Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía

1
Joint Research Centre
the European Commission's
in-house science service
Jornada sobre competencia digital
Universidad de Zaragoza,
20 de Marzo 2017
DigComp: Marco Europeo
de Competencias
Digitales para la
ciudadanía
Stephanie Carretero, Riina
Vuorikari, Yves Punie

22
JRC: servicio científico interno de la
Comisión Europea. Proporciona
asesoramiento científico y técnico
para apoyar la política europea
Education and Skills
team
> 80 publicaciones gratuitas online
Principales clientes: DG EAC & DG
EMPL
Nueva estructura y organigrama
desde el 1 de Julio de 2016
DG JRC – Directorate
Innovation and Growth
Unit B4 Human Capital and
Employment

33
1. Las competencias digitales
como prioridad política europea

5
Abril2016
Digital Agenda Score Board, 201

66
Digital Skills Index (2016) – La población europea:
• 45% insuficientes competencias digitales: 17
Estados Miembros % superior
• 21% no competencias digitales
• 26% nunca ha usado software básicos
• 35% no sabe que los cookies rastrean sus
movimientos online

77
• Ciudadanos con competencias digitales más posibilidad
de tener un empleo– población inmigrante con
competencias digitales más posibilidades de tener un
trabajo, promocionar, etc (Carretero et al., 2016)
http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/IEM_Icte
gra.html
• Facilita el cambio tecnológico en los sistemas y servicios
públicos – Bajas competencias digitales entre
profesionales de la salud barrera para la incorporación
digital (Carretero et al., 2013, Carretero, 2015)
http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/carers.ht
ml

1010
Competencia digital y participación en MOOCs
0
1
2
3
4
5
6
7
Lower quintile
digital
competence
Medium low
quintile digital
competence
Medium
quintile digital
competence
Medium high
quintile digital
competence
Higher quintile
digital
competence
Enrolled Completed Completed with certificate
• High self-declared level of digital skills
• Clear relationship between digital skills and participation in MOOCS
Position in digital skills quintile
and participation in MOOCs in the
past
N=1910 (ALL MOOCs), Genocide MOOC only included for Enrolled.
Fuente: Castaño Muñoz, J et al.
(2016):
MOOCs in Europe: Evidence from
pilot surveys with universities and
MOOC learners.
https://ec.europa.eu/jrc/sites/jrcsh/fil
es/JRC%20brief%20MOOCs_JRC1019
56.pdf
La competencia digital
juega un papel clave en
la intensidad de
participación en las
MOOCs. A mejor
competencia digital del
participante, más
participación en
MOOCs.

1111
"La transformación digital está
cambiando el mercado laboral y
la naturaleza del trabajo"
Necesita de un conjunto de
competencias transversales:
digitales, liderazgo,
emprendimiento, ingeniería.
No atendidas por sistemas
educativos y de formación

1414
New Skills Agenda for Europe: 3 prioridades:
• Mejorar el nivel de competencias y su
relevancia para el mercado laboral en Europa
• Hacer que las competencias y las
cualificaciones sea más fáciles de entender y
comparar entre fronteras y sectores
económicos.
• Mejorar la previsión y la comprensión de las
necesidades de competencias ahora y en el
futuro the future.
Foco en digital skills
Revisión del marco de competencias
claves: DigComp para un
entendimiento común y potenciar las
competencias digitales

1515
New Skills Agenda for Europe
DigComp – Digital Competence Framework
como marco para un entendimiento común

1616
1 Diciembre 2016 –
Se lanzó la "Digital Skills and Jobs Coalition"

1717
https://destree.eventsair.com/digital
-competence-entrepreneurship-
competence-framework/save-the-
date-digcomp-
entrecomp/Site/Register

1818
2. El Marco de Competencias
Digitales para la Ciudadanía
(DigComp)
https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
Encomendado y
financiado por la DG
Empleo de la
Comisión Europea

1919
Estudios (2010 - …)
¿Qué es la competencia digital?:
• Identificar y describir los componentes claves de la competencia
digital (DC) en términos de conocimiento, habilidades y actitudes.
• Completo, científico y validado por los stakeholders
¿Para qué?:
• Muchas iniciativas pero falta un entendimiento y referencia común
• Meta marco a los que iniciativas actuales puedan referirse
• Herramienta para la implementación, medición, desarrollo del
currículo, competencias del profesorado, certificación y
autoevaluación.

