About the course

There are different ways to approach the course aimed at developing digital competencies. The first might be an effort to impart a specific instrumental skill. In such a concept, we would draw up a list of tools and tasks that the student has to cover and, using instructional design. We could guide him through the points of the entire course. We believe that such a concept does not belong in the university because it does not build real competence.

The DigComp authors stress that these are competencies that are essential for civic life. That's why we've decided on a course concept that takes the student through individual competencies that are structured into five headings. We'll try to show him what their relationship is to the society we live in as much as possible. That he chooses to develop some competence (which we firmly hope he will) also practically is primarily his personal decision. It should be able to find the appropriate material background for such learning.

We use a "tool chapter" included in each thematic dimension to make the course more practical. It's about choosing the most important or exciting apps for a student to try. They may not all, of course, but within each circuit, they must select five instruments to use and describe the instruments and reflect on what they are used for and why. 

Course assignments are built primarily reflectively. We want the student to think for himself about a society that would not have a given competence developed in the long term or the consequences of such a state. At the same time, we are trying to establish a level of auto evaluation in the course to learn something new. 

There is also an emphasis on peer review. Each student must give feedback five times a semester on the tasks of their classmates (typically two). 

 If you find any errors or shortcomings in the course, we would be happy to hear from you. Students' behavior is monitored anonymously on the web by web analytics. 

 The site will be available to you after the course so that you can come back to it (and the materials from it) during or after the course. Data analytics tools are used in the course. 

Course guidance

At the beginning of the course
1. Master the web.
  • Go through the information on the web, look at the dates, see if you understand what your duties are, your pleasures and where the dates are. 

  • Every 14 days, it's assigned to a module. There are five modules - from Information and Data Literacy to Problem Solving. These are further subdivided into articles. Please read them all. 

  • At the end of each module is a page with tools to try and do. 

2. Handle IS.
  • The homework, the final test, the peer review - it's all in the ISU. 

    If you have any issues at this stage, contact the tutor. 

During the course

Every other Monday, we'll remind you of the course and introduce you to a new topic. 

  •  The task must always be submitted by the due date. There's not much time for an apology by fixing each other's tasks. Remember, it has a closing date. 
  • You submit your homework to the ISU Homework Vaults. 
  • You will receive an e-mail from your ISu colleagues after the task's closing with instructions on where and how to give feedback to students. Both the students' choice and the number of feedback loops are at ISu. Count on an average of two feedback loops per task. 

You need to submit your homework by Monday after you list your homework (look at the schedule below). Next week, you will have feedback. 

In addition to these regular tasks, there will be five (and therefore five feedback points), and the final exam. 

All tasks during the course have similar terms of reference and should therefore be commensurately time-consuming. 

At the end of the course

To pass the course, you must: 

  • Have tasks completed (5x) 
  • Have feedback to other students tasks (2x5 on average) 
  • Compose test at 70% 

Please adhere to the deadlines according to the schedule.

Should anyone fail to pass the test, we will consider the quality of their feedback and the quality of their tasks. Where both will be above average, an oral exam or an additional test term may be offered. 

Course schedule



Start of course - Information and Data Literacy

  • Homework: 25.10.
  • Peer Assessment: 1.11.

Safety Module

  • Homework: 6.12.
  • Peer Assessment: 13.12.

Communication and Collaboration Module 

  • Homework: 8.11.
  • Peer Assessment: 15.11.

Problem Solving Module 

  • Homework: 20.12.
  • Peer Assessment 31.12.

Digital Content Creation Module 

  • Homework: 22.11.
  • Peer Assessment: 29.11.

Final test: By 15.1. 2022



Dear students, there may be a situation for some of you where you give feedback to someone else, and there may be a new situation where you receive it from your classmates. We want to start by mentioning two things - giving and receiving feedback is extremely important. It is an integral part of the learning process, and it is also being targeted at foreign universities or MOOCs. So don't take feedback from others or others as something that's inexpert or less valuable. On the contrary, you are learning a great deal. So we're not about making our job easier (we'll randomly go through your feedback and assignments) but about stimulating the learning in you and a way of thinking that can't be supported much else. But if you get feedback that you think is entirely wrong and inadequate, please let us know -- we'll look, evaluate, make corrections if necessary.  

Feedback will be displayed on your notepads. It's not clear-cut, but it's not that bad either. We trust you'll get used to it. There is a component at IS MU for feedback work, which we were heavily involved in testing last year. We hope you'll be pleased with it. 

Because repair tasks are drawn by machine through an algorithm, at the closing time of the corresponding commit, it is highly unpleasant if you turn in the task late - and it doesn't matter all that much whether it's by five seconds or two days. Your assignment won't go to anyone anymore, and you won't read anything either. 

What to focus on in feedback?

Generally, you follow two areas: 

1. Formal correctness - does the task have all parts? Can it be considered fulfilled? Did the creator forget something? In this area, you check that the task has everything it has. Please include this aspect for all sub-questions in the evaluation.

2. The content aspect - it's more complicated here, of course - but try to see if what the student turned in makes sense. Try to keep any comments constructive, don't be afraid to help or advise others. In general, please avoid saying that someone has dismissed something, but rather ask questions or offer something else to or give your own perspective on the issue to help your classmate broaden his horizons. You should write at least two to three sentences on each sub-question. You help the others, and you learn as well. 

Example rating: 

You correctly list the five tools you used during the task. Their description is logical and clear. But is there one that you found perfect? I'm not clear from your text how you used the Trello tool to plan time. I want to recommend an article - http://www.mitvsehotovo.cz/2016/11/5-tipu-pro-effectiveness-praci-s-trello/, it's older, but I think it's pretty instructive. I think he can help you. With the Keep tool, is it unclear in any way how you entered the documents? I thought it was impossible to be put in the discernment. If you could elaborate (even put it on FB), that would be fine. Otherwise, good job! 

Remember that feedback should be specific and addressed - sentences like great homework or okay, they're fine, but they won't be constructive. 

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