategies adapted to an
audience and• differentiate simple
cultural and generational
diversity aspects to consider in digital environments.

• clarify well-definedand routine behaviouralnorms and know-how
while using digital technologies and interacting indigital environments.
• express well-definedand routine communication strategies adapted toan audience and• describe well-definedand routine cultural andgenerational diversity aspects to consider in digital
environments.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• discuss behaviouralnorms and know-how
while using digital technologies and interacting indigital environments.

• apply different behavioural norms andknow-how while using
digital technologies andinteracting in digital environments.

• discuss communication
strategies adapted to an
audience and• apply different communication strategies in digital environments adapted
to an audience and• discuss cultural andgenerational diversity aspects to consider in digital
environments.

• apply different culturaland generational diversity
aspects to consider indigital environments.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• adapt the most appropriate behavioural norms
and know-how while
using digital technologies
and interacting in digital
environments.

• create solutions tocomplex problems withlimited definition thatare related to digitaletiquettes respectful todifferent audiences andcultural and generational
diversity.

• adapt the most appropriate communication
strategies in digital environments to an audienceand• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in digital etiquette.

• create solutions
to solve complex
problems with many
interacting factors thatare related to digitaletiquettes respectful todifferent audiences andcultural and generational
diversity.

8• propose new ideas andprocesses to the field.

• apply different culturaland generational diversity
aspects in digital environments.
While organising an event
for my organisation, I cansolve problems that arise
while writing and communicating in digital environments, (e.g. inappropriate
comments about my organisation in a social network).
I can create rules from thispractice for my current andfuture colleagues to implement and use as a guide.

I can solve problems of
etiquette that arise with
my classmates while
using a digital collaborative
platform (blog, wiki, etc.) forgroup work (e.g. classmatescriticising each other).
I can create rules for appropriate behaviour whileworking online as a groupwhich can be used andshared in the school’s digitallearning environment. I canalso guide my classmatesas to what constitutes appropriate digital behaviour
while working with others
on a digital platform.

"

1

Foundation"

To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural andgenerational diversity in digital environments.

Competence area 2: Communication and collaboration 2.5 Netiquette

Proficiency
LevelsProficiency
Levels1Foundation

To create, and manage one or multiple digital identities, to be able to protect one’s own reputation, to deal with the data that one produces through several digital tools, environments and services.

Competence area 2: Communication and collaboration 2.6 Managing digital identity""

At basic level and withguidance, I can:• identify a digital identity,• describe simple ways
to protect my reputation
online,• recognise simple data
I produce through digital
tools, environments orservices.

Examplesof use01
Employment
Scenario:Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify a digital identity,• describe simple ways
to protect my reputation
online,• recognise simple data I
produce through digital
tools, environments orservices.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• discriminate a range ofwell-defined and routine digital identities,• display a variety of specific digital identities,• explain well-definedand routine ways to protect my reputation online,• discuss specific ways
to protect my reputation
online,• describe well-defined
data I routinely produce
through digital tools,
environments or services.

• manipulate data I produce through digital tools,
environments or services.

• use a variety of digital
identities,• apply different ways
to protect my reputation
online,• use data I produce
through several digital
tools environment andservices.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to managing
digital identities and protection of people’s online
reputation.

• create solutions tosolve complex problems
with many interacting
factors that are related
to managing digital identities and protection ofpeople’s online reputation.

• integrate my knowledge to contribute toprofessional practiceand knowledge and guideothers in managing
digital identity.

• propose new ideas andprocesses to the field.

• discriminate multiple
digital identities,• explain the more appropriate ways to protect
one’s own reputation,• change the data produced through several
tools, environments andservices.

8

I can propose to my boss a
new social media procedurethat avoids actions which
could harm our company’s
digital reputation (e.g.
spam) when promoting thecompany’s events.

Organise an
event

Examplesof use02
Learning
Scenario:
Preparegroup workwith myclassmates

I can propose a newprocedure to my schoolthat avoids the publicationof digital content (texts,
pictures, videos), that canharm the students’ reputation.