20
Mapeo
conceptual
Análisis de
casos de
estudio
Workshop de
expertos
Consulta
online
Primera propuesta
Consulta Stakeholders
Propuesta validada
69 referencias 100+ (15 in-depth) 95 expertos 17 + 9 EC
40 consultants
Metodología

23
JRC IPTS study on
Digital Competence for DG EAC A3 (2010-2012)
Dimension 1
Competence areas (5)
Dimension 2
Competences (21)
1.
Información
1.1 Navegación, búsqueda y filtrado de información
1.2 Evaluación de la información
1.3 Almacenamiento y recuperación de la información
2. Comunicación 2.1 Interacción mediante nuevas tecnologías
2.2 Compartir información y contenidos
2.3 Participación ciudadana
2.4 Colaboración mediante canales digitales
2.5 Netiqueta
2.6 Gestión de la identidad digital
3.
Creación de contenidos
3.1 Desarrollo de contenidos
3.2 Integración y reestructuración
3.3 Derechos de autor y licencias
3.4 Programación
4.
Seguridad
4.1 Protección de dispositivos
4.2 Protección de datos personales
4.3 Protección de la salud
4.4 Protección del entorno
5.
Resolución de problemas
5.1 Resolución de problemas técnicos
5.2 Identificación de necesidades y respuestas tecnológicas
5.3 Innovar y utilizar la tecnología de forma creativa
5.4 Identificación de lagunas en la competencia digital

2424
Estructura del marco para la Competencia Digital
•Dimensión 1: Áreas de competencias (5)
•Dimensión 2: Competencias (21)
•Dimensión 3: Niveles de competencias (3)
•Dimensión 4: Ejemplos de conocimientos, habilidades y
actitudes
•Dimensión 5: Aplicabilidad según los distintos objetivos (ocio,
social, comprar y vender, aprendizaje, empleo, ciudadanía,
bienestar)
Modelo de
referencia
conceptual

2626
Actualización de DigComp: 2015-2016
¡Listo!
¡En proceso!
Publicación
Abril 2017

2727
Fase 1: Actualización del modelo de referencia
conceptual
https://ec.europa.eu/jrc/en/digcomp
• Las 5 areas y 21 competencias
se mantienen más o menos
igual:
• Actualización de vocabulario
(online vs digital)
• Actualizaciones conceptuales
(protección de datos, derecho
al olvido)
•Reducción de redundancias
• Mayor cambio en 3.4
Programación

2828
Competence areas Competences
1. Information and data
literacy
1.1 Browsing, searching and filtering data, information and digital content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content
2. Communication and
collaboration
2.1 Interacting through digital technologies
2.2 Sharing through digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity
3. Digital content creation 3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences
3.4 Programming
4. Safety 4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5. Problem solving 5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps

2929
Competence areas
Dimension 1
Competences
Dimension 2
1. Information and
data literacy
To articulate information needs, to search for data, information and content in digital
environments, to access them and to navigate between them. To create and update personal
search strategies.
1.2 Evaluating data, information and digital content
To analyse, compare and critically evaluate the credibility and reliability of sources of data,
information and digital content. To analyse, interpret and critically evaluate the data,
information and digital content.
1.3 Managing data, information and digital content
To organise, store and retrieve data, information and content in digital environments. To
organise and process them in a structured environment.

3030
2. Communication
and collaboration
2.1 Interacting through digital technologies
To interact through a variety of digital technologies and to understand appropriate digital
communication means for a given context.
2.2 Sharing through digital technologies
To share data, information and digital content with others through appropriate digital
technologies. To act as an intermediary, to know about referencing and attribution practices.
2.3 Engaging in citizenship through digital technologies
To participate in society through the use of public and private digital services. To seek
opportunities for self-empowerment and for participatory citizenship through appropriate
digital technologies.
2.4 Collaborating through digital technologies
To use digital tools and technologies for collaborative processes, and for co-construction
and co-creation of resources and knowledge.
2.5 Netiquette
To be aware of behavioural norms and know-how while using digital technologies and
interacting in digital environments. To adapt communication modes and strategies to the
specific audience, to be aware of cultural and generational diversity in digital environments.
2.6 Managing digital identity
To create and manage one or multiple digital identities, to be able to protect one's own
reputation, to deal with the data that one produces through several digital tools,
environments and services.

