How Do Learners Perceive and Evaluate Their Digital Skills?

2018 ◽  
Vol 9 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Miroslava Černochová ◽  
Hana Voňková ◽  
Jiří Štípek ◽  
Petra Černá
Keyword(s):  
Young People ◽  
Labour Market ◽  
Student Teachers ◽  
Educational Research ◽  
Digital Literacy ◽  
Real Life ◽  
Key Factors ◽  
Self Assessment ◽  
Ict Skills ◽  
Digital Skills

Self-assessment is commonly used in educational research (PISA, ICILS, etc.) and in real-life situations (advertisement for a post on labour market, etc.). Research studies demonstrate that in mathematics some people either over- or underestimate their competence. A similar situation can be expected in self-assessment of ICT skills. The authors of this article introduce pilot research carried out among Bachelors student teachers aimed at identifying key factors (economic, cultural, social, and personal) that may influence how young people perceive their digital literacy and knowledge.

How Do Learners Perceive and Evaluate Their Digital Skills?

2020 ◽  
pp. 1453-1464
Author(s):  
Miroslava Černochová ◽  
Hana Voňková ◽  
Jiří Štípek ◽  
Petra Černá
Keyword(s):  
Young People ◽  
Labour Market ◽  
Student Teachers ◽  
Educational Research ◽  
Digital Literacy ◽  
Real Life ◽  
Key Factors ◽  
Self Assessment ◽  
Ict Skills ◽  
Digital Skills

Self-assessment is commonly used in educational research (PISA, ICILS, etc.) and in real-life situations (advertisement for a post on labour market, etc.). Research studies demonstrate that in mathematics some people either over- or underestimate their competence. A similar situation can be expected in self-assessment of ICT skills. The authors of this article introduce pilot research carried out among Bachelors student teachers aimed at identifying key factors (economic, cultural, social, and personal) that may influence how young people perceive their digital literacy and knowledge.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals The implementation and embedding of digital skills and digital literacy into the curriculum considering the Covid-19 pandemic and the new SQE

2021 ◽  
Vol 15 (3) ◽  
pp. 119
Author(s):  
Matthew Carl ◽  
Louise Worsfold
Keyword(s):  
Digital Literacy ◽  
Incremental Learning ◽  
Library Service ◽  
Self Assessment ◽  
Learning Journey ◽  
Digital Skills ◽  
Student Cohorts ◽  
The Creation ◽  
Online Skills ◽  
The University

This paper focuses on the introduction of a new model of digital teaching and resource provision for the University of Law (ULaw) Library Service, during the Covid-19 pandemic. It details the processes and steps we took to achieve the three core aims of: a new mode of online skills delivery, the creation of self-directed, independent learners in the various student cohorts at the university and the creation of a flexible self-assessment platform to provide an incremental learning journey for both students and staff. This paper also highlights some of the challenges and difficulties we faced, arising from a project of this size and nature.

scholarly journals The Students` of Various Types of Specialty Legal Literacy (On the Example of Saratov)

2020 ◽  
Vol 20 (4) ◽  
pp. 419-425
Author(s):  
Aidar J. Aymenov ◽  
◽  
Nadejda V. Shakhmatova ◽  
Keyword(s):  
Young People ◽  
Civil Rights ◽  
Real Life ◽  
Educational Programs ◽  
Right Wing ◽  
Educational Training ◽  
Self Assessment ◽  
Life World ◽  
Legal Literacy ◽  
Legal Communication

The sociological survey conducted in 2020 revealed the ambiguous, contradictory nature and average level of legal literacy of students, since the prevailing majority of young people are only superficially acquainted with their civil rights and, especially – responsibilities. Young people more positioned the law as a mechanism for regulating their permissiveness rather than as a mechanism regulating their behavior within a certain framework. At the same time, the level of self-assessment of legal literacy of students, especially of technical specialties, is higher than the real average. The prospects for the development of legal literacy of students directly depend on the intensification and diversity of social and legal interactions and on the rationalization of their life world, as a whole. In many ways, the degree of legal loyalty of students will depend on the level of their involvement in legal communication. The significant potential to increase the level of right-wing loyalty of students is seen in the promotion and dissemination of legal knowledge and increasing their demand by real life practices. The course of jurisprudence should be strengthened within the framework of general educational training, as well as the range of relevant educational programs at various levels should be expanded.

scholarly journals E-inclusion Process and Societal Digital Skill Development

2015 ◽  
Vol 6 (1) ◽  
pp. 86-94
Author(s):  
Ieva Vītoliņa
Keyword(s):  
Knowledge Level ◽  
Self Assessment ◽  
Ict Skills ◽  
Digital Skills ◽  
Information And Communication ◽  
E Learning ◽  
Student Centred Learning ◽  
Relationship Of ◽  
The Impact

Abstract Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the process of learning new digital competences using technologies and e-learning. The objective of this research is to investigate how to facilitate students to use the acquired digital skills in practice and to evaluate the impact of students’ previous knowledge level. Based on the e-inclusion digital skills model, the author develops two research questions: How students’ previous experience impacts practical usage of the acquired ICT skills and How students’ self-assessment correlates with practical usage of the acquired ICT skills. The research employs student-centred learning theory, where the learning process is based on students’ active action, experience and values. The research is based on a literature review and one case study. The results of this study confirm the relationship of the e-inclusion digital skills model with the knowledge level acquired and its usage.

scholarly journals Senior Digital Up-Skilling – Erasmus Plus Programme Project Dial Case Study