1Foundation

At basic level and withguidance, I can:• identify ways to create
and edit simple content
in simple formats,• choose how I express
myself through thecreation of simple digitalmeans.

To create and edit digital content in different formats, to express oneself through digital means.

Competence area 3: Digital content creation 3.1 Developing content

01
Employment
Scenario:
Develop a
short course(tutorial) to
train the staff
on a newprocedure
to be appliedin the organisation

Examplesof use02
Learning
Scenario:
Prepare apresentation
on a certain
topic that
I will maketo myclassmates2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify ways to create
and edit simple content
in simple formats,• choose how I express
myself through thecreation of simple digitalmeans.

• indicate ways to create
and edit well-definedand routine content inwell-defined and routine formats,• express myself throughthe creation of well-defined and routine digitalmeans.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• indicate ways to create
and edit content in different formats,• express myself throughthe creation of digitalmeans.

• apply ways to create andedit content in different
formats,• show ways to express
myself through the creation of digital means.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to content
creation and edition indifferent formats, andself-expression throughdigital means.

• create solutions tosolve complex problems
with many interacting
factors that are related
to content creation andedition in different formats, and self-expression
through digital means.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in developing
content.

• propose new ideas andprocesses to the field.

• change content using
the most appropriate
formats,• adapt the expressionof myself through thecreation of the most appropriate digital means.

8Helped by a colleague
who has advanced digitalcompetence:
I can identify, from a tutorial video on YouTube, how tocreate a brief support video
on my tablet to present
the new organisational
procedure to the staff on
our intranet.
From a list already preparedthat my colleague found ina wiki, I can also identify
alternative digital means
to create the procedure to
the staff.

Helped by my teacher:
I can find out how to createa digital animated presentation, using a video tutorial from YouTube provided
by my teacher to help me
to present my work to myclassmates.
I can also identify otherdigital means from anarticle in my textbook that
can help me to present thework as an animated digitalpresentation to my classmates on the interactive
digital whiteboard.

"

Examplesof useIntermediate"

Proficiency
LevelsProficiency
Levels1Foundation

At basic level and withguidance, I can:To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.

Competence area 3: Digital content creation 3.2 Integrating and re-elaborating digital content""• select ways to modify, refine, improve andintegrate simple itemsof new content and information to create new andoriginal ones.

Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• select ways to modify, refine, improve andintegrate simple itemsof new content and information to create new andoriginal ones

• explain ways to modify, refine, improve andintegrate well-defined
items of new content andinformation to create new
and original ones.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• discuss ways to modify,
refine, improve and integrate new content andinformation to create new
and original ones.

• operate with new different items of content andinformation, modifying,refining, improving andintegrating them in orderto create new and original
ones.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to modifying,refining, improving and integrating new content andinformation into existingknowledge to create new
and original ones.

• create solutions
to solve complex
problems with many
interacting factors thatare related to modifying,refining, improving and integrating new content andinformation into existingknowledge to create new
and original ones.

• assess the mostappropriate ways tomodify, refine, improveand integrate specificnew items of content andinformation to create new
and original ones.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in integrating andre-elaborating content

Examplesof use01
Employment
Scenario:
Develop a
short course(tutorial) to
train the staff
on a newprocedure
to be appliedin the organisation

Examplesof use02
Learning
Scenario:
Prepare apresentation
on a certain
topic that
I will maketo myclassmates

With the help of a colleague(who has advanced digitalcompetence and who I canconsult whenever I need)and having as support atutorial video with the steps
on how to do it:
I can find out how to add
new dialogues and images
onto a brief support video
already created on the intranet to illustrate the neworganisational procedures.

At home with my mother(who I can consult whenever I need) and the help ofa list (stored on my tablet
provided by my teacher withthe steps on how to do it):
I can identify how to
update a digital animatedpresentation I have created
to present my work to myclassmates, adding text,
images and visual effects tobe shown in the classroom
using the interactive digital
whiteboard.

8• propose new ideas andprocesses to the field.

At basic level and withguidance, I can:• identify simple rules of
copyright and licenses
that apply to data, digital
information and content.

Examplesof useTo understand how copyright and licenses apply to data, digital information and content.