3131
3. Digital content
creation
3.1 Developing digital content
To create and edit digital content in different formats, to express oneself through digital
means.
3.2 Integrating and re-elaborating digital content
To modify, refine, improve and integrate information and content into an existing body of
knowledge to create new, original and relevant content and knowledge.
3.3 Copyright and licences
To understand how copyright and licences apply to information and digital content.
3.4 Programming
To plan and develop a sequence of understandable instructions for a computing system to
solve a given problem or perform a specific task.

3232
4. Safety 4.1 Protecting devices
To protect devices and digital content, and to understand risks and threats in digital
environments. To know about safety and security measures and to have due regard to
reliability and privacy.
4.2 Protecting personal data and privacy
To protect personal data and privacy in digital environments. To understand how to use and
share personally identifiable information while being able to protect oneself and others from
damages. To understand that digital services use a “Privacy policy” on how personal data is
used.
4.3 Protecting health and well-being
To be able to avoid health-risks and threats to physical and psychological well-being while
using digital technologies. To be able to protect oneself and others from possible dangers in
digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-
being and social inclusion.
4.4 Protecting the environment
To be aware of the environmental impact of digital technologies and their use.

3333
5. Problem solving 5.1 Solving technical problems
To identify technical problems when operating devices and using digital environments, and
to solve them (from trouble-shooting to solving more complex problems).
5.2 Identifying needs and technological responses
To assess needs and to identify, evaluate, select and use digital tools and possible
technological responses to solve them. To adjust and customise digital environments to
personal needs (e.g. accessibility).
5.3 Creatively using digital technologies
To use digital tools and technologies to create knowledge and to innovate processes and
products. To engage individually and collectively in cognitive processing to understand and
resolve conceptual problems and problem situations in digital environments.
5.4 Identifying digital competence gaps
To understand where one’s own digital competence needs to be improved or updated. To
be able to support others with their digital competence development. To seek opportunities
for self-development and to keep up-to-date with the digital evolution.

3434
Actualización de DigComp: 2015-2016
¡Listo!
¡En proceso!
Publicación
Abril 2017

3535
Actualización: Segunda fase
• 3 a 8 niveles de competencia: resultados de aprendizaje, inspirado
en el EQF – Publicación prevista Abril 2017
DigComp 1.0 Level in 2.1
Complexity of tasks Autonomy
Cognitive
domain
Foundation
1 Simple tasks With guidance Remembering
2 Simple tasks
Autonomy and with
guidance where needed
Remembering
Intermediate
3
Well-defined and routine tasks,
and straightforward problems
On my own Understanding
4
Tasks, and well-defined and non-
routine problems
Independent and
according to my needs
Understanding
Advanced
5 Different tasks and problems Guiding others Applying
6 Most appropriate tasks
Able to adapt to others in
a complex context
Evaluating
New to 2.1
Highly-
specialised
7
Resolve complex problems with
limited solutions
Integrate to contribute to
the professional practice
and to guide others
Creating
8
Resolve complex problems with
many interacting factors
Propose new ideas and
processes to the field
Creating

