Abstract:

In this work the first results of the CRISS project are presented, defined as: “a Demonstration of a scalable and cost-effective cloud-based digital learning infrastructure through the Certification of digital competences in primary and secondary schools”.

As an European project, the results of CRISS are aligned with the European Commission that is shaping a series of initiatives addressed to elaborate new frameworks with the aim to provide a common conceptual ground and further define Digital Competence (DC) according to different contexts.

One of these initiatives is “The European Digital Competence Framework for Citizens”, known as DigComp. DigiComp has the aim to contribute to the better understanding and development of DC in Europe as explained in its final report “DIGCOMP: a framework for developing and understanding digital competence in Europe.” DigComp provides a very comprehensive and exhaustive framework, and invites to adapt the 21 competences and 5 areas listed in it to the needs of a specific target group.

In consonance with these needs, CRISS project aims to provide an innovation infrastructure for personalized learning and teaching of digital competences to support and motivate teachers and students; to work towards the implementation of digital competences acquisition, evaluation and certification in European primary and secondary schools; and to provide open, interoperable components for a flexible, scalable and cost-effective cloud-based digital learning infrastructure.

In order to pursue the aims mentioned, different characteristics the primary and secondary students are considered, such as the coexistence of different disciplines of knowledge in schools, the different pedagogical models, the evolutive stage of the students, or the final objectives of the primary and secondary educational stages and of the Education in general.

With all these elements in mind, and through the analysis from a set of collected frameworks (the DC framework for students has been developed or is being developed in some European countries), the CRISS project proposes a common framework for the European students and to support teachers during the teaching and learning process.

Each framework is analyzed according on its structure and content. Then a mapping process between each framework and DigComp is carried out.

Both analysis and preliminary results are presented in this work and consist in five Areas (as general dimensions in which DC can be divided) which are: Digital Citizenship, Communication and collaboration, Search and managing of information, Digital content creation and Digital problem solving.
Once these areas defined, the competence for each area will be designed.

Keywords:

Digital Competences, School.