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EPALE - ríomhArdán d’Fhoghlaim Aosach san Eoraip


EPALE - v središču: Digitalne spretnosti kot zagotavljanje dostopa do priložnosti za učenje

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EPALE Digital Skills

EPALE se od aprila do junija posveča digitalnim spretnostim kot načinu dostopa do priložnosti za učenje

Današnja družba postaja čedalje bolj digitalizirana in vpeta v različna spletna omrežja, ki vplivajo na to, kako dostopamo do osnovnih storitev, kako živimo in delamo in kako prispevamo v skupnost. Potreba po razvoju boljšega digitalnega izobraževanja je zelo povezana z socialno aktivacijo. Da bi bolje nastopali na trgu dela, ki prav tako postaja čedalje bolj digitaliziran, potrebujemo razvite digitalne spretnosti, spretnosti, ki ih od nas zahteva delovno mesto in motivacijo, da se spoprimemo s spremembami in nenehnim učenjem.
Priložnosti za vseživljenjsko učenje, ki so v čedalje večji meri na voljo preko spleta, so nujno potrebne tako za nizko kvalificirane delavce, kot tudi za tiste, ki iščejo nadaljnje izobraževanje. Čeprav mnoge platforme nudijo priložnosti in orodja za učenje, pa se učeči se in izobraževalci še vedno srečujejo z ovirami pri dostopu do le-teh zaradi pomanjkanja digitalnih spretnosti, ki postajajo še bolj pomembne pri zagotavljanju dostopa do osnovnih storitev, še posebej v situaciji, s kakršno se trenutno soočamo.

Kaj menite, katere digitalne spretnosti bodo v naslednjih letih postale bistvenega pomena? Kako naj izobraževalci razvijejo potrebno znanje in metode za učinkovito podporo učečim se pri doseganju le-teh? Kako se lahko ponudniki izobraževanj prilagodijo naraščajoči potrebi po razvoju digitalnih spretnosti?

Sodelujte v spletni razpravi in izmenjavi izkušenj.
Ste bili v zadnjem času vključeni v zanimiv projekt, ki je naslavljal digitalne spretnosti kot način dostopa do novih priložnosti za učenje?
Delite svoje znanje in poglede na EPALE.

27. maja 2020 boste imeli priložnost sodelovati v spletni razpravi na temo Digitalnih spretnosti kot zagotavljanju dostopa do priložnosti za učenje.

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1 - 10 as 28 á dtaispeáint
  • Ekaterina Chiviyska's picture
    There is no doubt that digital literacy skills are more significant than ever. Even without the current situation, their importance has been growing steadily in the past two decades, and the pandemic has just accelerated their impact on our lives, be it work, study or personal relationships.The role of the educators has thus acquired even greater responsibilities, not only providing knowledge in their subject, but also preparing adult learners for meeting the demands of the job market for having the necessary digital literacy skills.  But are educators expected to come to the job possessing those skills, or organisations are going to offer digital training for their staff. Wouldn't it be easier for an educational institution to develop and provide its own digital training programme that is relevant to its needs and the educational service it provides, thus ensuring equal quality standards for its teachers and trainers, rather than relying on finding the ''right'' people for the job? Institutions need to invest not only more, but also to invest better, financing the need for digital training and the improvement of digital literacy of their staff, and supporting educators in keeping up with technology. 
  • Alja Verdenik's picture
    Hello from Slovenia. I would like to share with you the information that we started implementing the Slovenian version of the Education and Skill online assessment tool (in Slovenian Spletni vprašalnik ocenjevanje spretnosti - SVOS). 
    The development of the assessment tool is a joint initiative of the OECD, participating countries and the European Commission. The investment, contextualisation and the translation in Slovenia was co-financed by the Republic of Slovenia and the European Union under the European Social Fund. Slovenian institute for adult education (SIAE) is the implementing institution for this tool in Slovenia in the period 2020-2022 and possibly beyond. The main reason that the tool was introduced in Slovenia is the fact that the country scored below the international average in PIAAC survey. However, one of the lessons learned in Slovenia from the PIAAC survey is that adults need very good basic skills in order to be able to cope with digital word. 
    With the new instrument SVOS we will give the opportunity to 17.000 adults to assess (online) their own basic skills and get individual (confidential) results in the areas of literacy, numeracy and problem solving in technology-rich environments. The tool is based on the methodology of PIAAC survey. 
    In the area that measures problem solving in technology-rich environments, individuals can assess skills how they use technology to solve problems and accomplish complex tasks and how they operate within a digital environment to solve different types of problems that they face as adults in their work and everyday life as users of digital technologies. 
    With the online tool SVOS that gives the individual-level results, it will be possible to carry out more effective career counselling and development of skills for individuals. At the same time the tool gives possibilities to different institutions and organisations to develop tailor-made programmes and training, based on cumulative results of a particular population (example: employees in a company). 
    SIAE prepared online training for different professionals in adult education in order to equip them with sufficient knowledge to make best use of the tool. 

