Competency frameworks COMPUTING AND INTERNET CERTIFICATE (C2i)

Transcription

1 Competency frameworks COMPUTING AND INTERNET CERTIFICATE (C2i) Mission Numérique pour l'enseignement Supérieur (MINES - DGESIP) (Digital Mission for Higher Education) Ministry of Higher Education and Research october 2012

2 C2I LEVEL 1 D1: Working in an evolving digital environment 1. Organising a complex work space 2. Backing up remote and local work space 3. Taking interoperability issues into account 4. Maintaining data D2: Being responsible for the digital age 1. Maintaining control over their professional, institutional and private digital identity 2. Ensuring protection of private life and personal data 3. Being responsible with respect to rules and regulations governing the use of digital resources 4. Adopting the prevailing rules and following the code of good digital practice D3: Creating, processing, using and distributing digital documents 1. Structuring and formatting a document 2. Inserting automatically generated information 3. Producing a composite document 4. Using data in worksheets 5. Preparing or editing a document for distribution 2

3 D4: Organising searches for information in the digital age 1. Searching for information adopting a suitable approach 2. Assessing the results of a search 3. Retrieving and referencing an on- line digital resource 4. Organising information monitoring D5: Working in a network, communicating and collaborating 1. Communicating with one or more partners 2. Participating in a group s on- line activity 3. Generating a document through collaborative work 3

4 C2I TEACHER DOMAIN A GENERAL COMPETENCES RELATED TO WORKING AS A TEACHER s A1. Mastering the digital work environment A11. Identify ICT personnel resources and their respective roles at local, regional and national level A12. Adopt the various IT components (locations, tools etc.) available within the work environment A13. Select and use the resources and services available within a digital workspace A14. Identify and use the most appropriate tools for communicating with the professionals and users within the education system A15. Gathering and organising resources, making use of professional sources A2. Development of competences for lifelong learning A21. Use online resources or distance learning systems for personal learning A22. Refer to research works linking knowledge, learning and ICTE A23. Keep up- to- date with pedagogical, organisational and scientific developments via exchange networks relating to the practitioner s particular field, discipline, and teaching level A3. Professional responsibility within the context of the education system A31. Adapt how one expresses oneself and communicates to different recipients and different contexts (institutional, public, private, internal, external, etc.) A32. Be aware of the issues and comply with the rules concerning, for instance: searching for and criteria for checking the validity of information; IT security; internet filtering. A33. Being aware of the legislation and requirements concerning professional use of ICTE, particularly with respect to: Protection of individual and public freedoms, personal safety, child protection, data confidentiality, intellectual property, image rights. A34. Comply, and ensure compliance by others, with the establishment s usage agreement(s), including the educational aspect of citizenship 4

5 DOMAIN B COMPETENCES REQUIRED TO TEACH WITH ICT s B1. Working in networks using collaborative working tools B1.1. Search for, produce, index, share and pool documents, information and resources in a digital environment B1.2. Contribute to a piece of work or a joint project within disciplinary, interdisciplinary, cross- cutting or educational teams B1.3. Organise, co- ordinate and lead work carried out by a network in disciplinary, interdisciplinary, cross- cutting or educational teams B2. Design, preparation, analysis and assessment of teaching content B2.1. Identify learning situations appropriate to the use of ICTE B2.2. Design learning and assessment situations using general software or software specific to the discipline, field or level of education B2.3. Design learning and assessment situations implementing approaches for researching information B2.4 Prepare resources appropriate to the various types of learner and teaching situations, choosing between the formats and media available and observing the rules for communication B2.5. Design learning situations or systems introducing distance learning components B3. Implementation in teaching B3.1. Lead a range of learning situations, taking advantage of the potential of ICT (class work, individual work, work in small groups) B3.2. Manage the alternation between activities that use ICTE and those that do not B3.3. Manage the different times and methods of working, face- to- face and/or distance, in order to take into consideration the diversity of pupils, students or trainees B3.4. Use ICTE to support and tutor pupils, students or trainees in carrying out their work, their projects, their research B3.5. Anticipate a technical problem or know how to deal with it B4. Implementation of assessment processes B4.1. Identify the ICT framework competences (B2i, C2i ) implemented in a learning situation presented to pupils, students or trainees B4.2. Participate in a group process for assessing ICT competences (B2i or C2i ) B4.3. Use tools for evaluating and monitoring learning 5