2019 ◽  
Vol 16 (2) ◽  
pp. 82-92
Author(s):  
Iveta Cirule ◽  
Monta Balta ◽  
Irena Komarova ◽  
Ina Gudele
Keyword(s):  
Adult Learners ◽  
Digital Literacy ◽  
Senior Citizens ◽  
Intergenerational Learning ◽  
Teaching Materials ◽  
Self Assessment ◽  
Innovative Teaching ◽  
Training Materials ◽  
Digital Skills ◽  
Survey Results

Abstract Research purpose. With the current and progressive ageing of the population globally, in Europe over the past three decades, the urgency of creating a specific theoretical and educational model for older adults, in which the professional purpose is not the most important, is rising. Senior digital up-skilling is one of the pathways to widen the horizon of senior citizens (aged 55 plus) to be socially included in both society and labour market. The research article reveals the results of the project ‘Digital Acquisition through Intergenerational Learning’ (DIAL No. 2017-1-LV01-KA204-035455, Erasmus Plus programme) senior survey on training needs of digital skills from Latvia. Design/Methodology/Approach. The research was carried out based on a quantitative survey conducted in four project partner countries in 2018, totally reaching out 1003 respondents. The sample of Latvia represents 236 adult learners, aged 55 plus. The survey was conducted based on two main scales: ‘skill self-assessment and study needs’ and four subscales ‘computer essentials, communication and collaboration, hardware and Internet’. The main aim of the research was to estimate digital literacy level among senior citizens in project countries and develop training and teaching materials for adult learners and teachers based on survey results. Findings. The main finding reveals the senior digital skill self-assessment and study needs. The majority of respondents revealed that they lack skills of communication in social media; at the same time they are willing to learn how to use Facebook and Viber, but they are not interested to use WhatsApp and Twitter for communication purposes with friends and family. The respondents are interested in apprehending video skills via mobile phones and e-governance service tools. These are only some findings out of almost 70 survey statements. Originality/Value/Practical implications. The training materials in five languages (English, Latvian, Portuguese, Turkish and Greek) were developed based on the senior digital skills self-assessment and study needs survey. This is a practical intellectual output and value of the project DIAL – creation of innovative teaching materials for senior digital up-skilling.

How to Use Parody and Humour to Teach Digital Literacy

2017 ◽  
pp. 79-92
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

From ICT skills to Digital competence for academic needs in Trakia University – Stara Zagora

2018 ◽  
pp. 132-137 ◽  
Author(s):  
Zlatoeli Ducheva ◽  
Veselina Nedeva
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Employment Status ◽  
Basic Skill ◽  
Research Model ◽  
Academic Needs ◽  
Digital Competence ◽  
Ict Skills ◽  
Engineering And Technology ◽  
Digital Competencies

From the beginning of the 21st century, digital competencies are perceived as a "requirement and right," as a "life/basic skill". The purpose of this article is to justify the creation of a blitz-survey, designed and conducted to determine the level of digital competence of students. The completed research will try to answer the question of how training in Faculty of Engineering and Technology develops the digital competence of students - future engineers, which factors influence the development and attitudes to improve this type of competence. The spectrum of components in the digital competencies is defined when developing the conceptual model of the study. The research model also reflects European documents in this area, the needs, and requirements of the labour market related to the training of engineers and the new approaches and paradigms in higher education. The questions were provisionally divided into seven sections, which also have connecting links. At this stage, the study was carried out with 280 students. The end goal of the scientific research is to suggest strategies for adapting the training of the students to the European requirements and the needs of the labour market in order to improve their employment status, their adaptiveness, and their professional development.

THE TROUBLED JOURNEYS OF SCHOOL DROP-OUTS: WASTAGE, REDEMPTION AND POLICY CONSIDERATIONS

2016 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Andile Dube ◽  
Mokubung Nkomo
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Labour Market ◽  
Training And Development ◽  
Focus Group Interviews ◽  
Second Chance Education ◽  
Qualitative Research Methodology ◽  
Group Interviews ◽  
Drop Outs ◽  
Second Chance

The study traces the pathways of young people who dropped out of school between grades 1 to 11 as they seek re-entrance to the education, training and development (ETD) system, or entrance into the labour market. Particular attention is given to the factors that determine the choices that drop-outs make in either re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of drop-outs is presented. The study employs a qualitative research methodology, using interviews to elicit the experiences of drop-outs and school managers. Through snowballing, 14 youths and three principals were selected from a township south of Durban. Individual and focus group interviews were conducted. The findings provide insights into the drop-outs’ perceptions regarding the value of investing in education. They are discussed further in relation to the respective theories used in the study. The concluding section suggests the need for investments in second chance education by government and the private sector, and proposes an integrated model to assist young people who re-enter psychologically and emotionally.

The Fight against Idleness

2018 ◽  
Author(s):  
Anthony F. Heath ◽  
Elisabeth Garratt ◽  
Ridhi Kashyap ◽  
Yaojun Li ◽  
Lindsay Richards
Keyword(s):  
Young People ◽  
Labour Market ◽  
Ethnic Minorities ◽  
Unemployment Rate ◽  
Low Income ◽  
Young Men ◽  
Dark Side ◽  
Educational Expansion ◽  
Left Behind ◽  
Wide Range

Unemployment has a wide range of adverse consequences over and above the effects of the low income which people out of work receive. In the first decades after the war Britain tended to have a lower unemployment rate than most peer countries but this changed in the 1980s and 1990s, when Britain’s unemployment rate surged during the two recessions—possibly as a result of policies designed to tackle inflation. The young, those with less education, and ethnic minorities have higher risks of unemployment and these risks are cumulative. The evidence suggests that the problems facing young men with only low qualifications became relatively worse in the 1990s and 2000s. This perhaps reflects the dark side of educational expansion, young people with low qualifications being left behind and exposed in the labour market.

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