There is a track entitled “The integration of generic competences into curricula” on which I’m presenting a communication. This communication is, actually, a book chapter I wrote last spring: Digital capacitation at UOC: technological literacy vs. Informational and functional competence. I copy and paste here the abstract so you don’t have to be browsing around:
If the goal of competences training in the new European Higher Education Area (EHEA) is adapting to new times, it is evident that a correct digital literacy is an essential basis to work in the informational society. There is, nevertheless, a sort of bias in the definition of the term “digital literacy”, a bias that tends to shift towards the most technological side of the concept. Notwithstanding, beyond the knowledge of technology, there is a new world to discover concerning its use, what it is usually called informational literacy – the efficient and effective use of Information and Communication Technologies – and that, along with technology, requires a functional digital capacitation in the use of ICTs.
At the Open University of Catalonia (UOC) the student has at his arm’s reach a collection of services that will help him out through his way over (a possible) technological illiteracy and, above all, he is taught – implicitly and explicitly – in the use of these technologies through the interaction in the virtual campus, in the following of specific subjects and in exercises and practices solving.
This paper tracks the path of the evolution of the different capacities that form, as a whole, the total development of what we could call functional digital competence, and presents the moments or experiences in which the student acquires these capacities by studying in a virtual campus.
If you need to cite this article in a formal way (i.e. for bibliographical purposes) I dare suggest:
Peña-López, I. (2006) “Digital capacitation and Conference on the European Higher Education Area” In ICTlogy,
#37, October 2006. Barcelona: ICTlogy.
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