The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] COMPETENCE FRAMEWORK developed by Mindshift Talent Advisory
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Table of Contents Why the Netiquette+ Competence framework? ........................4 What is netiquette?...................................................................6 What are the terms of reference?..............................................8 What is the theory behind Netiquette+?....................................9 Digital proficiency levels .................................................................... 9 Extended needs analysis .................................................................. 10 Low-skilled adult learners .............................................................................. 10 Foundation level 2........................................................................................................10 Adult educators ............................................................................................. 10 Advanced level 5 ..........................................................................................................10 Learning outcomes-based framework .............................................. 10 Low-skilled adult learners .............................................................................. 12 EQF level 3 ....................................................................................................................12 Adult educators ............................................................................................. 12 EQF level 5 ....................................................................................................................12 What are the Netiquette+ key-areas and learning outcomes? .13 Online ethics and netiquette ............................................................ 14 Communication modes and strategies.............................................. 15 Generational diversity...................................................................... 16 Cultural diversity.............................................................................. 17
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Disclaimer This document was produced by Mindshift Talent Advisory under project result 1 – Netiquette+ Competence framework. © NETIQUETTE+ CONSORTIUM Last version: September 2022 Country Organisation Czech Republic AHINSA Portugal Mindshift Talent Advisory German assist International HR Cyprus CARDET Greece Asserted Knowledge Belgium Forum Citoyens Spain INFODEF France Association de Gestion des Fonds Européns Turkey Gelecegin Egitimi Dernegi
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Why the Netiquette+ Competence framework? This Competence framework is the first result of a strategic partnership for the adult education project titled Netiquette+ – Fundamentals for fostering Netiquette in the Digital Age. Funded by the Erasmus+ programme, the objective of the project is twofold: first, to provide participating organisations with a set of tangible results to support adult educators in the process of mainstreaming and transferring relevant knowledge and skills on netiquette; second, to foster low-skilled adult learners’ awareness, knowledge and skills to take part in the digital society critically, consciously and responsibly. The main goal of the Netiquette+ Competence framework is to define the knowledge, skills and attitudes that are most relevant to the target groups – low-skilled adult learners and adult educators – in the participating countries. It provides Adult Education sector with a state-of-the-art instrument to help professionals to identify the learning needs of adult learners, devise didactic activities and pedagogical strategies, as well as to assess learners’ netiquette skills. For this, the use of European Qualification Framework (EQF) and The digital competence framework for citizens (DigComp 2.1) tools and methodologies are embedded to define and describe the competences that are required to boost netiquette in the digital age and provide adult educators with a formal but dynamic competence framework on netiquette. It is structured around four key-areas: 1) online ethics and netiquette 2) communication modes and strategies 3) generational diversity 4) cultural diversity To draft the Competence framework, an extended needs analysis was carried out in all nine participating countries through a public consultation with the Local Expert Groups, aiming to take into consideration their concerns, critical reflection and insights on how low skilled adult learners can make a positive, responsible and ethic use of digital technologies in their daily lives, educational settings, and workplace. The ultimate goal was to ensure that this framework is relevant and has the expected impact in these countries and their Adult Education systems. A high level of transferability potential is also expected, serving as inspiration to other educational sectors, such as Vocational Education and Training or High Education, and European countries, as this project result is available online as on open resource in eight languages: Czech, English, French, German, Greek, Portuguese, Spanish and Turkish. It is available online at https://netiquetteproject.eu.
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] This core document supports the definition of the other two project results: Netiquette+ MOOC and Didactic handbook and Netiquette+ Learning hub and digital resources. It includes the following sections: • An introduction to the concept netiquette - What is netiquette? • A check list of relevant terminology - What are the terms of reference? • A comprehensive overview of the basis that supports this competence framework - What is the theory behind Netiquette+? • A description of the four key-areas and respective learning outcomes - What are the Netiquette+ key-areas and learning outcomes? • A comprehensive user guideline - How to use the Netiquette+ Competence Framework?
