DigComp 2.2 English questionnaire
5.4 Identifying digital competence gaps
Knowledge
I am aware that difficulties experienced while interacting with digital technologies may be due to technical issues, lack of confidence, one’s own competence gap or inadequate choice of digital tool to solve the problem in question.
Knowledge
I am aware that being digitally competent entails the confident, critical and responsible use of digital technologies to achieve goals related to work, learning, leisure, inclusion and participation in society.
Knowledge
I am aware that digital tools can be used to help identify one’s learning interests and setting personal goals in life (e.g. learning pathways).
Knowledge
I know that online learning can offer opportunities (e.g. video-tutorials, online-seminars, blended-learning-courses, Massive Open Online Courses) to keep up-to-date with developments in digital technologies and to develop new digital skills. Some online learning opportunities also accredit the learning outcomes (e.g. through micro-credentials, certifications).
Knowledge
I am aware that AI is a constantly-evolving field, whose development and impact is still very unclear. (AI)
Skills
I know how to get reliable feedback on digital competence through self-assessment tools, digital skills testing and certification.
Skills
I am capable of reflecting on one’s level of competence, and to make plans and take action to upskill (e.g. by joining the municipality training course on digital competence).
Skills
I know how to talk about the importance of recognising “fake news” to others (e.g. elders, youngsters) by showing examples of reliable news sources, and how to differentiate between the two.
Attitudes
I have a disposition to keep learning, to educate oneself and stay informed about AI (e.g. to understand how AI algorithms work; to understand how automatic decision-making can be biased; to distinguish between realistic and unrealistic AI; and to understand the difference between Artificial Narrow Intelligence, i.e. today’s AI capable of narrow tasks such as game playing, and Artificial General Intelligence, i.e. AI that surpasses human intelligence, which still remains science fiction). (AI)
Attitudes
I am open to ask to be taught how to use an application (e.g. how to book a doctor’s appointment on the internet) rather than delegating the task to someone else.
Attitudes
I do not get discouraged by the fast pace of technological changes but believes that one can always learn more about how technology can be used in today’s society.
Attitudes
I am ready to value my own potential, as well as others´ potential, to continuously learn using digital technologies as a lifelong process that requires openness, curiosity and determination.
Attitudes
I am willing to help others to improve their digital competencies, building on their strengths and mitigating their weaknesses.
Use Case Employment scenario
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.
Use Case Employment scenario
By myself - I can engage in a collaborative exercise with other students using the mind map tool of the MOOC in order to understand a concrete issue in a new way.
Use Case Employment scenario
By myself - I can fix problems such as identifying that I am introducing a question or comment in the wrong place.
Use Case Learning Scenario
By myself - I can fix problems such as identifying that I am introducing a question or comment in the wrong place.
Use Case Learning Scenario
By myself - I can use the MOOC’s forum to ask for well-defined information on the course I am following, and I can use their tools (e.g. blog, wiki) to create a new entry for exchanging more information.
Use Case Learning Scenario