  • Heli Turja's picture
    Hello from The Finnish Diverse Learners’ Association´s, the ESR-funded -project which has been developing The Open Learning Space -model for adults. This model of supporting and guiding adults who lack basic skills and/or learning skills has been developed as an individual and small group activity. In Open Learning Spaces, guidance counsellors have supported clients in developing their learning and basic skills as well as recognizing and realizing their individual strengths and capabilities. Together they have also searched for flexible ways of proceeding in studies and pass difficult courses.

    In the model the aim is to help adults whose basic skills in literacy, numeracy, and information and communications technology are weak, to develop and compensate their weaknesses through their individual strengths. In the world of growing capability and efficiency demands those adults are in danger of dropping out of participation in the society education and working life. Many adults that have weak learning and basic skills have either recognized or unrecognized learning difficulties. COVID- 19 -crisis will increase number of adults who need support because they had lost their job, or their life has changed in other. For career change they need to take courses or completely new education.

    The Open Learning Space -model is simple and based on personal guidance, but we have had good results. During the last couple of months, we have also noticed that in the field of distance learning as well as working barriers to digital access are large and very challenging to persons who have problems to handle their smart phones, tablets or laptops. We are planning to improve The Open Learning Space – things we should do differently when we are giving distance support to different learners or adults who have low basic skills. 

    COVID- 19 -crisis has proved that there are several education providers who have offered flexible learning and/or distance learning opportunities, but until now we really haven’t tested them in serving everyone. There is still a need to improve them. Improving accessibility for individuals whose learning or digital skills are weak could be improved.
  • Marie-Therese Ender's picture
    I would like to briefly mention one aspect, which is mainly related to the current Covid-19 situation: The scale of the pandemic has had an enormous impact on the use of digital media worldwide, particularly because many people have had to limit their work to their home office. Within a very short period of time, all data surveys on Internet and media use showed that a large part of society is very much dependent on digital media under these circumstances. The current situation shows again that in many job areas it is possible to do the work via home office and online platforms. That's why I ask myself: Will we in the future - as soon as people are allowed to work under their usual conditions again - fall back into our old patterns or will we from now on rely more on online presence (online meetings, online sales, online consulting, etc.)?
  • Marie-Therese Ender's picture
    Media competence is often understood in a reduced sense, mostly as "the ability to use a computer". Technical skills of course play an important role in gaining access to new media in the first place and, for example, finding information on the Internet. In addition, however, the promotion of media competence also involves skills for critical reflection in the world of media content and one's own actions.
    As diverse as media are, so numerous are the possibilities for promoting media competence. For example, media are actively used in projects to learn how to handle technology, to deal with a specific topic, or to produce one's own media content.
    On the other hand, media competence can also be promoted without the use of technology. Meaning, when media becomes the subject of discussion. In doing so, one's own use of media can be questioned, the goals of media education in the family can be put to the test, or the focus can be on changes in our society caused by new forms of media use.
     And finally, media can of course also be used as a learning tool. The use of computers at school has become part of everyday life and the growing range of learning software also aims to use media to support the learning process of children. 
  • Katja Maintinger's picture
    In einer Welt, die sich immer schneller und schneller digitalisiert, sind digitale Kompetenzen eine wichtige Voraussetzung, um in einer digitalen Welt gut zurecht zu kommen. Ich glaube, dass es wichtig ist, sowohl in den Bildungseinrichtungen als auch in der Arbeitswelt, bestimmte digitale Kompetenzen zu lehren. Hierbei würde ich es wichtig finden, dass Erwachsene und Schüler und Schülerinnen ein grundlegendes Know -how bezüglich der digitalen Komeptenzen bekommen, um sich in der digitalen Welt orientieren zu können.
    Vor allem die COVID 19-Pandemie hat gezeigt, dass digitale Kompetenzen immer wichtig sind, um an dem Unterricht der Bildungseinrichtungen teilnehmen zu können. Diejenigen, die bereits digitale Kompetenzen besaßen, konnten sich schnell auf die neuen Gegebenheiten einstellen. Jedoch diejenigen, die keine besaßen, brauchten erst eine gewisse Zeit, um diese zu lernen und gut zurecht zu kommen und waren dadurch in bestimmten Aufgaben immer weiter hinten.
    Deshalb finde ich es auch notwendig, dass man schon in der Schule mit dem Lehren von digitalen Kompetenzen beginnt, damit man den Kindern auch den richtigen Umgang mit den digitalen Medien lehren kann. Weiters, können dann auch die Kinder als Lehrer/Lehrerinnen fungieren und ihren Eltern ein bestimmtes Know-how vermitteln.
    Bezüglich der digitalen Kompetenzen möchte ich noch erwähnen, dass nicht alle Menschen die Möglichkeiten haben, am digitalen Leben teilzunehmen und es deshalb nicht zu einer kompletten Digitalisierung kommen darf. Es muss ein gute Balance zwischen der digitalen Arbeit und der analogen Arbeit geben.
    In der Erwachsenbildung würde ich es wichtig finden, wenn es Kurse gibt, die für die Erwachsenen gut zugänglich und verständlich sind. In diesen Kursen sollte zuerst das grundlegende Know-how gelehrt werden, denn manchmal reichen schon grundlegende Kompetenzen, um sich wo gut orientieren zu können.
  • Lena Triendl's picture
    Ich teile deine Ansicht, dass die Digitalisierung eine immer größere Rolle in der heutigen Gesellschaft spielt und es von großem Vorteil ist, wenn schon in frühen Bildungseinrichtungen (Grundschule) an dem Erlangen von digitalen Kompetenzen gearbeitet wird. 
    Digitale Medien sollten im Unterricht jedoch auf keinen Fall vorherrschen. Empfehlenswert wäre, wie von Katja erwähnt, eine Balance zwischen digitalen und analogen Medien zu schaffen, um eine Überforderung der Schülerinnen und Schüler und damit einhergehende negative Auswirkungen durch zu viel Bildschirmzeit zu präventiveren. Es soll nicht vergessen werden, dass die meisten Kinder und Jugendlichen auch in ihrer Freizeit bereits mit diversen digitalen Medien konfrontiert werden, also häufig schon damit "aufwachsen". Dies sollte in der Schule berücksichtigt werden. Digitale Medien können also teilweise zur Erarbeitung von Lerninhalten genützt werden, wobei zu beachten ist, dass grundlegende Kenntnisse bei Schülerinnen und Schülern meist schon vorhanden sind. Den anderen Teil sollen analoge Medien bilden: Kinder und Jugendliche sollen doch auch nicht verlernen, wie man mit Büchern umgeht oder einen Stift hält, oder?
  • Marie-Therese Ender's picture

