FF:ISKB07 Digital Literacy - Course Information

ISKB07 Digital Literacy

Extent and Intensity

2/0/0. 4 credit(s). Type of Completion: zk (examination).
Taught in person.

Teacher(s)

RNDr. Michal Černý, Ph.D. (lecturer)
Mgr. Dominika Šolcová (assistant)
Mgr. Pavlína Mazáčová, Ph.D. (alternate examiner)

Guaranteed by

Mgr. Pavlína Mazáčová, Ph.D.
Department of Information and Library Studies – Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Department of Information and Library Studies – Faculty of Arts

Timetable

Fri 14:00–15:40 B2.13

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.

fields of study / plans the course is directly associated with

there are 9 fields of study the course is directly associated with, display

Course objectives

The course aims to develop theoretical and practical knowledge and skills that will enable the trainee to work with modern technologies for education and for the presentation of information. The course is a copy of The Digital Competence Framework 2.2 - European Commission. It is devoted to its parts and relates to practical and theoretical skills necessary for its acquisition and work in a library or educational institution.

Learning outcomes

Student will be able to:

create infographic

think about the possibilities of data and process visualization and choose a suitable method for it

create similar text in the   Medium online environment

critically reflect The Digital Competence Framework 2.2

Create an education module in   Moodle

Understand the basic terminology of computer networks

Make a simple movie in a group with classmates

Choose a suitable online tool for working with digital content

Syllabus

• 1. The Digital Competence Framework 2.2, organizational guidelines
• 2. Data and information literacy I.
• 3. Data and information literacy II.
• 4. Communication and cooperation I.
• 5. Communication and cooperation II.
• 6. Creation of digital content I.
• 7. Creation of digital content II.
• 8. Security I.
• 9. Security II.
• 10. Problem-solving I.
• 11. Problem-solving II.

Literature

required literature
• ČERNÝ, Michal. Digitální kompetence v transdisciplinárním nahlédnutí : mezi filosofií, sociologií, pedagogikou a informační vědou (Digital competence in transdisciplinary insight : between philosophy, sociology, pedagogy, and information science). 1st ed. Brno: Masarykova univerzita. 190 pp. Masarykova univerzita. ISBN 978-80-210-9330-0. 2019. info
• ČERNÝ, Michal. 12 trendů v české softwarové ekonomice: technologické, ekonomické, sociální a etické aspekty ICT. 1. vyd. Brno: Masarykova univerzita, 2014. 139 s. neuvedeno. ISBN 978-80-210-6803-2.
• ČERNÝ, Michal. Tvorba digitálních vzdělávací objektů pro online prostředí: didaktické a technické poznámky k tvorbě digitálních vzdělávacích objektů (převážně) v konektivistickém a konstruktivistickém paradigmatu (Creation of digital educational objects for the online environment: didactic and technical notes on the creation of digital educational objects (predominantly) in the connectivist and constructivist paradigm). 1st ed. Brno: Flow. 111 pp. ISBN 978-80-88123-17-0. 2017. info

not specified
• Černý, M. (2023). DigCompEdu: Digitální kompetence učitelů od teorie k praxi. Národní pedagogický institut ČR, 124 s.
• KAATRAKOSKI, Heli; LITTLEJOHN, Allison; HOOD, Nina. Learning challenges in higher education: an analysis of contradictions within Open Educational Practice. Higher education, 2017, 74.4: 599-615.
• ARIEW, Susan, et al. Information Literacy and Data Literacy as Critical Thinking. 2019.
• NÚÑEZ-CANAL, Margarita; DE OBESSO, Mª de las Mercedes; PÉREZ-RIVERO, Carlos Alberto. New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 2022, 174: 121270.
• WELLER, Martin, et al. Mapping the open education landscape: citation network analysis of historical open and distance education research. Open Praxis, 2018, 10.2: 109-126.
• SKANTZ-ÅBERG, Ewa, et al. Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 2022, 9.1: 2063224.
• GUILLÉN-GÁMEZ, Francisco D., et al. Identifying predictors of digital competence of educators and their impact on online guidance. Research and Practice in Technology Enhanced Learning, 2022, 17.1: 1-19.
• MATTAR, João; RAMOS, Daniela Karine; LUCAS, Margarida Rocha. DigComp-based digital competence assessment tools: literature review and instrument analysis. Education and Information Technologies, 2022, 27.8: 10843-10867.

Teaching methods

Students attend lectures going through DigComp 2.2. They continuously complete assignments (5x), having theoretical and practical parts. They give each other feedback on the assignments. They get the point feedback from the teacher at the end of the semester. At the end of the semester, they write an essay and take a knowledge test.

Assessment methods

The final assessment consists of the following parts:

Final test 42 points.

Final essay 18 points (approx. 10,000 characters including spaces).

On-going tasks 40 points (all five must be submitted).

Entrance questionnaire and entrance self-evaluation (unscored, but mandatory).

Exit questionnaire and exit self-evaluation (unscored, but mandatory).

Feedback (approximately 2x5) on classmates' assignments.

Grades: 110-95 A; 94-85B; 85-78 C; 77-69 D; 69-62 E; Less F

Language of instruction

Czech

Further Comments

Study Materials
The course is taught annually.

Listed among pre-requisites of other courses

• KPI33 Digital Competence Course
  (!ISKB08) && (!ISKB03) && (!ISKB07)  

• Enrolment Statistics (Spring 2023, recent)
  
• Permalink: https://is.muni.cz/course/phil/spring2023/ISKB07