You can also read the “DigComp into Action: Get inspired, make it happen” Guide here. The Guide contains examples of DigComp application and includes two of DAISSy projects, DCDS and MuSA, as best practices.

The European network ALL DIGITAL, of which DAISSy is a member, is leading the maintenance of DigComp and the production of new versions, which will reflect more accurately the ever evolving IT technologies and their effects on the digital competence landscape. To this end, ALL DIGITAL has established and maintains the DigComp Commumity of Practice, an international community of organizations and individuals who use DigComp in their everyday practice. Prof. Achilles Kameas, Director of DAISSy, is one of the moderators of this community.

The DigComp CoP has already contributed to the design of DigComp 2.2, which is expected to go public in the Spring of 2021. Participation to the Cop is open to anyone who interested in digital competences. To join the community, please send an email to digcomp@all-digital.org (write DigComp CoP on the subject line).

The main objective of the project was to address the digital skills needs of the low-skilled adults by providing non-formal training in five European countries (Italy, Spain, Greece, Romania and Latvia). In detail, within the context of the project, the consortium produced the following key outputs, all of which are freely available via the respective links:

1. The Digital Competences Development Methodology (DCDM), fully compliant with the DigComp 2.1 framework, for the development of digital competences and related transversal skills of adults.The DAISSy research group contributed to the specification of the DCDM, the instructional design, the design of the self-assessment tool, and to the production and translation of digital content in Greek.

2. The personalized online Digital Competences Development Environment (DCDE) consisting of the following modules:

• Self-assessment tool that allows adults to identify gaps in basic digital competences.
• Recommender tool that enables trainees to identify the training offers that best match their needs.
• Online tools for the management of trainees’ profiles and the definition of flexible learning pathways that combine training modules.
• Online learning application with gamification features and the DCDS game.
• Multilingual digital open educational resources, and
• Validation and certification of digital and transversal competences.

The DAISSy research group developed the multilingual DCDE environment and the accompanied technologies (self-assessment tool, recommender tool, DCDS game, etc.), created learning materials and embedded the interactive learning resources into the DCDE platform.

3. Personalised blended non-formal trainings composed by training modules to meet individual learning needs, which combine online learning with face-to-face support sessions by e-facilitators.

The training offer is structured into 4 learning paths, made of a total 64 learning units organized into 19 thematic modules, which are designed to achieve all the 95 identified learning outcomes covering all 21 DigComp competences (proficiency levels 1 and 2). Additionally, the evaluation system used addresses learning assessment (both formative and summative) and competence validation with the issuing of badges and course quality evaluation.

The DAISSy research group contributed to the definition of learning outcomes, thematic modules, learning units and the learning paths. It also implemented the piloting activities in Greece, employing 3 trainers that supported the enrollment of 58 learners to the DCDS course.

4. Trainer handbook and guide for implementing the methodology to assist the trainers and the training providers in planning and delivering flexible and modular training offers.

The DAISSy research group developed DCDS Teacher & Learner Guides for the DCDE environment. These user-friendly and rich in graphics guides facilitate teachers and learners respectively to navigate and exploit the potential of the DCDE environment.

E. Policy Influence Toolkit for training providers and policy recommendations based on data analysis for further exploitation and transfer by policy makers on e-inclusion, adult education and Digital Skills Agenda;

The DAISSy research group contributed to both of the aforementioned outputs, enhancing them with the state of the art in the EU and in Greece. It also translated the policy recommendations into Greek and shared it with the engaged Greek stakeholders.

DAISSy research group disseminated information about the project using its communication channels and presented its outputs to policy makers, VET providers, market representatives and low skilled learners during the two DCDS Multiplier Events that were organized in Greece.

More information about the project and its results can be found on the project website.

Access to ICT (Information and communications technology) and Broadband connection alone will not sufficiently bridge the existing gap. Additional support for existing and new training and retraining programs for development of digital skills is crucial.

The booklet “Digital Neighbourhood Instrument” describes the experience of the members of Digital Transition Partnership and the practical experience of two models for providing access to digital services. The two models are used in Helsingborg, Sweden and Sofia, Bulgaria.

The platform DCDE, which was developed by the DAISSy research group of the Hellenic Open University as part of  project DCDS: – Digital Competences Development System, is included in the booklet as a good example of training in digital competences. DCDS provides the following:

• A self-assessment tool (SAT),
• Different learning paths (LP) based on DigComp competences,
• Assessment tests,
• Badges that learners will earn by passing the tests at the end of each module or learning path,
• Forum service to communicate with teacher and peers.

The booklet is available here!

