Construction and Validation of a Model of Digital Competencies for Distance Education Students in Brazil: MCompDigEAD
DOI:
https://doi.org/10.17398/1695-288X.19.1.45Keywords:
Digital Competences, Distance Learning, Online students, Competence FrameworkAbstract
This article deals with the construction and validation of the Model of Digital Competences in Distance Education (DE) entitled MCompDigEAD. It is an exploratory-descriptive research, with a qualitative approach carried out between 2014 and 2018 in Brazil, through three procedures. In the first, mapping and validation of digital competences with analysis and comparison between theoretical reference and case studies with DE students and specialists. In the second, construction of the model through the procedures: Conception, Planning, Modeling and Validation. In the third validation jointly, the Open University of Catalonia (OUC). As a result, we obtained a model composed of six areas: Introduction to Digital Technologies, Digital Communication, Network Information Management, Digital Health and Safety, Digital Citizenship and Presence, and Digital Content Creation and Development, divided into three digital competencies: functional digital literacy, critical digital literacy and digital fluency, fourteen specific skills detailed through knowledge, skills and attitudes (CHA) and three levels of proficiency, initial, intermediate and advanced with use case examples. MCompDigEAD is a model for the purpose of orienting and assisting learning processes in DE, serving as a reference for different institutions in educational contexts at a distance.
Downloads
References
Bacigalupo, M., Kampylis, P., Punie, Y. y Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Publication Office of the European Union. Recuperado de: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical- research-reports/entrecomp-entrepreneurship-competence-framework
Behar, P. A. (2013). Competências em Educação a Distância. Artmed Editora.
Behar, P. A., & da Silva, K. K. A. (2012). Mapeamento de competências: um foco no aluno da educação a distância. RENOTE-Revista Novas Tecnologias na Educação, 10(3).
Burgess, D. (2018). Enseña como un pirata. Aumenta la implicación de los alumnos, potencia tu creatividad y
transforma tu vida como educador. Bilbao: Ediciones Mensajero.
Carretero, S., Vuorikari, R. y Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Recuperado de https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/ digcomp-21-digital-competence-framework-citizens-eight-proficiency-levels-and- examples-use
Censo, E. A. D. (2019). BR: relatório analítico da aprendizagem a distância no Brasil 2018/2019 Curitiba: InterSaberes-ABED–Associação Brasileira de Educação a Distância..
Colucci, E., Smidt, H., Devaux, A., Vrasidas, C., Safarjalani, M. y Castaño Muñoz, J. J. (2017). Free Digital Learning Opportunities for Migrants and Refugees. JRC Science for policy report. Recuperado de: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC106146/jrc106146.pdf
de Souza, T. F. M., Spilker, M. J., & Amante, L. (2015). Literacia Digital: O módulo de ambientação online na universidade aberta. Conference: IX Conferência Internacional de TIC na Educação – Challenges 2015, Volume: Atas - Challenges
Departament d’Ensenyament (2015). Competències bàsiques de l’àmbit digital. Identificació i desplegament a l’educació secundària. Generalitat de Catalunya. Recuperado de: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/co mpetencies-basiques/eso/eso-ambit-digital.pdf
Departament d’Ensenyament (2013). Competències bàsiques de l’àmbit digital. Identificació i desplegament a l’educació primària. Generalitat de Catalunya. Recuperado de: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/co mpetencies-basiques/primaria/prim-ambit-digital.pdf
Européia, U. (2006). Recomendação do Parlamento Europeu e do Conselho sobre as Competências-chave para a Aprendizagem ao Longo da Vida-Quadro de Referência. 16 dez. 2006. Diário Oficial da União Europeia, 30, 10-18.
Ferrari, A. (2013). DIGCOMP a framework for developing and understanding digital competence in Europe (Y.
Punie & B. N. Brečko, Eds.). Publications Office.
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks.
Ferrari, A. y Brecko, B. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Recuperado de http://digcomp.org.pl/wp- content/uploads/2016/07/DIGCOMP-1.0-2013.pdf
Gisbert, M. y Lázaro, J. L. (2015). La formación permanente en competencia digital docente y la mejora de la calidad del centro educativo desde la perspectiva de los docentes: un estudio de caso. New Approaches In Educational Research, 4(2), 124-131.
