Towards Agile Competence Development


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This presentation discusses our approach to competence development where learners can have on-demand access to competences by taking part in a currency-free competence exchange scheme. The idea here is to integrate competence management features within a collaborative social media platform. Our approach consists in providing new incentives to learners by making them aware that their own competences can be useful for others and vice-versa. Learners can thus turn into timely providers of their own skills by giving coaching sessions in exchange of reusable credits. Our goal is to go beyond spontaneous assistance between peer learners and to foster the emergence of self-driven communities of competence exchanges. To achieve this, we extended Graaasp, an Opensocial-based container that allows users to organize their collaborative work through web spaces and supports context-aware recommendations. Thanks to this tool and our extension, learners can make discoverable or find competences, arrange informal teaching sessions and get reusable credits in return, all this in a continuous and context-centered environment.

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  • Learners can also be seen as competence providers themselves
    Formal competence dev. is needed but sometimes not agile enough.
    Informal exchanges are neither recorded nor formally encouraged and remain within the limits of small acquaintance groups.
  • LETS (Local Exchange and Trading Systems [5]): communities where members can trade skills, in the form of services, in a multilateral way and in exchange of credit units
  • proficiency to choose from 8 levels (begin, intermediate, advanced, expert)
  • under development
  • Under development
  • ECU as a community currency, BUT how do we ensure DURABILITY ?
    credit networks (=decentralized currencies) offer an alternative to centraly maintained currencies (be they community or national currencies)

    Explanation of credit Network from Arpita Ghosh et al., Mechanism Design on Trust Networks

    << Currencies can in fact operate as abstract IOUs ("I Owe YOU"), or obligations.
    (examples :) Modern currencies are issued in the form of abstract obligations to provide value of some form, be it banks’ obligations to redeem account balances for government notes, governments’ obligations to redeem those notes as credit toward taxes due, or e-gold’s obligations to store gold in trust for account holders.
    A decision to accept a certain currency1 is a decision to trust the issuer to fulfill its obligations.
    ex: From this perspective, a loan repayment agreement is currency issued by the borrower and accepted by the lender.

    Payment is the transfer of obligations from one entity, the payer, to another, the recipient, in a form the recipient will accept. In other words, to make payment, the payer must present obligations from a currency issuer that is trusted by the recipient. The payer is faced with the problem of how to route the payment: how to convert obligations that it holds or can readily obtain (for example, via a line of credit) into obligations from an issuer that the recipient considers trustworthy. This routing takes place in a trust network.

    The most ubiquitous routable financial trust network is the banking system. At the national level this is essentially a tree, with the central bank at the root, regular banks as children of the central bank, and bank customers as the leaves. This arrangement makes it feasible to route payments manually, since there is only one path between any two nodes in a tree.>>
  • proficiency to choose from 4 levels (begin, intermediate, advanced, expert)
  • Towards Agile Competence Development

