From Computer Fundamentals to Digital Competence, Experiences from Transforming a Course
2014 (English)In: Proceedings of the 12 th international conference e-Society 2014, Madrid, Spain 28 February– 2 March, 2014: IADIS International Conference e-Society 2014 / [ed] Piet Kommers, Pedro Isaias, Aalborg: IADIS Press, 2014, 234-238 p.Conference paper (Refereed)
The expectations on the individual to be digitally competent in the workplace and in everyday life are ever-increasing. In 2006, digital competence was named by the European Union to be one of the eight key competences for lifelong learning. However, it is not apparent what is included in the concept of digital competence. One of the problems is that “competence” as such relates to the individual’s ability to use knowledge to solve a special task. It is obvious that different individuals have different tasks in our society, therefore digital competence means different things for different groups of people. Courses on basic computer use are often centred on how computer systems work and/or are focused on “button pressing knowledge”, often on the use off “office programs”. This study describes how a course of this type was modified in order to meet the needs for broader spectrums of competences which arise when information technology penetrates into most parts of our lives. The course, which runs three times each year and has about 200-300 participants each semester, was changed in steps. Course evaluations were continuously used to collect comments from the course participants, this in order to get feedback on different parts of the course and specially to get suggestions on future inclusions of new material. The research question of this study is: “In what aspects are course evaluations useful in adaptation of courses to meet changing needs in the information society?” To answer this question, analyses were made of course evaluations collected over the last three years. Comments and suggestions from the course participants were categorized and frequencies of different types of comments and suggestions were calculated. The results showed that most comments from the course participants related to the form of the course, e.g. how the material was presented and what type of learning activities that were used. Comments on the content of the course mostly where of the type “would have liked more about xxx” or “less about yyy”. Suggestions on new content/new topics/new themes related to digital competence to include in the course were very rare. The conclusion is that course evaluations are useful when collecting feedback related to the form of the course and the relative emphasize on different topics but less useful when trying to obtain suggestions for inclusion of new material. These findings could be useful for course organizers and course developers in their work to maintain and update courses. The study is also relevant reading for those who work with digital inclusion in general, since the concept of digital competence is discussed and suggestions are made for sub to cover in a digital competence course.
Place, publisher, year, edition, pages
Aalborg: IADIS Press, 2014. 234-238 p.
Digital competence, digital literacy, course evaluation, digital inclusion
Digital kompetens, kursvärdering, digital inkludering
Research subject Information Society
IdentifiersURN: urn:nbn:se:su:diva-110991ISBN: 978-989-8704-03-0OAI: oai:DiVA.org:su-110991DiVA: diva2:773765
12 th international conference e-Society 2014, Madrid, Spain 28 February– 2 March, 2014