The Festival hosted more than 300 participants from all levels of education, which communicated and presented programs, activities and exhibits related to Education, Training, Innovation, Science and Technology. It was a major event, during which visitors got acquainted with educational and scientific courses linking education, skills, training and lifelong learning with career, creativity, growth, entrepreneurship and, in general, production and labor market needs. More than 70 schools were hosted at the Festival and presented their activities in sciences and new technologies. In addition to the booths and stands, more than 200 workshops and seminars were held free of charge by leading scientists, institutions, universities and market executives.

The DAISSy research group of Hellenic Open University participated in the “Spoudase” Festival with its own booth, promoting its research activities and projects. Four big screens were set up, each displaying videos about the DAISSy group, the various projects that the group participates in and their products.

One of the screens was dedicated to the promotion of the MOOC on “Promoting Global Citizenship Education using Digital Storytelling” that was produced in the context of project BRIGHTS. A specially created video based on the MOOC content was playing constantly on the screen, enhanced with slides promoting BRIGHTS project outcomes. Also, Projects MuSA, WEMIN and DCDS  were promoted within a specially created short video showcasing all DAISSy projects that was being constantly played on one of the screens.

Thanks to its central location, the DAISSy booth attracted more than 500 visitors, all of whom expressed their interest in the projects.

The focus group ran with the support of one facilitator (Nick Achilleopoulos) and one observer (Panagiota Zafeiropoulou) from Hellenic Open University. The facilitator presented the objectives of DCDS project and the purpose of the focus group. Additionally, he informed the participants about the focus group method and the ground rules. After that, the main discussion session was conducted, lasting approximately 90 minutes; in the following, the most important findings are summarized.

Most of the participants agreed that the digital transformation has helped a lot people who are already familiar with technology but has also created serious problems to people who are not. Usually, the capability of adults to use effectively and properly technologies increases together with their educational level, although elder people may display negative stance about having to learn to use digital technologies. Overall, the Greek society does not seem to be ready for the digital transformation.

Most of the focus group participants agreed that they understand technologies and use them mainly for acquiring knowledge, recreation and serving their daily needs. They would like to improve their digital competences mostly to serve their daily and professional needs. In general, low-skilled adults need to improve their basic skills, whereas middle and high-skilled adults should focus on specialization.

A common problem the participants face with digital and online services is the perception that they are consumed by technology, instead of them using it. Moreover, they are afraid of their personal data being misused because they consider digital technologies as non-credible.

Most of the people participating to this focus group prefer distance learning, preferably with the support of a tutor. This type of learning should be accompanied with project works (assignments) and a pre-assessment of their skills related to the use of online learning platforms. The learning contents should be mostly interactive and include videos. People without previous experience in online learning were also excited with the idea of learning through videos and interactive materials. Migrants would like videos to come with subtitles in their mother tongue. Learning through online means should be based on easy-to-use platforms and supported by an online tutor.

Last, given that most employers acknowledge the value of certification, participants would like to receive a certificate at the end of training, to use it for professional purposes. Unfortunately, the social competences and most competences that are developed through experience, as well as prior experience, are not accredited.

The focus group ran with the support of one facilitator (Achilles Kameas) and two observers (Spiros Borotis and Nick Achilleopoulos) from the Hellenic Open University. The facilitator presented the objectives of DCDS project and the purpose of the focus group. Additionally, he informed the participants about the focus group method and the ground rules. After that, the main discussion session was conducted, lasting approximately 90 minutes; in the following, the most important findings are summarized.

Most of the participants agreed that the basic digital competences are important for the social inclusion of adult citizens, as their existence facilitates their participation to the community and exploitation of digital services. Recent data indicate that more than 65% of NEETs or young people, among those who were following apprenticeship programs, in order to develop their digital competences, found a job. This finding justifies the significance of acquiring digital competences nowadays.

In general, the groups of the population that DCDS should target include people belonging to vulnerable groups (especially those culturally differentiated, e.g. Roma, people with disabilities, (recent and long-term) unemployed, people at risk of poverty, people with chronic disorders, immigrants and migrants, women, single parent families, etc), people aged 45+, unemployed (and especially recently unemployed), etc. An additional group identified includes the people working in high-level positions (e.g. CEOs, traditional media manager, elder academics, artists, judges, public servants, etc) who are ashamed to declare their lack of digital skills. It worth to mention that every attempt to “bridge the digital divide” should not be accomplished once, but should be repeated frequently on a regular basis, as digital skills require continuous updating and practical implementation.

The establishment of a national strategy (including a “set of rules” for training, accreditation, etc) by the Ministry of Digital Policy that would create a common ground is required. In addition, a change in the Greek mindset is required, i.e. to change this latest tension of “computerising” everything and focus more on user (human) – friendly technologies. This priority should be included in every attempt of developing and adopting information system, including the self-assessment tools mentioned earlier. Apart from the “supply” side mentioned, this change in the mindset should also be implemented in the “demand” side, i.e. the users should recognize and adopt digital technologies in their daily work duties, without asking for additional motivations.