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The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
The Mupple Competence Continuum
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The Mupple Competence Continuum

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  • 1. The MUPPLE competence continuum Joanna Wild 1) , Fridolin Wild 2) , Marco Kalz 3) , Margit Hofer 1) , Marcus Specht 3) 1) Centre for social innovation – ZSI, Austria 2) The Open University, UK 3) Open University of the Netherlands
  • 2. Outline
    • Context: Literacies
    • Methodology
    • MCC (overview)
    • MCC (details)
    • The MCC and literacies
    • Conclusion & future work
  • 3. Literacies
  • 4. Methodology
    • Qualitative study:
      • Viewpoint of participant
      • Social context
    • Interviews with stakeholders (learners, facilitators, learning designers, researchers)
      • 15 persons in 5 sessions (each 40 min to 1 hour)
    • Transcripts > analytical memos > coding > large display
  • 5. The Revive Project
    • REVIVE - Leonardo da Vinici, Transfer of Innovation
    • reviewing existing VET courses at partner institutions
    • organising workshops for course designers: focus on VLE and SoSo (ZSI)
    • updating, improving and testing of selected VET courses
    • dissemination of success stories
  • 6. Competence Continuum
    • Planning competence refers to those skills, abilities, habits, attitudes, and knowledge that fix how goals, schedules, and paths are set.
    • Reflection is creative sense making of the past and enables planning.
    • Monitoring refers to how progress control is performed.
    • Last but not least, the pair acting and interacting group social & collaboration and information & tool competences.
    Plan Reflect Monitor Act Interact Minimal condition Necessary trigger Intended outcome
  • 7. Plan (Astrid Walter) - inquisitiveness - offer-oriented selection - adopting 3rd party planning - ability to design your own portfolio - ability to match formal and personal requirements - ability to explicate intentions and objectives - ability to set priorities to tasks
  • 8. Reflect
    • willingness to change own attitudes
    • collecting (digital) traces
    • ability to identify strengths and weaknesses
    • reviewing traces
    • creative sense-making of the past
  • 9. Monitor
    • control & direct facilitator(s)
    • self discipline
    • ability to autonomously control own progress
    • adopting external evaluation criteria
    • systemic 'more-knowledgeable-other' evaluation
    • ability to set evaluation criteria
    • willingness for public exposure
    • ability to network for feedback
    • ability to compare with others
  • 10. Act
    • willingness to try s.th. New
    • instrumental skills: basic operational ICT skills
    • information gathering skills: content-centred
    • productive and transformative ICT skills
    • ability to assess quality & reliability of (sources of) information
    • process- & content-centred
    • creative construction & maintenance of tool set
    • constant build up of the range of personal experiences
    • ability to match the right tool with the intended purpose
    • capability to deconstruct your PLE
    • ability to screen available tools
    • capability to repurpose: change tool context
    • ability to select tools
    • comprehension that information outside print has value
  • 11. Interact
    • social interest
    • basic social skills
    • (foreign) language skills
    • networking competence
    • ability to network for feedback
    • decision competence when to work collaboratively
    • negotiation skills
    • willingness to open artefacts up to others
    • willingness to give
    • willingness to not only read, but publish
    • extended social skills: knowing how to handle mediated communication & criticism
  • 12. The MCC & Literacy plan reflect monitor act interact
  • 13. Conclusion
    • PLEs promote development of higher level (strategic) digital literacy
    • PLEs incorporate more recent IT approaches
    • More active role of user in building and maintaining learning environment
    • More challenging IT setting
  • 14. Next Steps
    • Counterpart: facilitator findings (conducted, but analysis missing)
    • Extend in a second wave of interviews
    • Complement with quantitative study to validate competence continuum
  • 15.
    • Thank you. And thanks to the union.

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