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] What is netiquette? Netiquette is a combined word from the words “net” and “etiquette”. Thus, netiquette describes the rules of conduct for respectful and appropriate communication on the internet. Netiquette is common referred to as etiquette for the internet. The digital age has brought new dimensions to our life, in which netiquette has (or should) become the new etiquette. Netiquette entails non-technical skills, and it is highly interconnected with the 21st century skills listed in the next table1. Netiquette is beyond mere civility when communicating with others and involves key ethical elements, as well as it is highly affected by contextual, cultural and generational factors. The significance of netiquette in nowadays derives from the pervasiveness and impact of the digital technologies, which are a powerful driving force behind deep transformations in the way we communicate and collaborate with others, learn and work, think and behave. Our increasingly digital societies face several challenging issues. One of these issues is precisely the digital divide, which entails the risk of exclusion of disadvantaged groups, namely low-skilled adults and adult learners. Netiquette is also critical to address other significant societal challenges. Online disinformation, fake-news and online hate speech constitute real threats to core European democratic values, which can be tackled by fostering the capacity to engage positively, critically and responsibly with digital technologies. Whilst most initiatives at national, regional and European levels aim at raising children and youngster’s awareness regarding netiquette, so far, this topic has not been central beyond compulsory education, specifically in the Adult Education sector. In most European member states, the relevance of netiquette to foster low skilled adults personal and professional advancement, their critical thinking skills and active 1 Adapted from https://www.aeseducation.com/blog/what-are-21st-century-skills learning skills critical thinking creativity collaboration communication literacy skills information media technology life skills flexibility leadership initiative productivity social skills
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] citizenship, as well as their privacy and safety online, has been overlooked. The negative outcome of this circumstance became apparent during the COVID-19 pandemic, which tested the digital readiness of adult educators and learners, as well as unveiled European societies permeability to the spread of disinformation and fraudulent schemes at large. Source: https://dreamstime.com
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] What are the terms of reference? Ageism Ageism refers to the stereotypes (how we think), prejudice (how we feel) and discrimination (how we act) towards others or oneself based on age. Attitudes The ability to develop tasks and solve problems of a higher or lower degree of complexity and different degrees of autonomy and responsibility Competence Proven ability to use knowledge, skills and personal, social and/or methodological abilities in work or study situations and in professional and personal development. Digital divide The existing gap and barriers that prevent an equal access to the digital technologies. Digital footprint The record of an individual online presence. Digital literacy The ability to use and know how to use digital technologies. Knowledge Outcome of the assimilation of information through learning: the body of facts, principles, theories and practices that is related to a field of work or study. In the EQF context, is described as theoretical and/or factual. Learning outcomes Statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and attitudes. Low-skilled adults Adults with low basic skills are individuals aged 25-64 with low proficiency in literacy, numeracy or both. Netiquette Set of rules applied to online communication and engagement. Proficiency Indicates a degree of mastery that allows a person to function independently to achieve performance. Skills Ability to apply knowledge and use know-how to complete tasks and solve problems. In the EQF context, they are described as cognitive (use of logical, intuitive and creative thinking) and/or practical and technical (manual dexterity and the use of methods, materials, tools and instruments).