Competence area 3: Digital content creation 3.3 Copyright and licenses

01
Employment
Scenario:
Develop a
short course(tutorial) to
train the staff
on a newprocedure
to be appliedin the organisation

Examplesof use02
Learning
Scenario:
Prepare apresentation
on a certain
topic that
I will maketo myclassmatesIntermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify simple rules of
copyright and licenses
that apply to data, digital
information and content.

• indicate well-definedand routine rules of
copyright and licenses
that apply to data, digital
information and content.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• discuss rules of copyrightand licenses that apply
to digital information andcontent.

• apply different rules of
copyright and licenses
that apply to data, digital
information and content.

HiglySpecialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to applying
copyright and licenses todata, digital informationand content.

• create solutions tosolve complex problems
with many interacting
factors that are related
to applying copyright andlicenses to data, digital
information and content.

• integrate my knowledge
to contribute to professional practice and knowledge and guide others inapplying copyright andlicenses.

• propose new ideas andprocesses to the field.

• choose the most appropriate rules that apply
copyright and licences todata, digital informationand content..

8

By myself:
I can tell a colleague which
image banks I usually use
to find images that I candownload free of charge
for a brief tutorial video on
a new procedure for myorganisation’s staff.
I can deal with problems
such as identifying the symbol that indicates whether
an image is licensed witha certain type of Creative
Commons licence andtherefore can be reused
without the author’s permission.

By myself:
I can explain to a friend
which image banks I usually
use to find images that I
can download completely
free of charge to create adigital animation to present
my work to my classmates.
I can fix problems such as
identifying the symbol thatindicate that an image iscopyrighted and therefore
cannot be used without theauthor’s permission.

"

1

Foundation"

Proficiency
LevelsProficiency
Levels1Foundation

At basic level and withguidance, I can:• list simple instructions
for a computing system tosolve a simple problem or
perform a simple task.

To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task

Competence area 3: Digital content creation 3.4 Programming""

Examplesof use01
Employment
Scenario:Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• list simple instructions
for a computing system tosolve a simple problem or
perform a simple task.

• list well-defined androutine instructions for
a computing system tosolve routine problems or
perform routine tasks.

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• list instructions for acomputing system tosolve a given problem or
perform a specific task.

Using a programming language (e.g. Ruby, Python),
I can provide instructions
to develop an educational
game to introduce the newprocedure to be applied in
the organisation.

Develop a
short course(tutorial) to
train the staff
on a newprocedure
to be appliedin the organisation

I can resolve issues such as
debugging the programme
to fix problems with mycode.

Examplesof useUsing a simple graphicalprogramming interface (e.g.
Scratch Jr), I can develop
a smartphone app that
presents my work to myclassmates.

02
Learning
Scenario:
Prepare apresentation
on a certain
topic that
I will maketo myclassmates

Advanced

If a problem appears, I
know how to debug the programme and I can fix easy
problems in my code.

• operate with instructions
for a computing system tosolve a different problem
or perform different tasks.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to planningand developing instructions for a computing
system and performing atask using a computing
system.

• create solutions tosolve complex problems
with many interacting
factors that are related
to planning and developing instructions for acomputing system andperforming a task using acomputing system.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in programming.

• propose new ideas andprocesses to the field.

• determine the mostappropriate instructions
for a computing system tosolve a given problem andperform specific tasks.

8

Proficiency
Levels1Foundation• identify simple ways toprotect my devices anddigital content, and• differentiate simple
risks and threats in digital
environments,• choose simple safety
and security measures,and• identify simple ways
to have due regard toreliability and privacy

Examplesof use01
Employment
Scenario:
Use of a
Twitter
account
to shareinformation
on myorganization

2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify simple ways toprotect my devices anddigital content, and• differentiate simple
risks and threats in digital
environments,• follow simple safety andsecurity measures.
• identify simple ways
to have due regard toreliability and privacy• indicate well-definedand routine ways toprotect my devices anddigital content, and• differentiate well-defined and routine risks
and threats in digital
environments,• select well-definedand routine safety andsecurity measures.
• indicate well-definedand routine ways tohave due regard to reliability and privacy

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• organise ways to protect
my devices and digitalcontent, and• differentiate risks andthreats in digital environments,• select safety and security
measures.
• explain ways to have due
regard to reliability andprivacy• apply different ways toprotect devices and digitalcontent, and• differentiate a variety
of risks and threats indigital environments,• apply safety and security
measures.
• employ different ways
to have due regard toreliability and privacy

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to protecting
devices and digital content, managing risks andthreats, applying safety
and security measures,and reliability and privacy
in digital environments.