3636
1. Information and data literacy
To articulate information needs, to search for data, information and content in digital environments, to access them and to navigate
between them. To create and update personal search strategies.
Proficiency levels
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Foundation Intermediate Advanced Highly specialised (new)
At basic level and
with guidance, I
can:
At basic level and
with autonomy
and appropriate
guidance where
needed, I can:
On my own and
solving
straightforward
problems, I can:
Independently
, according to
my own
needs, and
solving well-
defined and
non-routine
problems, I
can:
As well as
guiding others,
I can:
At advanced
level, according
to my own needs
and those of
others, and in
complex
contexts, I can:
At highly
specialised
level, I can:
At the most
advanced and
specialised
level, I can:
● identify my
information needs,
● find data,
information and
content through a
simple search in
digital environments,
● find how to access
these data,
information and
content and navigate
between them.
● identify simple
personal search
strategies.
● identify my
information needs,
● find data,
information and
content through a
simple search in
digital environments,
● find how to access
these data,
information and
content and navigate
between them.
● identify simple
personal search
strategies.
● explain my
information needs,
● perform well-
defined and routine
searches to find
data, information
and content in
digital
environments,
● explain how to
access them and
navigate between
them.
● explain well-
defined and routine
personal search
strategies.
● illustrate
information
needs,
● organise the
searches of
data,
information and
content in
digital
environments,
● describe how
to access to
these data,
information and
content, and
navigate
between them.
● organise
personal search
strategies.
● apply
information
needs,
● apply searches
to obtain data,
information and
content in digital
environments,
● show how to
access to these
data, information
and content and
navigate
between them.
● propose
personal
information
strategies.
● assess
information needs,
● adapt my
searching strategy
to find the most
appropriate data,
information and
content in digital
environments,
● explain how to
access to these
most appropriate
data, information
and content and
navigate among
them.
● vary personal
search strategies.
● create solutions
to complex
problems with
limited definition,
that are related
to browsing,
searching and
filtering of data,
information and
digital content.
● integrate my
knowledge to
contribute to
professional
practice and
knowledge and
guide others in
browsing,
searching and
filtering data,
information and
digital content.
● create solutions
to solve complex
problems with
many interacting
factors, that are
related to
browsing,
searching and
filtering data,
information and
digital content.
● propose new
ideas and
processes to the
field.

3737
Employment
Scenario: Job
seeking
process
With help from an
employment adviser:
I can identify, from a list,
those job portals which
can help me look for a job.
I can also find these job
portals in my smartphone's
app store, and access and
navigate between them.
From a list of generic
keywords for job seeking
available in a blog on job
hunting, I can also identify
the keywords that are
useful for me.
With the help if
necessary of an
employment adviser
I can identify, from a
list, those job portals
which can help me look
for a job.
I can also find these job
portals in my
smartphone's app store,
and access and navigate
between them.
From a list of generic
keywords for job
seeking available in a
blog on job hunting, I
can also identify the
keywords that are useful
for me.
By myself:
I can name the job
portals I routinely use
to help me look for a
job.
I can use well-defined
keywords to find jobs
portals my
smartphone's app store
, and explain to the
employment adviser
how I access and
navigate between
them.
I can explain to the
employment adviser
why I usually use
certain keywords to find
job portals and apps in
my smartphone
I can fix problems such
as accessing to the
wrong portal or job app,
or navigating away
from portals that I
routinely use.
I can give examples
to the employment
adviser of suitable
job portals or apps
that I use as for my
job seeking needs.
I can organise my
own search strategy
such as using
keywords and
checking apps'
evaluation, in order
to find suitable apps
on my smartphone
that fit with my job
profile.
I can describe to the
employment adviser
how I access and
navigate between the
apps I have found
through this
organised search
strategy.
I can organise my
search strategy in an
online spreadsheet
(like Google
Spreadsheet), with
the list of keywords
that are useful for
finding job portals
and apps with job
offers related to my
job profile on my
smartphone.
While I am doing
these activities, I can
resolve issues such
as evaluate new apps
that come up in my
smartphone's app
store as a result of
my search, or add
new keywords to my
personal search
strategy if I don't find
appropriate job
portals and offers.
When job
seeking, I can
find job portals
and apps related
to my job profile
in any
environment by
using either
routine or new
digital resources
(OS, apps,
devices).
I can also show a
friend how to find
apps on her
smartphone,
using different
keywords and
evaluation criteria
to select those
that fit her job
profile.
I can explain to
her how to access
and navigate
between these
apps to find
appropriate job
vacancies.
I can make an
online
presentation (like
Google Slide) on
job seeking
containing the
main keywords,
job ads, blogs,
wikis, apps and
portals I use
when job
seeking, and
share it with
other job
seekers.
I can assess the most
appropriate job portals
for job vacancies
according to my job
seeking needs and
those of a friend.
I can find those job
apps adapted to my
job seeking needs and
those of a friend, and I
can differentiate
between appropriate
and inappropriate
portals and apps, pop-
up information or spam
while I am accessing
and navigating
between apps.
I can explain to other
job seekers how I
perform these
searches, and I can
overcome unexpected
situations that arise in
the digital environment
(spam, inappropriate
job portals, problems
with the downloading,
etc.) in order to find
appropriate apps on
my smartphone.
I can make an online
presentation (e.g.
using Google Slide) on
job seeking with the
most appropriate
keywords, job ads,
blogs, wikis, apps and
portals adapted to
different job profiles
(e.g. using hyperlinks),
and allowing other job
seekers to collaborate,
and give examples on
how to overcome
complex situations
when job seeking (e.g.
not finding appropriate
job ads, fake or old job
ads, etc.)
I can create a digital
collaborative platform
(blog, wiki, etc.) which
can be used by other
job seekers to filter
job portals and offers
according to their job
seeking needs.
I can create new apps
for browsing,
searching and filtering
job portals and offers,
according to job
seekers' needs.
Examples of use

