Apresentação crítica do Quadro Europeu de Competência Digital (DigComp) e modelos relacionados

Abstract

The purpose of this article is to critically present to the Portuguese-language reader the series of documents on digital competences called DigComp, prepared by the European Commission’s Joint Research Center (JRC), in addition to other related reports. The methodology included research on the Internet, a systematic literature review and critical reading of documents. The results indicated that these documents are based on a series of Communicatios of the European Commision and Recommendations of the European Parliament, published between 2006-2018, which point to the necessary competences for lifelong learning, amongst which digital competences, besides presenting the commitments made by the European Union on this front. Different frameworks were then developed: DigComp 1.0, DigComp 2.0 and DigComp 2.1, aimed at citizens, in addition to DigComp into action, with examples and practical cases; DigCompEdu, DigCompOrg and OpenEdu, focused on education; and DigCompConsumers and EntreComp, focused on business, in addition to EntreComp into action, with examples and practical cases. These documents are presented, compared, and discussed. Studies of general trends in these areas were also identified, which are mentioned but not discussed in this article, on topics such as: MOOCs, makerspaces, learning analytics, computational thinking, blockchain and policies for the integration and innovative use of digital technologies in education. The article concludes that these frameworks are important milestones for understanding and developing digital competences, however, there is not a wealth and series of similar documents developed in Brazil.

Qual a aplicabilidade do Referencial DigCompEdu para o ensino superior online? Um estudo com professores portugueses

“…Competências Essenciais e Quadros de Referência Fonte: C. Santos (2023) níveis educacionais (Lucas & Moreira, 2018), não possuindo, dessa forma, elementos-chave para o ensino online, nem mesmo o blended learning (Mattar et al, 2020;Viñoles-Cosentino et al, 2022). Sendo assim, entendeu-se necessário desenvolver um estudo que identifique se as competências contidas neste quadro de referência são aplicáveis quanto à prática docente no ensino superior online, mesmo que não represente a totalidade de competências digitais necessárias, o que possibilitará o desenvolvimento de novos quadros de referência em formato de extensões, tomando como referencial central o DigCompEdu.…”

Framework para desenvolvimento de competências digitais de enfermeiros da saúde indígena: Mukaturusá

“…− -Permanece sendo necessária a disponibilização de dados e prontuários off-line tendo em vista que o acesso à internet costuma sofrer interrupções; c. Para a customização preliminar do framework, optou pelo aproveitamento do DigComp, versão 2.2, que, desde o lançamento de sua primeira versão em 2013, permanece com elevada aceitação em vários países, dentro e fora do continente europeu. Trata-se de um documento versátil e que, conforme Mattar et al (2020), tem servido de base para inúmeras iniciativas visando atender diferentes contextos e necessidades. No caso específico do objeto de estudo desse trabalho de tese, considerando-se todos os referenciais identificados no decorrer da pesquisa, o DigComp 2.2. se destacou por apresentar uma estrutura com excelente fundamentação conceitual e usabilidade; d. A partir do DigComp 2.2, considerou-se os fundamentos elencados no âmbito de suas áreas e competências.…”

Self-Assessment of Digital Competence for Educators: a Brazilian Study with University Professors

“…The self-assessment proposed by DigCompEdu has become highly relevant once it permits the definition of the level of digital competence of each educator and, above all, to understand how to evolve to the following levels, towards obtaining digital fluency. Furthermore, the framework outlines six different stages through which questionnaire permits us to verify the levels for each of the six areas of competence and, thus, measure the type of development best adequate for each educator, i.e., which areas require further investment, and those that are closer to a level of fluency Mattar et al, 2020).…”