The case for competences Simon Grant 2009-04-29

Simon Grant

2009-04-29

Known motivators Learners keeping track of learning Learners transferring between institutions Learners having summary of what they have learned HEIs producing useful HEAR, DS, transcript HEIs preparing students for next steps F/HEIs collaborating in educational ventures HEIs broadening course intake, opening up pathways Professional bodies setting learning agenda Employers engaging with HE, if skills are relevant

Learners keeping track of learning

Learners transferring between institutions

Learners having summary of what they have learned

HEIs producing useful HEAR, DS, transcript

HEIs preparing students for next steps

F/HEIs collaborating in educational ventures

HEIs broadening course intake, opening up pathways

Professional bodies setting learning agenda

Employers engaging with HE, if skills are relevant

Common points: intersect how? Personal development – planning goals Education – learning outcomes Assessment – criteria Reporting – HEAR, DS, etc. possibilities For courses, jobs, memberships – requirements Career, professional development – skills, competence including the NOSs of the SSCs

Personal development – planning goals

Education – learning outcomes

Assessment – criteria

Reporting – HEAR, DS, etc. possibilities

For courses, jobs, memberships – requirements

Career, professional development – skills, competence

including the NOSs of the SSCs

Technical openings HEAR Europass – Learner Mobility documents (incl. DS) XCRI and (closely related European) MLO LEAP2A We are closely involved in all of the above Some others not so close, e.g. HR-XML The idea would be to coordinate with all, not build in (IEEE RCD is known, but far from a full solution) Focus on interrelationships across frameworks

HEAR

Europass – Learner Mobility documents (incl. DS)

XCRI and (closely related European) MLO

LEAP2A

We are closely involved in all of the above

Some others not so close, e.g.

HR-XML

The idea would be to coordinate with all, not build in

(IEEE RCD is known, but far from a full solution)

Focus on interrelationships across frameworks

Evidence of interest CEN European Learner Mobility discussion setting up SIG for competence PIOP projects final reports Medical education interest Leeds, ALPS CETL Scottish NHS e-portfolio seems like all others spoken with have active interest JISC projects past e.g. ioNW2 present e.g. SRC

CEN European Learner Mobility discussion

setting up SIG for competence

PIOP projects final reports

Medical education interest

Leeds, ALPS CETL

Scottish NHS e-portfolio

seems like all others spoken with have active interest

JISC projects

past e.g. ioNW2

present e.g. SRC

Work ideas already on agenda PIOP / LEAP2A work identified but this should not be seen in isolation plausible links to several other activities (indeed, that's the main point of new focus on competence) Multipurpose meeting probably July 1 st use example of medical education requirements look at tool capabilities serves LEAP2A extension but also may identify other needs

PIOP / LEAP2A work identified

but this should not be seen in isolation

plausible links to several other activities

(indeed, that's the main point of new focus on competence)

Multipurpose meeting probably July 1 st

use example of medical education requirements

look at tool capabilities

serves LEAP2A extension

but also may identify other needs

Describe What are the findings of other studies / reports? Can they be brought together in a framework relevant to JISC purposes? What common domain model of skill/competence would work across all the relevant areas in several domains? What features are needed? What distinctions between what aspects of competence? How do frameworks need to be cross-linked? How can we maximise the potential to establish equivalence across frameworks?

What are the findings of other studies / reports? Can they be brought together in a framework relevant to JISC purposes?

What common domain model of skill/competence would work across all the relevant areas in several domains?

What features are needed?

What distinctions between what aspects of competence?

How do frameworks need to be cross-linked?

How can we maximise the potential to establish equivalence across frameworks?

Create Interoperable frameworks of competence suitable for portfolio tools Information model Experimental specification Coordinated with LEAP2A but not part of it Aim to allow tools simple plug-in of frameworks Start with real requirements of medical education Demonstrator tools for managing equivalences Demonstrator tools for pathway discovery

Interoperable frameworks of competence suitable for portfolio tools

Information model

Experimental specification

Coordinated with LEAP2A but not part of it

Aim to allow tools simple plug-in of frameworks

Start with real requirements of medical education

Demonstrator tools for managing equivalences

Demonstrator tools for pathway discovery

Thanks... ... for inviting me to present ... for your attention ... for your consideration of the ideas ... for your feedback

... for inviting me to present

... for your attention

... for your consideration of the ideas

... for your feedback