    Ich stimme sowohl Katja als auch Lena vollständig zu, was den Gebrauch von digitalen Medien im Unterricht betrifft.
    Ich bin eine große Befürworterin der Beibehaltung der analogen Schreibweise. Obwohl digitale Medien eine immer wichtigere Rolle in unserem Alltag – und somit auch dem Schulalltag der Kinder – spielen, soll meiner Meinung nach auf analoge Medien und Materialien nicht verzichtet werden. Ich finde es unverzichtbar, dass Kinder eine ordentliche Handschrift erlernen und den Umgang mit Papier und Stift beherrschen.
    Das mag für den ein oder anderen absurd klingen, aber ich habe tatsächlich schon erlebt, dass Kinder nicht mehr wissen, wie man in einem Bilderbuch umblättert, weil sie den „Wisch-Vorgang“, den sie von iPad und Co kennen, so sehr verinnerlicht haben. Das finde ich ist - auch in unserer stark digitalisierten Gesellschaft - sehr fragwürdig.

  • Xenia Danos's picture
    Hi, I am Dr. Xenia Danos, the founder of the “Holistic Education Service” Vocational Training Centre based in Cyprus. I am currently running training programmes, preparing professionals from all different sectors to becoming accredited Vocational Trainers (EQF level 5). I am teaching professionals with different levels of digital literacy skills; ranging from people who have never had to type using a computer before, to those who create their own videos and animations in their spare time – all in the same synchronous e-learning sessions. My experience so far has shown me that not all interested participants had the fundamental Digital skills allowing them access to the learning opportunities provided, but they all had the tools needed in place i.e. internet connection, computer/ smart phone etc. With support, they were able to join in the interactive online classes, and even use the various tools to implement their own interactive teaching inputs. But their limited digital literacy skills and knowledge is still evident and a great challenge for them planning and developing their professional career and direction further.     
  • seyma kiraz's picture
    All the world has been witnessing that the digital world is a very helpful tool when emergencies occur. Because of the COVID-19 pandemic, people lost their freedom to go out, relatedly they don't have the chance to go school/ work. This situation has made us think about how to find alternative ways for both staying home and keep learning or working. The digital environment, with all ready possibilities, has been our only environment to keep in touch with life. We can learn, we can read, we can work, we can attend seminars, we can share our opinions in the communities as we do in EPALE, we have a lot of opportunities with the help of the digital environment. furthermore, this realization has made us know digital skills because we should know how to use benefit effectively from these tools. Digital literacy is a very important topic and we all need to be advanced to deal with this new world order. Digital life looks like it will be our biggest part of our lives. I am hoping to find answers about how to enhance our digital skills and solutions for our current problems with it in this discussion.