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] What is the theory behind Netiquette+? Digital proficiency levels According to DigComp 2.1 - The Digital Competence Framework for Citizens with eight proficiency levels, netiquette integrates the competence area communication and collaboration and is broadly defined as the awareness regarding “behavioural norms and know-how while using digital technologies and interacting in digital environments”, as well as the capability “to adapt communication strategies to specific audiences and to be aware of cultural and generational diversity in digital environments”. The table below shows how each one of the eight levels represent a step up in adults’ acquisition of the competence according to its cognitive challenge, the complexity of the tasks they can handle and their autonomy in completing the task2 2 Adapted from Carretero, S.; Vuorikari, R. and Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, EUR 28558 EN, doi:10.2760/38842 levels 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 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
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Extended needs analysis To tailor the Netiquette+ project to a real need and gather an external perspective in all the nine participating countries, a public consultation involving 66 members of the Local Expert Groups (i.e., adult learners, adult educators, other adult education professionals and associated partners) was conducted during May and June of 2022. Taking into consideration their local context and needs, participants were invited to decide which digital proficiency level best defines the knowledge, skills and attitudes that each one of the project targets groups. Low-skilled adult learners Foundation level 2 Low-skilled adult learners can differentiate simple behavioural norms and know-how while using digital technologies and interacting in digital environments, as well as choose simple communication modes and strategies adapted to an audience and differentiate simple cultural and generational diversity aspects to consider in digital environments. Adult educators Advanced level 5 Adult educators can apply different behavioural norms and know-how while using digital technologies and interacting in digital environments, as well as apply different communication strategies in digital environments adapted to an audience and apply different cultural and generational diversity aspects to consider in digital environments. Learning outcomes-based framework The Netiquette+ Competence framework is developed in accordance with the EQF, an 8-level learning outcomes-based translation tool that helps to improve transparency, comparability and portability qualifications and makes it possible to compare qualifications from different European countries. The EQF covers all types and all levels of qualifications and the use of learning outcomes makes it clear what a person knows, understands and is able to do. The EQF applies to all types of education, training and qualifications, from school education to academic, vocational and adult education. This approach shifts the focus from the traditional system which emphasises “learning inputs”, such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] In the frame of EQF, learning outcomes are described in terms of knowledge (i.e., theoretical and/or factual learning domain), skills (i.e., cognitive and practical learning domain) what a person needs to know), and responsibility and autonomy (i.e., attitudes to effective learning). The table below summarises eight levels descriptors of EQF.3 3 Adapted from: https://europa.eu/europass/en/description-eight-eqf-levels levels knowledge skills responsibility and autonomy 1 basic general knowledge basic skills required to carry out simple tasks performance under direct supervision 2 basic factual knowledge basic cognitive and practical skills required to use simple rules and tools performance under supervision with some autonomy 3 knowledge of facts, principles, processes and general concepts a range of cognitive and practical skills required to use basic methods, tools, materials and information take responsibility for completion of tasks, adapting behaviour to circumstances 4 factual and theoretical knowledge a range of cognitive and practical skills required to generate solutions to specific problems exercise self-management 5 comprehensive, specialised, factual and theoretical knowledge a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems exercise management and supervision; review and develop performance of self and others 6 advanced knowledge involving a critical understanding of theories and principles advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems manage complex activities or projects; take responsibility for managing professional development of others 7 highly specialised knowledge; critical awareness of knowledge specialised problem-solving skills required to develop new knowledge and procedures manage and transform contexts that are complex and unpredictable 8 knowledge at the most advanced the most advanced and specialised skills and techniques demonstrate substantial authority, innovation, autonomy and scholarly
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Taking into consideration the digital proficiency level chosen for each one of the project targets groups, the following EQF levels will guide the definition of the learning outcomes of the Netiquette+ Competence framework. Low-skilled adult learners EQF level 3 Low-skilled adult learners know facts, principles, processes and general concepts in netiquette field, and have a range of cognitive and practical skills that allow them to apply basic methods, tools, materials and information necessary to perform tasks and solve problems; they can take responsibility for completion of tasks, as well as adapt their behaviour to circumstances. Adult educators EQF level 5 Adult educators have comprehensive, specialised, factual and theoretical knowledge about netiquette, and the required range of cognitive and practical skills to develop creative solutions to abstract problems; they are able to exercise management and supervision in the scope of netiquette, as well as review and develop performance of self and others. .
