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Technology, Knowledge and Learning
Erschienen in:

29.04.2021 | Original research

A Pragmatic Approach for Evaluating and Accrediting Digital Competence of Digital Profiles: A Case Study of Entrepreneurs and Remote Workers

verfasst von: Juan Bartolomé, Pablo Garaizar, Xabier Larrucea

Erschienen in: Technology, Knowledge and Learning | Ausgabe 3/2022

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Abstract

During the last decades, digital competence has become essential at workplace. Nowadays, it is difficult to find a job where no ICT skills are required. At the same time, there is a lack of ecosystems for adult reskilling in digital competence. Moreover, most of them do not use of a common language and terminology, decreasing the possibilities of being used by a wider public. In addition, the assessment of digital competence cannot be done using simple self-assessment tests, but more complex tools such as simulations or other activities based on real scenarios. Considering this, we designed a performance-based evaluation system following a pragmatic approach based on DigComp framework. We carried out a needs analysis based on expert consultation (63 teleworkers and 82 entrepreneurs) to create an assessment syllabus and implement the assessment modules. Then, we conducted an analysis by experts (n = 21) of the relationship between the content of the tests and the construct it was intended to measure. After refinement, the system was piloted by end-users all over Europe (n = 525). Results confirmed that DigComp was the most appropriate reference when considering the transversality of digital competence, providing researchers with well-defined clear criteria.
Vorheriger Artikel The Patterns of School Improvement in Digitally Innovative Schools
Nächster Artikel Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching

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Metadaten
Titel
A Pragmatic Approach for Evaluating and Accrediting Digital Competence of Digital Profiles: A Case Study of Entrepreneurs and Remote Workers
verfasst von
Juan Bartolomé
Pablo Garaizar
Xabier Larrucea
Publikationsdatum
29.04.2021
Verlag
Springer Netherlands
Erschienen in
Technology, Knowledge and Learning / Ausgabe 3/2022
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-021-09516-3

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