• create solutions tosolve complex problems
with many interacting
factors that are related
to protecting devices anddigital content, managing
risks and threats, applying
safety and security
measures, and reliability
and privacy in digital environments.

• choose the mostappropriate protection
for devices and digitalcontent, and• discriminate risks andthreats in digital environments,• choose the most appropriate safety and security
measures.
• assess the most appropriate ways to have due
regard to reliability andprivacy• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in protecting
devices.

8• propose new ideas andprocesses to the field.

I can protect the corporate
Twitter account using different methods (e.g. a strong
password, control the recent
logins) and show new colleagues how to do it.
I can detect risks likereceiving tweets and messages from followers withfalse profiles or phishingattempts.
I can apply measures toavoid them (e.g. control theprivacy settings).
I can also help my colleagues to detect risks andthreats while using Twitter.

02
Learning
Scenario:
Use of theschool’s
digitallearning
platformto shareinformation
on interested
topicsI can protect information,
data and content on myschool’s digital learning
platform (e.g. a strong
password, control the recent
logins).
I can detect different risks
and threats when accessing
school’s digital platform
and apply measures toavoid them (e.g. how tovirus-check attachments
before downloading).
I can also help my classmates to detect risks andthreat while using thedigital learning platform on
their tablets (e.g. controlling
who can access the files).

"Examplesof use"Competence area 4: Safety 4.1 Protecting devices

To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have a due regard to reliability and privacy.

At basic level and withguidance, I can:IntermediateTo protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that
digital services use a “Privacy policy” to inform how personal data is used.

Competence area 4: Safety 4.2 Protecting personal data and privacy""

Proficiency
Levels1Foundation

At basic level and withguidance, I can:• select simple ways
to protect my personal data and privacy indigital environments,
and• identify simple ways
to use and sharepersonally identifiable
information while
protecting myself andothers from damages.
• identify simple privacy policy
statements of how
personal data is usedin digital services.

Examplesof use01
Employment
Scenario:
Use of a
Twitter
account
to shareinformation
on myorganization

2

At basic level and withautonomy and appropriate guidance where
needed, I can:• select simple ways
to protect my personal data and privacy indigital environments,
and• identify simple ways
to use and sharepersonally identifiable
information while
protecting myself andothers from damages.
• identify simple privacy policy
statements of how
personal data is usedin digital services.

3

Intermediate

On my own and solving
straightforward problems, I can:• explain well-definedand routine ways toprotect my personal
data and privacy indigital environments,and• explain well-definedand routine ways
to use and sharepersonally identifiable
information while
protecting myself andothers from damages.
• indicate well-defined and routine
privacy policy
statements of how
personal data is usedin digital services.

7

As well as guiding
others, I can:At advanced level, according to my own needs andthose of others, and in complex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• apply different ways
to protect my personal data and privacy indigital environments,
and• choose the more appropriate ways to protect
personal data and privacy in digital environments, and• create solutions tocomplex problems
with limited definition that are related toprotecting personal dataand privacy in digital
environments, using
and sharing personallyidentifiable information
protecting self andothers from dangers, andprivacy policies to use
my personal data.

• create solutions
to solve complex
problems with many
interacting factorsthat are related toprotecting personal dataand privacy in digital
environments, using
and sharing personallyidentifiable information
protecting self andothers from dangers, andprivacy policies to use
my personal data.

5

Independently, according to my own needs,
and solving well-defined and non-routine
problems, I can:• discuss ways to use
and share personallyidentifiable information while protecting
myself and othersfrom damages.
• indicate privacy policy statements of how
personal data is usedin digital services.