Guitert Catasús, M., Romeu Fontanillas, T., & Romero Carbonell, M. (2015). Digital competence training proposals in the UOC context: A transforming vision. Recuperado de http://openaccess.uoc.edu/webapps/o2/handle/10609/51961
Litto, F. M. (2012). Competências para educação a distância: matrizes e referenciais teóricos. Relatório. Recuperado de http://www.abed.org.br/documentos/Competencias_Final_Ago2012.pdf
Machado, L. R., Grande, T. P. F., Behar, P. A., & Luna, F. D. M. R. (2016). Mapeamento de competências digitais: a inclusão social dos idosos. ETD-Educação Temática Digital, 18(4), 903-921.
Machado, L. R. (2019). Modelo de competências digitais para M-Learning com foco nos idosos (MCDMSÊNIOR) (Tese de Doutorado, Universidade Federal do Rio Grande do Sul).
Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249-267.
National Council for Curriculum and Assessment. (2014). Key Skills of Junior Cycle. Recuperado de: http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Key/Key_Skills_201 4.pdf
Norwegian Directorate for Education and Training. (2012). Framework for Basic Skills. Recuperado de: https://www.udir.no/contentassets/fd2d6bfbf2364e1c98b73e030119bd38/framework_for_basic_skills.pdf
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (No. JRC107466). Joint Research Centre (Seville site).
Robinson, K. (2017). Foreword. En Resnick, M. (2017). Lifelong kindergarten. Cultivating Creativity through Projects, Passion, Peers and Play. Cambridge, USA: MIT Press.
Romeu Fontanillas, T. La docencia en colaboración en contextos virtuales. Estudio de caso de un equipo de docentes del área de competencias digitales de la UOC (Doctoral dissertation, Universitat Oberta de Catalunya).
Schneider, D. (2014). MP-CompEAD: modelo pedagógico baseado em competências para professores e para tutores em educação a distância (Tese de Doutorado, Universidade Federal do Rio Grande do Sul).
Silva, K. K. A. D. (2018). Modelo de competências digitais em educação a distância: MCompDigEAD um foco no aluno (Tese de Doutorado, Universidade Federal do Rio Grande do Sul).
Silva, K. K. A. D. (2012). Mapeamento de competências: um foco no aluno da educação a distância. (Dissertação de Mestrado, Universidade Federal do Rio Grande do Sul).
Torrezzan, C. A. W. (2014). Construmed: Metodologia para a construção de materiais educacionais digitais baseados no design pedagógico (Tese de Doutorado, Universidade Federal do Rio Grande do Sul).
Viñals, A. y Cuenca, J. (2016). El rol del docente en la era digital. Revista interuniversitaria de formación del profesorado, 30(2), 103-114.
Vendruscolo, M. I. (2015). Modelo pedagógico para o desenvolvimento de competências docentes em Contabilidade por educação à distância (Tese de Doutorado, Universidade Federal do Rio Grande do Sul).
Vuorikari, R., Punie, Y., Gomez, S. C. y Van Den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Recuperado de: https://ideas.repec.org/p/ipt/iptwpa/jrc101254.html
Williamson, D. M., Katz, I. R., & Kirsch, I. (2005). An overview of the higher education ICT literacy assessment. Assessing Higher Ed ICT.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Zabala, A., & Arnau, L. (2010). Como ensinar e aprender competências. Porto Alegre: Artmed, 197.
Downloads
Published
Issue
Section
License
Authors who publish in this journal accept the following conditions:
1. The Author retains copyright in the article. Upon acceptance of the article, the author shall grant to the Publisher the right of first publication of the article. with the dcoument registered with the Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International (CC BY-NC-ND) license, which allows to third parties to use what is published whenever they mention the authorship of the work and the first publication in this journal.
2. Authors can make other independent and additional contractual agreements for the non-exclusive distribution of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly indicate that the work was published for the first time in this journal.
3. Authors are allowed and recommended to publish their work on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster diffusion of published work (see The Effect of Open Access).
