Compare levels
How each competence changes as the level rises.
| Competence | A1Newcomer | A2Explorer | B1Integrator | B2Expert | C1Leader | C2Pioneer |
|---|---|---|---|---|---|---|
| 1.1Organisational communication | Making little use of digital technologies for communication. | Being aware and making basic use of digital technologies for communication. | Using digital technologies for communication in an effective and responsible way. | Using digital technologies for communication in a structured and responsive way. | Evaluating and discussing communication strategies. | Reflecting on and re-designing communication strategies. |
| 1.2Professional collaboration | Making little use of digital technologies for collaboration. | Being aware and making basic use of digital technologies for collaboration. | Using digital technologies to share and exchange practice. | Using digital technologies for collaborative knowledge construction. | Using digital technologies for reflecting on and enhancing practices and competences. | Using digital technologies to facilitate innovative practice. |
| 1.3Reflective practice | Being unsure about one’s development needs. | Being aware of one’s development needs. | Using experimentation and peer learning as a source for development. | Using a range of resources to develop one’s individual digital and pedagogic practices. | Collaboratively reflecting on and enhancing pedagogic practice in general. | Innovating educational policies and practices. |
| 1.4Digital Continuous Professional Development (CPD) | Making little use of the internet for updating knowledge. | Using the internet for updating knowledge. | Using the internet to identify opportunities for CPD. | Exploring online CPD opportunities. | Critically and strategically using the internet for CPD. | Using the internet to provide CPD to peers. |
| 2.1Selecting digital resources | Making little use of the internet to find resources. | Being aware and making basic use of digital technologies for finding resources. | Identifying and assessing suitable resources using basic criteria. | Identifying and assessing suitable resources using complex criteria. | Comprehensively identifying and assessing suitable resources, considering all relevant aspects. | Promoting the use of digital resources in education. |
| 2.2Creating and modifying digital resources | Refraining from modifying digital resources. | Creating and modifying resources using basic tools and strategies. | Creating and modifying resources using some advanced features. | Adapting advanced digital resources to a concrete learning context. | Creating, co-creating and modifying resources according to the learning context, using a range of advanced strategies. | Creating complex, interactive digital resources. |
| 2.3Managing, protecting and sharing digital resources | Not employing strategies for sharing resources. | Managing resources using basic strategies. | Effectively sharing and protecting resources using basic strategies. | Professionally sharing resources. | Digitally publishing self-created resources. | Professionally publishing self-created digital content. |
| 3.1Teaching | Making little use of digital technologies for instruction. | Making basic use of available digital technologies for instruction. | Integrating available digital technologies meaningfully into the teaching process. | Using digital technologies purposefully to enhance pedagogic strategies. | Orchestrating, monitoring and flexibly adapting the use of digital technologies to enhance pedagogic strategies. | Using digital technologies to innovate teaching strategies. |
| 3.2Guidance | Making little use of digital technologies for interacting with learners. | Employing basic digital strategies to interact with learners. | Using digital technologies to enhance interaction with learners. | Using digital technologies to enhance monitoring and guidance. | Employing digital technologies strategically and purposefully to provide guidance and support. | Using digital technologies to innovate guidance provision. |
| 3.3Collaborative learning | Making little use of digital technologies in collaborative learning activities. | Encouraging learners to use digital technologies in their collaborative activities. | Implementing digital technologies into the design of collaborative activities. | Using digital environments to support collaborative learning. | Using digital environments for learners’ collaborative knowledge generation and peer assessment. | Using digital technologies to innovate learner collaboration. |
| 3.4Self-regulated learning | Making little use of digital technologies for self-regulated learning. | Encouraging learners to use digital technologies in self-regulated learning activities. | Implementing digital technologies into the design of self-regulated learning activities. | Using digital environments to comprehensively support self-regulated learning. | Critically reflecting on the digital strategies used to foster self-regulated learning. | Developing new digital formats and/or pedagogic approaches for self-regulated learning. |