6 C2I LEVEL 2 DOMAINS COMMON TO ALL SPECIALISMS 1. To adhere to and integrate legislation relating to the protection of individual freedoms D1: To know and respect the rights and 2. To adhere to and integrate legislation on digital works linked to the obligations linked to digital operations professional field in a professional context 3. To adhere to and integrate the legal aspects relating to the protection and accessibility of professional information 1. To produce and implement a strategy for researching information in a professional context D2: To manage strategies for the 2. To produce and implement a strategy for monitoring information research and exploitation of digital in a professional context information and maximising its use 3. To produce a strategy for developing and assessing professional competences 1. To organise collaborative work using digital technologies D3: To organise professional collaboration using digital technology 2. To coordinate and lead collaborative activities in a digital environment 3. To adapt, modify and transmit data whilst respecting inter- operation in a context of collaborative professional work 6

7 SPECIFIC COMPETENCY DOMAIN HEALTHCARE PROFESSIONS 1. Management and distribution of knowledge on healthcare D4: Information systems and processing on and in 2. Gathering and archiving data in healthcare computer healthcare systems 3. Decision- making and management tools in healthcare computer systems 4. Communication of data in healthcare computer systems 5. Introduction to the basics of the software used in Healthcare 7

8 SPECIFIC COMPETENCY DOMAINS ENGINEERING PROFESSIONS Competencies 1 - Mastering the processes involved in a security policy in order to participate in its implementation 2. Identifying the parties involved in setting up the security policy and ascertaining their legal responsibilities 3. Identifying and ranking data so that it can be D4: Mastering the security of data and information appropriately used systems 4. Assessing the security of procedures and knowing the limitations of tools so that information can be processed in accordance with the location and mode of access 5. Estimating the intentional and accidental risks in order that the necessary measures can be taken 1. Understanding issues around information systems from the perspective of the project owner 2. Identifying the participants and stages involved in an information system project to ensure clear leadership D5: Steering overall management of the information system 3. Expressing every aspect of the requirement and ensuring these are taken into account by the project manager throughout the life of the project 4. Meeting the requirements of interoperability and accessibility from the perspective of the project owner 5. Interpreting a document modelling professional processes or data 8

9 SPECIFIC COMPETENCY DOMAINS LEGAL PROFESSIONS 1. Creating electronic documents and using document creation support systems D4: Mastering the lifecycle of a legal instrument 2. Mastering digital exchanges between judicial or legal participants and the services offered to citizens 3. To make digital exchanges secure 4. Archiving information 1. Mastering the context D5: Managing the challenges of the digital 2. Identifying participants economy 3. Mastering the tools D6: Guarding against the risks related to cybercrime 1. Mastering the legislation and case law in matters of cybercrime 2. Guarding against acts of cybercrime in the work environment 9

10 SPECIFIC COMPETENCY DOMAINS "SUSTAINABLE ENVIRONMENT AND PLANNING PROFESSIONS" 1. Recognising and identifying the databases and processing tools for spatialised and thematic data D4: Mastering the information processing systems in the environment and planning field 2. Using the appropriate processing tools for converting data to knowledge or a diagnostic 3. Ensuring the technical and thematic validity of the results 1. Referring to rules and standards relating to the production and dissemination of digital documents D5: Communicating on environment and planning using digital 2. Designing graphical and cartographical documents technology complying with the rules of semiology 3. Guiding the design of communication media suitable for the target audiences 10