Digital capability levels are widely used in VET, but widely misread. A learner assessed at Level 3 can work independently, but that doesn't mean they're ready to adapt when tools change or processes differ. This guide breaks down what DigComp 3.0 levels actually mean in practice, where the common misinterpretations happen, and what trainers, assessors, and RTOs can do to get better outcomes from the data they already have.
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Back to NewsDigital Capability and Digital Literacy - Part 2: Digital Capability in all Aspects of Life
The newly released Australian Digital Capability Framework (ADCF) will impact on the requirements of RTOs moving forward as more focus is directed at skilling learners for technological advancements, being driven by the need for industries to be more efficient, cost effective and self-reliant.
In today's digital landscape, there are numerous technologies that are considered part of the digital landscape. These technologies have become integral to our society, and being able to identify our capabilities and develop new areas of expertise is crucial for social, education, and workplace outcomes.
Digital Capability in all Aspects of Life
Socially, having digital capability and digital literacy is essential for individuals to navigate and participate effectively in the digital world. Social media platforms like Facebook, Instagram, Twitter, and LinkedIn have become prevalent tools for social interaction, networking, and information sharing. Digital capability allows individuals to connect with others, access information, and engage in online communities. Digital literacy, on the other hand, empowers individuals to critically evaluate information, make informed decisions, and navigate the online world responsibly, including addressing issues such as online harassment, cyberbullying, and misinformation. Being digitally capable and digitally literate can help individuals build meaningful connections, participate in online discussions, and make informed decisions in their social interactions in the digital space.
In an educational or training context, digital capability and digital literacy are critical for learners to succeed in modern classrooms that increasingly rely on digital technologies. Learners need to be proficient in using various digital tools for research, collaboration, and presentation, as well as develop critical thinking skills to evaluate online sources and engage in online discussions. Online learning platforms and educational software, such as Learning Management Systems (LMS), virtual classrooms, and educational apps, have become fundamental tools for remote learning, blended learning, and online courses. Digital capability and digital literacy are essential for learners to effectively utilise these technologies to enhance their learning experiences and achieve better educational outcomes.
In the workplace, digital capability and digital literacy are increasingly becoming essential skills for employability and career advancement. Many industries and job roles require digital skills, ranging from basic computer proficiency to specialised skills in data analysis, coding, digital marketing, and project management. Digital capability enables employees to effectively use digital tools and systems in their work, streamline processes, and improve productivity. Digital literacy, on the other hand, allows employees to critically evaluate information, communicate effectively through digital platforms, and adapt to new technologies and changing digital landscapes. Employees who are digitally capable and digitally literate are better equipped to navigate the digital aspects of their work and contribute to their organisation's success in the digital age.
TLRG is working on a digital literacy and capability assessment that will be tied to the new Australian Digital Capability Framework. This will be available via the LLN Robot system and will help to identify a learner’s current capability, level of digital literacy and likely methods of suitable engagement with training, assessment, employment and personal growth.
You can get more information and register your interest here.
ABOUT THE AUTHOR
David Cunning
David Cunning is the Programs Director of The Learning Resources Group. He has been in the VET sector for 16 years and has spent more than decade managing the creation of training and assessment resources for over 300 units of competency. He was the driving force behind the LLN Robot System of assessing and supporting vocational education students across the country.
Dave has invested himself in understanding the industry by attaining his Certificate IV in Training and Assessment and also a Diploma of Vocational Education and Training and a Diploma in Training Design and Development.
Prior to working in the VET sector, Dave was a psychology graduate and a graphic artist who ran his own independent publishing house.
Outside of TLRG office, Dave was voted the world's greatest dad by a 3/4 majority of his 4 sons. He is an amateur e-sports participator, avid motorcycle accumulator and aspires to be the single largest consumer of 2-minute noodles in the southern hemisphere.