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] What are the Netiquette+ key-areas and learning outcomes? The Netiquette+ Competence framework offers a common basis for the development of the MOOC and Didactic handbook, aiming at enhancing low-skilled adult leaners’ netiquette competences, as well to support adult educators in teaching on this subject area. It provides a reference of four key-areas of competence, in line with DigComp 2.1. The scheme above provides an overview of each one of the four key-areas and respective descriptors. For each one of the four key-areas of competence, next are presented the learning outcomes to be acquired after a learning process. These learning outcomes are described in terms of the knowledge, skills and attitudes that for both target groups of the Netiquette+ project – low-skilled adult learners and adult educators. All the learning outcomes are drafted in accordance with the digital proficiency and the EQF levels defined for these two target groups. • Low-skilled adult learners → foundation level 2 and EQF level 3 • Adult educators → advanced level 5 and EQF level 5 1 online ethics and netiquette behavioural norms and knowhow while using digital technologies and interacting in digital environments 2 communication modes and strategies channels and ways through which the intent to communicate with others is expressed 3 generational diversity presence and inclusion of individuals belonging to all generations 4 cultural diversity existence of a variety of cultural or ethnic groups within a society
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Online ethics and netiquette Behavioural norms and know-how while using digital technologies and interacting in digital environments. knowledge skills attitudes LOW-SKILLED ADULT LEARNERS • describe online ethics • list the fundamentals of netiquette rules • identify creative credits and copyright protection as reference practices • apply the code of ethics for online environments • utilise behavioural netiquette guidelines • reference creative credits • recognise that online environments are an extension of society • recognise that online environments are an extension of society • acknowledge that plagiarism and piracy are forms of copyright infringements ADULT EDUCATORS • distinguish online ethics and netiquette • explain that the principles needed to deal with online ethical problems are based on individual, social and global principles • recall the different licences attributed to digital contents • incorporate netiquette rules for online and offline learning environments • devise learning scenarios to discuss online ethics and netiquette • create guidelines for learners to respect and make a correct use of copyright rules • guide learners on how to apply codes of ethics for online environments • debate with learners the fundamental netiquette rules • respect and correctly apply copyright rules when creating digital content and resources
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Communication modes and strategies Channels and ways through which the intent to communicate with others is expressed. knowledge skills attitudes LOW-SKILLED ADULT LEARNERS • define online communication • list different types of online communication channels and tools • describe digital footprint • outline the pros and cons of online communication • choose the appropriate online communication channels and tools for both personal and professional uses • identify the different existing digital footprints • follow privacy and confidentially procedures for online communication • be aware of the skillset needed for proper and safe online communication • verify how to maintain information and data security online (cybersecurity) ADULT EDUCATORS • outline the relevance of online collaborations channels and tools in education and training • distinguish different types of online communication channels and tools • relate digital footprint with the fundamentals of netiquette • proactive look for updated online communication channels and tools to engage learners in online settings • integrate learning activities in communication channels and tools that are most familiar to learners • identify the tools to conduct a digital privacy check-up • guide learners on how to follow privacy and confidentially procedures for online communication debate with learners the fundamental netiquette rules • foster learners’ soft skills through the use of differentiated communication and collaboration channels • guide learners in tracking and recognising own digital footprint and digital identity
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Generational diversity Presence and inclusion of individuals belonging to all generations. knowledge skills attitudes LOW-SKILLED ADULT LEARNERS • define digital exclusion • describe ageism • define digital literacy • explain why older adults face the risk of digital exclusion • analyse from available data how digital divide affects older adults • compare from available data the different levels of digital literacy between younger and older people • contribute to foster intergenerational digital practices • recognise how own age-related stereotypes impacts how people view their ability to use digital technology • asses own level of digital literacy ADULT EDUCATORS • correlate digital devise and ageism • outline how ageism is a barrier to the design, adoption and use of digital technology by older people • explain the relevance of digital literacy • identify the barriers preventing older adults’ full access to digital technologies • design intergenerational and age inclusive digital resources • design activities for the digital literacy of adult learners • promote intergenerational learning activities focused on the use of digital technologies • influence learners on how to contribute to combat age related digital exclusion • assess learners’ digital literacy skills
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CZ01-KA220-ADU-000035241] Cultural diversity Existence of a variety of cultural or ethnic groups within a society. knowledge skills attitudes LOW-SKILLED ADULT LEARNERS • define the basics of digital citizenship • define cyber hate and cyber bullying • describe what are fake news and the source of it • create a personal online code of ethics • research for websites that offer support on digital rights • select reliable online tools to conduct fact-checking • extend the basic tenets of good citizenship to online activities • foster empathy, respect for others and mutual support on online settings • commit to factchecking ADULT EDUCATORS • relate digital citizenship, global citizenship and edemocracy • explain how the limits of “freedom of expression” applies to online settings • recall the roots of fake news • incorporate digital citizenship in training programmes • conceive digital awareness campaigns to tackle and fight cyber hate and bullying • facilitate learning scenarios for learners to assess the truth-value of online contents • guide learners on how to spot and report patterns of use and abuse in online settings • advise learners on how to actively counter prejudice, discrimination and stereotyping • comply with a set of recommendations on how to spot and counter the spread of fake news
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