"The Scoreboard assesses progress with respect to the targets set out in the Digital Agenda. In addition, it provides analysis and detailed data on all the policy areas covered by the Digital Agenda".
També hi ha informes de tendències en diferents àrees, per exemple, e-skills:
- "14% of Europeans have low level computer skills, 25% have medium level skills and 27% have high level skills. At the same time, 30% of Europeans have low level internet skills, 2% have medium level skills and 11% have high level skills. These figures have not hanged significantly over the past 2 years, increasing by only 2 percentage points".
En aquest informe també s'expliquen quines són les competències digitals (pàgina 5):
Box 1: A Conceptual framework for Digital Competence The conceptual framework that is used in this chapter is the one developed in the Digital Agenda Scoreboard 2011, chapter 6, p. 5 and is reproduced here (table 1).
Table 1: Conceptual framework for digital competenceEnvironmental factors (1) Access to ICT •Computers•Internet•Mobile devices•EtcIndividual competence (2) Operational skills •Basic computers skills•Basic internet skills(3) Active application to aspects •Work/professional of life •Learning (LLL)•Communication•Participation in society•Leisure•Collaborative networkingPersonal attitudes (4) Personal attitudes •Critical/reflective use•Responsible use•Legal and ethical principles•Confident use•Creative use
(pàgina 8). Això podria servir per realitzar algun estudi de l'OBSI sobre el nivell de competències digitals de la població o els professionals de les Illes Balears.
Box 2: The skills index
The Eurostat Community Survey on ICT Usage asks questions related to either 6 different
internet or computer related skills. Individuals who have performed 1 or 2 of these tasks are
considered to be low skilled; those with 3-4 are medium skilled and those with 5-6 are high
skilled.
The computer skills included are the percentages of individuals who have:
• copied or moved a file or folder
• used copy and paste tools to duplicate or move information within a document
• used basic arithmetic formulas in a spreadsheet
• compressed (or zipped) files
• connected and installed new devices, e.g. a modem
• and, wrote a computer program using a specialized programming language
The internet skills included are the percentages of individuals who have:• used a search engine to find information;
sent an email with attached files;
• posted messages to chat rooms, newsgroups, or an online discussion forum;• used the internet to make a phone call;• used peer-to-peer file sharing;• and, created a web page.
As this year’s survey contained a special module on ICT skills, this year the survey also
contained questions for both internet and computer related skills. Instead of the usual 6
questions on either computer or internet related activities, this year there were 10 computer
related activities and 8 internet related activities. The extra questions relate to:
Extra computer-related activities• Transferring files between computer and other devices• Modifying or verifying the configuration parameters of software applications• Creating electronic presentations with presentation software (e.g. slides)• Installing a new or replacing an old operating systemExtra internet-related activities• Uploading text, games, images, films or music to websites• Modifying the security settings of internet browsers
A la pàgina 14 hi ha una taula sobre els resultats a Europa i el grau de dificultat per a cada tasca.
La taula 4 de la pàgina 16 i 17 també és interessant
Per exemple:
Utilitzar els mitjans socials per temes lúdics els fa servir un poc més de la meitat dels usuaris:
Participating in social networks
(creating user profile, posting
messages or other contributions to
Facebook, Twitter, etc.) 53% Communication
Però utilitzar els mitjans socials per temes professionals i la participació política els fa servir just just el 10% dels usaris o inclús menys en segons quins usos:
- Participating in professional networks (creating user profile, posting messages or other contributions to LinkedIn, Xing, etc.) 10% Professional life
- Taking part in on-line consultations or voting to define civic or political issues (e.g. urban planning, signing a petition) 10%
- Civic and political participation Subscribing to news services or products to receive them regularly 8% Access to information
- Doing an online course (of any subject) 7% Learning
(pàgina 32)
Box 4: DEFINITIONSOperational skillsFor the purposes of this survey, operational skills were defined to comprise the following:production of text using a word processing programme; capturing and editing digital photos,
movies or other graphics; editing online text containing internet links and images; creating a
database; editing a questionnaire online; emailing a file to someone/another student or
teacher; organising computer files in folders and sub-folders; using a spreadsheet; using a
spreadsheet to plot a graph; creating a presentation with simple animation functions; creating
a presentation with video or audio clips; and downloading and installing software onto a
Social media skills
Social media use and activities refer to recent internet tools and practices ranging from social
networking and blogging, to “folksonomies” and “mash ups”. In a technical sense, Web 2.0
refers to an increased socialisation of internet tools, applications and services, as opposed to a
transmission of content from “one to many” in web 1.0.
For the purposes of this survey, social media skills were defined as consisting in the
following: the ability to participate in an online discussion forum; the ability to create and
maintain blogs or websites; and the ability to participate in social networks.
(pàgina 34)
Box 5: DEFINITIONS
Ethical use of the internetFor the purposes of this survey, the definition of the ethical use of the internet included the
ability to use the internet safely to protect their privacy and online reputation, as well as to
respect the privacy and online reputation of others. It also included the ability to use the
internet to protect oneself against online bullying, spam and junk mail.
Responsible use of the internetThe ability to use the internet responsibly was defined in the following way, for the purposes
of this survey: the ability to judge the reliability of information found on the internet; to
identify online sources of reliable information; and to use information found on the internet
(pàgina 40)However, it must be remarked that despite the positive trends on internet access
and usage by the young age group or the so-called digital natives, recent research17 points out
a few less positive trends, which need future attention. For example, young people generally
lack critical ICT skills; in addition, there is a digital divide in the frequency, the use of
internet and in the online risks assumed by young people, which are affected by socioeconomic
conditions; finally, the ICT skills of young people are inadequate to meet the
requirements of the labour market.In terms of how internet and computer skills were
obtained one in two Europeans reported self-study (learning by doing) and informal
assistance from colleagues, relatives and friends, while one in three declared that they
obtained their skills from an educational institution (28%). As expected, the older the
individual is, the less likely it is that he or she has obtained their skills at school, since the
development and increased use of digital tools is a rather recent phenomenon.
(pàgina 41). Dr. TIC podria ser un "Digital Champion"?
To this end, the Commission supports a number of initiatives, such as the Get Online Week
and the e-Skills Week. In addition, there is relevant funding available from CIP ICT PSP
programme 2012, while significant efforts are underway to improve the competence of ICT
practitioners and users in the context of the European Qualifications Framework. Another
high-profile program is the "Digital Champions" initiative that was announced recently by the
President of the European Commission. The purpose of this program is for every member
state to have its own “digital champion” – a high-profile, dynamic and energetic
individual responsible for getting everyone in their country online and improving digital
skills. The digital champion would work with education authorities, industry, and grassroots
activists and would be independent of but reporting to central government. In the longer term
perspective, digital literacy is becoming a priority in the European Social Fund (2014-2020)
and will be translated into national plans. The European Commission is also launching a
"Creative classrooms" initiative, which will help mainstream innovation in learning and
teaching and hopefully providing a systemic impact. Moreover, increased attention is given to
'Open Educational Resources' and its contribution to an open sharing of ideas and knowledge.
Besides, the transition to a knowledge based and innovation driven
economy suggests that the success of the EU's growth strategy, Europe 2020, itself depends
largely on the skills, competences and resourcefulness of the European workforce.
És important seguir els programes mencionats per si tenim oportunitat de presentar-hi projectes d'alfabetització digital.
PD: aprofitaré aquesta informació per escriure un article pel blog de l'iBit.
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