| 4.1Assessment strategies | Making little use of digital technologies for assessment. | Integrating digital technologies into traditional assessment strategies. | Employing and modifying existing digital assessment tools and formats. | Strategically using a range of digital assessment formats. | Comprehensively and critically selecting, creating and adapting digital assessment formats. | Developing innovative assessment formats, using digital technologies. |
| 4.2Analysing evidence | Making little use of digital data for monitoring progress. | Evaluating basic data on learner activity and performance. | Evaluating a range of digital data to inform teaching. | Strategically employing digital tool for data generation. | Using digital data to reflect on learning patterns and teaching strategies. | Innovating data generation and evaluation. |
| 4.3Feedback and Planning | Making little use of digital data for feedback and planning. | Using digital technologies to inform feedback. | Using digital technologies to provide feedback. | Using digital data to enhance the effectiveness of feedback and support. | Using digital technologies to personalise feedback and support. | Using digital data to evaluate and improve teaching |
| 5.1Accessibility and inclusion | Being concerned about accessibility and inclusion. | Being aware of accessibility and inclusion issues. | Addressing accessibility and inclusion. | Enabling accessibility and inclusion. | Enhancing accessibility and inclusion. | Innovating strategies for accessibility and inclusion. |
| 5.2Differentiation and personalisation | Being uncertain about the potential of digital technologies for differentiation and personalisation. | Being aware of the potential of digital technologies for differentiation and personalisation. | Employing digital technologies for differentiation and personalisation. | Strategically using a range of digital technologies for differentiation and personalisation. | Comprehensively and critically implementing differentiated and personalised learning. | Innovating strategies for differentiation and personalisation, using digital technologies. |
| 5.3Actively engaging learners | Making little use of digital technologies for learner engagement. | Using digital technologies to engage learners. | Fostering learners’ active use of digital technologies. | Using digital technologies for learners’ active engagement with the subject matter. | Comprehensively and critically implementing strategies for active learning. | Innovating digital strategies for active learning. |
| 6.1Information and media literacy | Making little use of strategies fostering learners’ information literacy. | Encouraging learners to use digital technologies for informational retrieval. | Implementing activities fostering learners’ information and media literacy. | Strategically using a range of pedagogic strategies to foster learners’ information and media literacy. | Comprehensively and critically fostering learners’ information and media literacy. | Using innovative formats for fostering learners’ information and media literacy. |
| 6.2Digital communication & collaboration | Making little use of strategies fostering learners’ digital communication and collaboration. | Encouraging learners to use digital technologies for communication and collaboration. | Implementing activities fostering learners’ digital communication and collaboration. | Strategically using a range of pedagogic strategies to foster learners’ digital communication and collaboration. | Comprehensively and critically fostering learners’ digital communication and collaboration. | Using innovative formats for fostering learners’ digital communication and collaboration. |
| 6.3Digital content creation | Making little use of strategies fostering digital content creation by learners. | Encouraging learners to use digital technologies for creating content. | Implementing activities fostering digital content creation by learners. | Strategically using a range of pedagogic strategies to foster digital content creation by learners. | Comprehensively and critically fostering digital content creation by learners. | Using innovative formats for fostering digital content creation by learners. |
| 6.4Responsible use | Making little use of strategies fostering learners’ digital wellbeing. | Encouraging learners to use digital technologies safely and responsibly. | Implementing measures to ensure learners’ wellbeing. | Pedagogically supporting learners’ use of digital technologies to ensure their wellbeing. | Strategically and critically developing learners’ responsible and safe use of digital technologies. | Developing innovative approaches to fostering learners’ ability to use digital technologies for their own wellbeing. |
| 6.5Digital problem solving | Making little use of strategies fostering learners’ digital problem solving. | Encouraging learners to use digital technologies to solve problems. | Implementing activities fostering learners’ digital problem solving. | Strategically using a range of pedagogic strategies to foster learners’ digital problem solving. | Comprehensively and critically fostering learners’ digital problem solving. | Using innovative formats for fostering learners’ digital problem solving. |