    1. 1. Towards agile competence development Freddy LIMPENS, Denis GILLET, Evgeny BOGDANOV ReactTeam, EPFL, Lausanne PerEL - 8th IEEE Int.Workshop on PervasivE Learning, Life, and Leisure March 23, 2012
    2. 2. 1. RATIONALE
    3. 3. anewapproachfor Agilecompetencedevelopment ❚ make learners realize they too have competences useful for others ❚ in an agile & pervasive way because: ▯anchored in context through the notion of web space ▯based on widget technology accessible from mobile terminals ▯set in an informal flow of action (social media platform, tagging)
    4. 4. Inspiration ❚ ▯online "peer to peer" university ▯courses organized in study groups (+ flexible, +involving) ▯growing success & recognition
    5. 5. Inspiration ❚ LETS : Local Exchange and Trading Scheme ▯multilateral exchange of services: A helps B who helps C, etc. ▯organized in local communities ▯created in the 80's and still active!
    6. 6. ACompetence Bartering Platform ❚ allowing Competence advertising and searching among peers ❚ competence providers give coaching sessions ... ❚ .. and get reusable credits in return = Multi- lateral Bartering
    8. 8. ROLE project ❚ promote self-directed learning ❚ provide open & versatile tools easily configurable ❚ foster community exchanges (resource bundles, web spaces) ❚ enable truly user-centered PLE
    9. 9. iGoogleusedforlearning Social tools & learning
    10. 10. Social tools & learning
    11. 11. Social media platform + collaboration through space with
    12. 12. "web space" = • People + Resources + tools • bundled for a given purpose (course, project, etc.) => space materialize contexts
    13. 13. Targeted technical contribution Extend current SocialPlatform / Learning tools w/: ❚ lightweight competence management ❚ user search and recommendation based on competence ❚ multilateral trade Competence Bartering Platform
    15. 15. definition *
    16. 16. Example : "John is Level 4 (/8) in Algebra" ▪ theory. + factual knowledge in a broad context ▪ skills to generate sol. to specific pb ▪ self-management in study context subject to change + responsibility for evaluation and improvement standard scale for competences...
    17. 17. ... butlightweight (tags) description ! EQF scale (/8) web design
    18. 18. ▯pluggable in any OpenSocial compatible env. => fully portable to mobile terminals ▯incentive by providing simplified Europass CV editor and get competence data in return ▯compatible with growing standard Europass (10M CV generated) CV Builder widget
    19. 19. Seamless competencemanagement withCV Builder
    20. 20. see and try at Seamless competencemanagement withCV Builder
    21. 21. ❚ Competences globally available for ▯search ▯recommandation in context (web spaces) search / recommendpeople's competences
    22. 22. Coaching sessions When sought-for competence is found, trading peers can arrange a meeting, exchange resources, etc through: + Communication widgets (e.g FlashMeeting, Chat, Google docs widgets, etc. see ROLE Widget store: (http://www.role- municate)
    23. 23. decentralized credit model ❚ Coaches get community currency credits in return (fixed hourly-based rate or freely agreed, depending on chosen policy and results of evaluations in ROLE testbeds) ❚ transactions are supported by a decentralized peer-2-peer credit network (each member grant credit) for .. ▯robustness over central (possibly faulty) structure ▯cross-communities transfer ❚ Implementation based on model
    24. 24. CONCLUSION
    25. 25. conclusion GOAL: extend social container to foster self-directed learning, build communities of mutual coaching exchanges fueled by decentralized community currency
    26. 26. conclusion ROLE Competence Bartering Platform features: ❚ Competence management: ▯extend OpenSocial container (shindig) ▯low-barrier entry (CV Builder) ▯exploit search & recommendation mechanisms ❚ trade & coaching with remote work and communication widgets ❚ credit system based on p2p Ripple system
    27. 27. Thanks for your attention ! Questions to :
    28. 28. RIPPLE-PAYPRINCIPLES Hidden track
    29. 29. decentralizedcredit model ❚ use Ripple system with Educational Credit Unit (ECU) currency Ripple video
    30. 30. decentralizedcredit model cold-start : use intermediary third party nodes before trust is developed enough trusted authority trusted authority trusted authority trusted authority step 1: no mutual trust step 2: +&+ transactions bypass central nodes
    31. 31. Typical scenario 1. Tom starts a Master in Web Development 2. First project =>Tom needs an update on Ruby 3. Tom discovers the Competence Bartering Platform (CBP): 1. CV Editor widget 2. search "ruby" and find Alice 3. Alice coachTom in ruby 4. Tom pays Alice with ECU (Educational Credit Unit
    32. 32. Typical scenario 4. Multilateral exchange :Tom coach other peers 5. Tom graduates: reuse remaining credits in his new job
    33. 33. competencemanagement ❚ Standardization ▯OpenSocial Data Specification ▯RDF : Cognitive Characteristic Ontology ❚ interface idea (from LinkedIn): 1 2 3