Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose
Information is a competence area that covers several competences and a large number of digital aspects, all of which are about digital information. A competence area is a summary of the Digital Competence Wheel. The competences are merged into four main areas, and information is one of these.
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Information.
The diagram illustrates the score on some of the key aspects of information. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
You can, for example, compare information from multiple sources to check if what you have found is true
You considering, for example, who is behind the information you find on the web and why it has been made
You can, for example, use search filters to make more accurate searches
You understand, for example, how search engines gather information from the web and show you the best results
You can, for example, put together more words when searching the web
Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior
Communication is one of four main competence areas in the Digital Competence Wheel. Communication is a cluster of the competences of active participation, collaboration, social awareness and choice of media. Digital communication is characterised by the fact that communication is communicated via digital media.
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Communication.
The diagram illustrates the score on some of the key aspects of communication. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
You are, for example, able to express your thoughts and opinions through social media
You know the different strengths and weaknesses of, for example, mobile phones, email or social media when it is used to communicate with others
You consider, for example, the type of media (video, image, music, or Powerpoint) that is most useful for presenting a topic to the class
You are, for example, careful about maintaining a good tone when talking to others on the web
You consider, for example, who you are talking to on the web and make sure that your language and tone fit your recipients
You know, for example, many different social media and networks, where you can talk, share and discuss this and that
You can, for example, create a good profile on the different social media platforms that helps you achieve what you want on the network
Ability to create, configure, and edit digital content, solve digital problems and explore new ways to take advantage of technology
The score falls within the range of scores, from 62% to 68%, considered the category: Level 4 (intermediate).
Level 4 (intermediate)
Users on level 4 (intermediate) are able to perform well-defined tasks independently. They can also solve non-routine problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Production.
The diagram illustrates the score on some of the key aspects of production. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
You can, for example, make a slide show for a presentation where you insert text, picture, and video
You can, for example, make your own blog or website on the internet
You can, for example, make and edit your own videos and pictures
Ability to use digital technology safely and sustainably in relation to data, identity and work injuries and to pay attention to legal consequences, rights and duties
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Safety.
The diagram illustrates the score on some of the key aspects of safety. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
You usually have a good idea of what you are agreeing to when you agree to the "Terms and conditions" on various online services
You can, for example, recognise messages or e-mails where the sender appears to be different from who he or she is
You have, for example, a method to create and remember (or save) good passwords
You know, for example, who to contact if you find that your account has been hacked, if embarrassing images of you are being shared, or if you experience something else that is really unpleasant
Ability to see opportunities, set realistic goals and execute digitalisation with a good understanding of technology's interaction with management, national strategy, organisation and business
Digital management is not essentially different from any other effective management, however, technology changes the managerial rules of the game. The digital leader must have an interest in and understanding of the purpose of digitalisation - otherwise it may be difficult to take responsibility for and see the opportunities that digitalisation can mean for the organisation. In addition, the digital leader must be able to set realistic goals that move the development in the right direction - otherwise, focus will quickly be on several digital solutions rather than on how digitalisation increases productivity. Finally, the digital leader must also be able to adjust and execute digital solutions that take competences, organisation, employees and culture into account.
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Digital Management.
The diagram illustrates the score on some of the key aspects of digital management. It is a weighted average of these aspects that determines the score.
Benefits from high-level competence
Can better realise and understand efficiency gains from digitalisation
Strengthens the insight into which processes and tasks that can advantageously be digitalised
Can and will adjust workflows so that they can be supported digitally
Motivate yourself and employees to continually develop their own digital competences
Can relate both national and municipal digitalisation strategies to their own field of expertise
Dare to test new technologies that can support workflows and free resources
Can set realistic targets that can be measured and that urge development in the right direction
Examples of high-level competence
To keep up to date with developments in technologies relevant to one's field of expertise
Being able to utilise technology effectively to deliver results
Ensuring access to and the security of IT systems
I have good strategies for creating and remembering (or saving) passwords
For example, having a good habit of creating passwords using symbols, numbers, uppercase letters, and without using the name of family or pets
View questionThe response distribution is a description and frequency of the values associated with a particular question.
I know different methods for identifying phishing and malware (malicious programs)
Methods for recognising attempts to lure sensitive data from the user, such as username, password or credit card details.
View questionThe response distribution is a description and frequency of the values associated with a particular question.
I can encrypt, password-protect or otherwise secure access to data when it is sent or stored
For example, using 2-Step verification or password protection on documents, and ensuring that the connection is encrypted when the these are sent
View questionThe response distribution is a description and frequency of the values associated with a particular question.
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