• apply different specific ways to share mydata while protecting
myself and othersfrom dangers.

• evaluate the most appropriate ways of using
and sharing personally identifiable information
while protecting myself and others from damages.
• evaluate the appropriateness of privacy policy
statements on how personal data are used.

• explain privacy policy
statements of how
personal data is usedin digital services.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in protecting personal data and privacy.

I can select the most appropriate way to protect
the personal data of my colleagues (e.g. address,
phone number) when sharing digital content (e.g. a
picture) on the corporate Twitter account.
I can distinguish between appropriate and inappropriate digital content to share it on the corporate
Twitter account, so that my privacy and that of mycolleagues are not damaged.
I can assess whether personal data are used on
the Corporate Twitter appropriately according to
the European Data Protection Law and Right to be
Forgotten.
I can deal with complex situations that can arise
with personal data in my organisation while on
Twitter, such as removing pictures or names toprotect personal information in accordance with
the European Data Protection Law and Right to be
Forgotten.

Examplesof use02
Learning
Scenario:
Use of theschool’s
digitallearning
platformto shareinformation
on interested
topics

Higly
Specialised

64• discuss ways to protect my personal dataand privacy in digital
environments, andAdvanced

I can select the most appropriate way to protect
my personal data (e.g. address, phone number),before sharing it on the school’s digital platform.
I can distinguish between appropriate and inappropriate digital content to share it on my school’s
digital platform, so that my privacy and that of myclassmates are not damaged.
I can assess whether the way my personal data
are used on the digital platform is appropriate andacceptable as regards my rights and privacy.
I can overcome complex situations that can arise
with my personal data and those of my classmates while on the digital education platform, suchas personal data is not used in accordance to the“Privacy policy” of the platform.

8• propose new ideas andprocesses to the field.

At basic level and withguidance, I can:• differentiate simple
ways to avoid health-risks and threats tophysical and psychological well-being while using
digital technologies.
• select simple ways
to protect myself frompossible dangers in digital
environments.
• identify simple digitaltechnologies for social
well-being and social
inclusion.

Examplesof use01
Employment
Scenario:
Use of a
Twitter
account
to shareinformation
on myorganization

Examplesof use02
Learning
Scenario:
Use of theschool’s
digitallearning
platformto shareinformation
on interested
topicsIntermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• differentiate simple
ways to avoid health-risks and threats tophysical and psychological well-being while using
digital technologies.

• explain well-definedand routine ways to how
to avoid health -risks andthreats to physical andpsychological well-being
while using digital technologies.

• select simple ways
to protect myself frompossible dangers in digital
environments.

• select well-defined androutine ways to protect
myself from dangers indigital environments.

• identify simple digitaltechnologies for social
well-being and social
inclusion.

• indicate well-definedand routine digitaltechnologies for social
well-being and social
inclusion.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• explain ways to how
to avoid threats to myphysical and psychological health related with theuse of technology.
• select ways to protect
self and others fromdangers in digital environments.
• discuss on digitaltechnologies for social
well-being and inclusion.

• show different ways to
avoid health -risks andthreats to physical andpsychological well-being
while using digital technologies.
• apply different ways toprotect myself and othersfrom dangers in digital
environments.
• show different digitaltechnologies for social
well-being and social
inclusion.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to avoiding
health -risks and threats
to well-being while using
digital technologies, toprotect self and othersfrom dangers in digital
environments, and to theuse of digital technologies
for social well-being andsocial inclusion.

• create solutions tosolve complex problems
with many interacting
factors that are related
to avoiding health -risks
and threats to well-being
while using digital technologies, to protect self
and others from dangers
in digital environments,
and to the use of digitaltechnologies for social
well-being and social
inclusion.

• discriminate the mostappropriate ways to
avoid health -risks andthreats to physical andpsychological well-being
while using digital technologies.
• adapt the most appropriatee ways to protect
myself and others fromdangers in digital environments.
• vary the use of digitaltechnologies for social
well-being and social
inclusion.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in protecting
health.

8• propose new ideas andprocesses to the field.

I can create a digital campaign of possible healthdangers of using Twitterfor professional reasons(e.g. bullying, addictions,
physical well-being) which
can be shared and usedby other colleagues
and professionals on theirsmartphones or tablets.

I can create a blog oncyberbullying and social
exclusion for my school’s
digital learning platform,
which helps my classmates
to recognise and face
up to violence in digital
environments.

"

1

Foundation"

Competence area 4: Safety 4.3 Protecting health and well-being

To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments(e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.

Proficiency
LevelsProficiency
Levels1Foundation

At basic level and withguidance, I can:• recognise simple environmental impacts ofdigital technologies andtheir use.

Examplesof use01
Employment
Scenario:

To be aware of the environmental impact of digital technologies and their use.

Competence area 4: Safety 4.4 Protecting the environment""

Use of a
Twitter
account
to shareinformation
on myorganization

Examplesof use02
Learning
Scenario:
Use of theschool’s
digitallearning
platformto shareinformation
on interested
topicsIntermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• recognise simple environmental impacts ofdigital technologies andtheir use.

• indicate well-definedand routine environmental impacts of digitaltechnologies and theiruse.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• discuss ways to protect
the environment from theimpact of digital technologies and their use.

• show different ways toprotect the environment
from the impact of digitaltechnologies and their
use.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to protecting
the environment from theimpact of digital technologies and their use.

• create solutions tosolve complex problems
with many interacting
factors that are related
to protecting the environment from the impact ofdigital technologies andtheir use.

• choose the most appropriate solutions toprotect the environment
from the impact of digitaltechnologies and theiruse.

• integrate my knowledge to contribute toprofessional practiceand knowledge andguide others in protecting the environment.

8• propose new ideas andprocesses to the field.

I can create an illustrated video which answers
questions on the sustainable use of digital devices inorganisations of my sector,
to be shared on Twitter, andto be used by staff and byother professionals in the
sector.

I can create a new eBook
to answer questions on
the sustainable use ofdigital devices at schooland home, and share it on
my school’s digital learning
platform in order to be usedby other schoolmates andtheir families.

1

Foundation

At basic level and withguidance, I can:• identify simple technicalproblems when operating
devices and using digital
environments, andExamplesof useHelped by a colleague fromthe IT department:

01
Employment
Scenario:

I can identify a simple technical problem from a list of
those that can arise while
using a digital learning
platform, andUse of adigitallearning
platform
to improvemy careeropportunities

Examplesof use02
Learning
Scenario:
Use of adigitallearning
platform
to improvemy mathskills2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify simple technicalproblems when operating
devices and using digital
environments, and• indicate well-definedand routine technicalproblems when operating
devices and using digital
environments, and• identify simple solutions
to solve them.

• select well-defined androutine solutions to them.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• differentiate technicalproblems when operating
devices and using digital
environments, and• select solutions to them.

• assess technical problems when using digital
environments and operating digital devices, and• apply different solutions
to them.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to technicalproblems when operating
devices and using digital
environments.

• create solutions tosolve complex problems with many
interacting factors thatare related to technicalproblems when operating
devices and using digital
environments.

• appraise technicalproblems when operating
devices and using digital
environments, and• resolve them with themost appropriate
solutions• integrate my knowledge to contribute toprofessional practiceand knowledge and to
guide others in solving
technical problems.

8• propose new ideas andprocesses to the field.

I can identify what type ofIT support would solve it.

Helped by a friend:
I can identify a simple technical problem from a list of
those that can arise while
using a digital learning
platform, andI can identify what type ofIT support would solve it.

"

Competence area 5: Problem solving 5.1 Solving technical problems

To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).

• identify simple solutions to solve them.

Intermediate"

Proficiency
Levels5.2 Identifying needs and technological responses

To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).

Competence area 5: Problem solving""

Proficiency
Levels1Foundation

At basic level and withguidance, I can:• identify needs, and• recognise simple digital
tools and possible technological responses to solve
those needs.
• choose simple ways toadjust and customise
digital environments topersonal needs.

Examplesof use01
Employment
Scenario:
Use of adigitallearning
platform
to improvemy careeropportunities

Examplesof use02
Learning
Scenario:
Use of adigitallearning
platform
to improvemy mathskillsIntermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems,
I can:• identify needs, and• recognise simple digital
tools and possible technological responses to solve
those needs.
• choose simple ways toadjust and customise
digital environments topersonal needs.

With the help of a colleague
from the Human Resource
department who I can consult whenever I need:
From a list of online coursesthat the Human Resources
department has prepared,
I can identify those that fit
with my career improvement needs.
While reading the study
material on the screenof my tablet, I can makethe font larger to help
the readability.

In the classroom with myteacher who I can consult
whenever I need:
From a list of digital mathresources prepared by myteacher, I can choose an
educational game that
can help me to practice
my math skills.
I can adjust the game’sinterface to match withmy mother tongue.

• indicate well-definedand routine needs, and• select well-define androutine digital tools andpossible technologicalresponses to solve thoseneeds.
• select well-defined androutine ways to adjust
and customise digital
environments to personalneeds.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• explain needs, and• select digital tools andpossible technologicalresponses to solve thoseneeds.
• select ways to adjust
and customise digital
environments to personalneeds.

• assess needs,• apply different digital
tools and possible technological responses to solve
those needs.
• use different ways toadjust and customise
digital environments topersonal needs.

HiglySpecialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition using
digital tools and possible
technological responses,
and to adapt and customise digital environments
to personal needs.

• create solutions tosolve complex problems
with many interacting
factors using digital tools
and possible technological responses, andto adapt and customise
digital environments topersonal needs.

• assess needs,• choose the most appropriate digital tools andpossible technologicalresponses to solve thoseneeds.
• decide the most appropriate ways to adjust
and customise digital
environments to personalneeds• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in identifying
needs and technologicalresponses.

8• I can propose new ideas
and processes to the field.

1Foundation

At basic level and withguidance, I can:• identify simple digital
tools and technologies
that can be used tocreate knowledge and toinnovate processes andproducts.
• show interest individually and collectively
in simple cognitive
processing to understandand resolve simple
conceptual problems andproblem situations indigital environments.

Examplesof use01
Employment
Scenario:
Use of adigitallearning
platform
to improvemy careeropportunities

Intermediate2

3

At basic level and withautonomy and appropriate
guidance where needed,
I can:On my own and solving
straightforward problems, I can:• identify simple digital
tools and technologies
that can be used tocreate knowledge and toinnovate processes andproducts• follow individually andcollectively simple cognitive processing to understand and resolve simple
conceptual problems andproblem situations indigital environments.

• select digital tools andtechnologies that can beused to create well-definedknowledge and well-defined
innovative processes andproducts.
• engage individually andcollectively in some cognitive
processing to understand andresolve well-defined androutine conceptual problems
and problem situations indigital environments.

Advanced

4

5

Independently, according to
my own needs, and solving
well-defined and non-routine problems, I can:As well as guiding others,
I can:• differentiate digital
tools and technologies
that can be used tocreate knowledge and toinnovate processes andproducts.
• engage individually andcollectively in cognitive
processing to understandand resolve conceptual
problems and problem
situations in digital
environments.

• apply different digital
tools and technologies
to create knowledge andinnovative processes andproducts.
• apply individually andcollectively cognitive processing to resolve different conceptual problems
and problem situations indigital environments.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems
with limited definition
using digital tools andtechnologies.

• create solutions
to solve complex
problems with many
interacting factors
using digital tools andtechnologies.

• adapt the mostappropriate digital tools
and technologies tocreate knowledge and toinnovate processes andproducts.
• resolve individually andcollectively conceptual
problems and problem
situations in digital
environments.

• integrate my knowledge
to contribute to professional practice andknowledge and guideothers in creatively using
digital technologies.

8• propose new ideas andprocesses to the field.

By myself:
I can use a MOOC’s forum to
ask for well-defined information on the course I am
following and I can use its tools(e.g. blog, wiki) to create a
new entry for exchanging more
information.
I can engage in a collaborative
exercise with other students
using the mind map tool of the
MOOC in order to understand aconcrete issue in a new way.
I can fix problems such as identifying that I am introducing
a question or comment in thewrong place.