3838
Actualización: Segunda fase
• Elaboración de una herramienta de evaluación de
competencias digitales: Disponible para 2018
Inclusion
en el
nuevo
Europass

3939
Diseño de un instrumento de evaluación para
DigComp v2.1
• Basado en una revisión de la bibliografia (22 instrumentos)
• Instrumento combinará ítems de autoevaluación y de
conocimiento procedimental
• Destinado a individuos con bajo nivel o ninguno de
competencia digital
• Asegurar la fiabilidad y la validez: intercambio con agentes
implicados y usuarios finales, y piloto del instrumento en una
muestra en 3 Estados Miembros.
• Finalizado para mediados de 2018

4141
Galeria de implementación:
https://ec.europa.eu/jrc/en/digcomp/implementation
Diferentes usos
de DigComp en
educación,
formación y
empleo
Apoyo y
formulación
de políticas
- Apoyo para
políticas/documentos
estratégicos (ej. DESI, IKANOS)
- Mapeo con otro marco (ej. E-CF,
vocabulario ESCO, ECDL)
Planificación
formativa
- Revisión de curriculum/análisis
de necesidades (ej. Extremadura,
Region Flamenca- BE)
- Desarrollo de oferta educativa y
de formación (ej. INTEF)
- Competencias para el empleo
(ej. Telecentros)
Evaluación y
certificación
- Autoevaluación (ej. CV Europass)
- Evaluación: de estudiantes (ej.
En Estonia) y certificación de
competencias (ej. IKANOS, ECCC)

4242
Report the uptake!

4343
TEACHER
PROFESSIONAL
DEVELOPMENT
E & T CONTENT
/STUDENT
ASSESSMENT
ASSESMENT FOR
EMPLOYABILITY
POLICY SUPPORT,
FRAMEWORK
IMPLEMENTATION
SPAIN
The Min. of Education, INTEF created
Common Framework for Teacher
Digital Competence based on
DigComp. Use agreed between State
and Regional governments.
LITHUANIA
Translation of the DigComp
framework by the Education
Development Centre. Used for
Teacher PD
NAVARRA, SPAIN
Navarra Department of Education uses
DigComp as a key reference for strategic
planning
EXTREMADURA, SPAIN
Extremadura implements Teachers
Digital Competence Portfolio based on
DigComp
Member State
implementations
Jan 2017
ESTONIA
From 2017 on, all 9th
graders will be evaluated
using DigComp
BASQUE COUNTRY, SPAIN
Ikanos project developed by the Basque
Government to deploy the Digital Agenda.
Free DigComp self-assessment and
training
POLAND
The Min. of Digital Affairs published a
catalogue of digital competence
frameworks for Digital Poland 2014-
2020 referring to DigComp
POLAND
Training for certification purposes
based on DigComp provided by ECCC
Foundation and ECDL in Poland.
NORWAY
The Centre for ICT in Education uses DigComp
as a references to develop a DigComp
framework for the teaching profession
ITALY
Italian Digital Agenda
will translate and implement
DigComp as part of its strategy
PORTUGAL
The Min. of Education uses DigComp
as an input for teachers' PD.
Translation by CIDTFF, supported by
the MoE
FLANDERS, BELGIUM
Dept. of Education use DigComp for a
curricula review and development of adult
education courses
EMILIA-ROMAGNA REGION, IT
Uses DigComp to re-design
courses/materials in Pane e internet,
an e-inclusion initiative
CROATIA
e-Schools project by Croatian
Academic and Research Network uses
DigComp to support teachers
FRANCE
PIX platform being developed by
the Min. of Education to certify
digital skills based on DigComp
ANDALUCIA, SPAIN
"Andalucia digital" offers free DigComp
self-assessment and training for job-
seekers
MALTA
Use of DigComp by the Ministry for
Education and Employment in Maltese
"Digital Strategy "
SLOVENIA
Translated by National Education
Institute. DigComp used in assessing
UNITED KINGDOM
Basic Digital Skills framework,
created by GO UK, aligns with
DigComp
REBIUN, SPAIN
The Network of Spanish University
Libraries (REBIUN) uses DigComp to upskill
students in 76 Spanish universities
GERMANY
A new strategy 'Education in the digital
world' (Bildung in der digitalen Welt)
builds on DigComp (+2 other frameworks)

