E-Learning, E-Education, and Online Training. Third International Conference, eLEOT 2016, Dublin, Ireland, August 31 – September 2, 2016, Revised Selected Papers

Research Article

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

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  • @INPROCEEDINGS{10.1007/978-3-319-49625-2_6,
        author={David Biggins and Debbie Holley and George Evangelinos and Marketa Zezulkova},
        title={Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy},
        proceedings={E-Learning, E-Education, and Online Training. Third International Conference, eLEOT 2016, Dublin, Ireland, August 31 -- September 2, 2016, Revised Selected Papers},
        proceedings_a={ELEOT},
        year={2017},
        month={1},
        keywords={Competence Capability Framework Toolkit Learning Wellbeing},
        doi={10.1007/978-3-319-49625-2_6}
    }
    
  • David Biggins
    Debbie Holley
    George Evangelinos
    Marketa Zezulkova
    Year: 2017
    Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy
    ELEOT
    Springer
    DOI: 10.1007/978-3-319-49625-2_6
David Biggins1,*, Debbie Holley1,*, George Evangelinos2,*, Marketa Zezulkova3,*
  • 1: Centre for Excellence in Learning
  • 2: Faculty of Health Social Care and Education
  • 3: Charles University
*Contact email: dbiggins@bournemouth.ac.uk, dholley@bournemouth.ac.uk, george.evangelinos@anglia.ac.uk, marketa.zezulkova@fsv.cuni.cz

Abstract

The paper explores and compares digital competence (DigComp) framework, published by EU in 2013 and updated in 2016, with digital capabilities (DigCap) framework introduced within the UK higher and further education context in 2009 and updated in 2015. The similarities found between the updated versions are in the increased focus on data in the context of privacy and overall literacy, as well as in the inclusion of wellbeing into the key areas. The main difference between the digital competence and capabilities frameworks is in the DigComp’s neglect of life-long learning and self-development. The paper further discusses the frameworks, their similarities and differences, through a single UK institution case study of a technology enhanced learning toolkit for HE. It then concludes by arguing for a human-centered approach to digital competence and capability frameworks, in which learning, self-development and wellbeing should play a vital role.