02
Learning
Scenario:
Use of adigitallearning
platform
to improvemy mathskillsBy myself:
I can use the MOOC’s forum
to ask for well-defined information on the course I am
following, and I can use theirtools (e.g. blog, wiki) to create a
new entry for exchanging more
information.
I can engage in exercises of the
MOOC that use simulations topractice a math problem that
I failed to solve correctly at
school. Discussing the exercisesin chat with other students
helped me to approach the
problem differently andimproved my skills.
I can fix problems such as identifying that I am introducing
a question or comment in thewrong place.

"

Examplesof use"To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems andproblem situations in digital environments.

Competence area 5: Problem solving 5.3 Creatively using digital technology

Proficiency
LevelsCompetence area 5: Problem solving""

5.4 Identifying digital competence gaps

To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development
and to keep up-to-date with the digital evolution.

Proficiency
Levels1Foundation

At basic level and withguidance, I can:• recognise where myown digital competenceneeds to be improved or
updated.
• identify where toseek opportunities for
self-developments andto keep up-to-date withthe digital evolution.

Examplesof use01
Employment
Scenario:
Use of adigitallearning
platform
to improvemy careeropportunities

2

At basic level and withautonomy and appropriate guidance where
needed, I can:• recognise where myown digital competenceneeds to be improved or
updated,• identify where toseek opportunities for
self-developments andto keep up-to-date withthe digital evolution.

3

Intermediate4

5

On my own and solving
straightforward problems,
I can:

Independently, according to my own
needs, and solving well-defined andnon-routine problems, I can:As well as guiding others,
I can:• explain where mydigital competenceneeds to be improved or
updated,• discuss on where my digitalcompetence needs to be improved
or updated,• indicate where to seek
well-defined opportunities for self-developments and to keep
up-to-date with thedigital evolution.

• indicate how to support of others
to develop their digital competence.
• indicate where to seek opportunities for self-developments andto keep up-to-date with the digital
evolution.

I can discuss the digital competence
I need to be able to use MOOCs
for my professional career with an
employment adviser.
I can tell her where I find and use
MOOCs to develop and update myproficiency level of digital competences to improve my professional
career.
I can deal with any issue while I
am doing these activities, e.g. I canevaluate whether new digital environments that I find while surfing
are appropriate means of improving
my digital competence’ proficiency
level.

Examplesof useI can discuss with a friend the digitalcompetence I need to use the toolsof a MOOC for my studies in math.

02
Learning
Scenario:

I can show my teacher where I findand use MOOCs according to mylearning needs.

Use of adigitallearning
platform
to improvemy mathskillsAdvanced

I can tell her which digital activities
and pages I surf in order to keep mydigital competence updated so that
I can profit the most from digitallearning platforms for my learningneeds.
I can deal with any issue while I am
doing these activities, such as evaluate whether new digital environments that appear while surfing areappropriate for improving my digitalcompetence and getting the mostprofit from the MOOC.

• demonstrate where myown digital competenceneeds to be improved or
updated,• illustrate different
ways to support others in
the development of theirdigital competence.
• propose different
opportunities found for
self-development and tokeep up-to-date with thedigital evolution.

Higly
Specialised

6

7

At advanced level, according to my own needs andthose of others, and incomplex contexts, I can:At highly specialised level,
I can:At the most advanced andspecialised level, I can:• create solutions tocomplex problems withlimited definition thatare related to improving
digital competence, andto find opportunities for
self-development andto keep up-to-date withnew developments.

• create solutions
to solve complex
problems with many
interacting factors thatare related to improving
digital competence, andto find opportunities for
self-development and tokeep up-to-date with thedigital evolution.

• decide which are themost appropriate ways
to improve or update
one’s own digital competence needs,• assess the developmentof others’ digital competence.
• choose the most appropriate opportunities
for self-development andto keep up-to date withnew developments.

• integrate my knowledge to contribute toprofessional practiceand knowledge and to
guide others in identifying digital competence
gaps.

8

• propose new ideas andprocesses to the field.

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