4444
Diferentes usos
de DigComp en
educación,
formación y
empleo
Apoyo y
formulación
de políticas
- Apoyo para
Planificación
formativa
(ej. Telecentros)
Evaluación y
certificación

4545
DG JUSTICE AND
CONSUMERS
Development on-going
of the Consumers' Digital
Competence Framework based
on DIGCOMP
DG EDUCATION AND
CULTURE
Development starting
on the Teacher Digital
Competence Framework for
based on DIGCOMP.

4747
Diferentes usos
de DigComp en
educación,
formación y
empleo
Apoyo y
formulación
de políticas
- Apoyo para
Planificación
formativa
de formación (ej. INTEF, REBUIN)
(ej. Telecentros)
Evaluación y
certificación

4848
Spain, La Red de Bibliotecas Universitarias
Españolas (The Network of Spanish University
Libraries)
REBIUN, the Network of Spanish University Libraries
uses DigComp to upskill students in its network of 76
Spanish universities.

5151
http://mooc.educalab.es/courses
• Protégete en la red
• Medidas y actuaciones frente el
ciberacoso
• Comunícate en digital
• ¿Postureo o salud?
• Navega en digital
• ¿Gestionas eficazmente tu formación?
• Resume visualmente con infografías
• !Qué sencillo es respetar al autor!
• Aclarar conceptos de forma creativa
• Estar al día con la competencia digital

5252
Portfolio de Competencia Digital Docente de Extremadura
• Determina el nivel competencia de cada
area según DigComp: Usuario
principiante (A1 y A2), medio (B1 y B2),
y Avanzado y experto (C1 y C2)
• Conocimientos, destrezas y actitudes por
incorporar
• Itinerarios formativos y de capacitación
para mejorar

5454
Diferentes usos
de DigComp en
educación,
formación y
empleo
Apoyo y
formulación
de políticas
- Apoyo para
Planificación
formativa
(ej. Telecentros)
Evaluación y
certificación

5757
Andalucía es digital – Junta de Andalucía
Adaptado de
DIGCOMP

5858
https://pix.beta.gouv.fr/

6161
Competencia digital:
• Disponibilidad de un marco de referencia a nivel europeo
• Cada vez más importante para todos (jóvenes, mayores, en
búsqueda de empleo, trabajadores, profesores, etc. )
• Uso Competencia
• Hay que mantener y actualizar las competencias digitales: es un
proceso continuo y cambiante con la evolución de las TICs:
DIGCOMP v2.0
• No hay que tener el máximo nivel de competencias – Depende
del uso pero más es mejor ()
• El marco es neutral y descriptivo (no prescriptivo)

6262
https://ec.europa.eu/jrc/en/digcomp

63
Stay in touch
JRC Science Hub:
ec.europa.eu/jrc
Twitter and Facebook:
@EU_ScienceHub
LinkedIn:
european-commission-joint-research-centre
YouTube:
JRC Audiovisuals
Vimeo:
Science@EC
Stephanie.carretero-gomez@ec.europa.eu
@deunacarretero

Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía

Similar to Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía (20)

More from Biblioteca de la Universidad de Zaragoza

More from Biblioteca de la Universidad de Zaragoza (20)

Recently uploaded

Recently uploaded (20)

Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía