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The MUPPLE competence continuum

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Results of an exploratory study on what competences are required for and what competences may be developed by running a personal learning environment.

Results of an exploratory study on what competences are required for and what competences may be developed by running a personal learning environment.

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  • 1. The MUPPLE competence continuum
    Joanna Wild1), Fridolin Wild2), Marco Kalz3), Margit Hofer1), Marcus Specht3)
    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. Competence Continuum
    Intended
    outcome
    Necessary
    trigger
    Minimal
    condition
    • Planning competence refers to those skills, abilities, habits, attitudes, and knowledge that fix how goals, schedules, and paths are set.
    • 6. Reflection is creative sense making of the past and enables planning.
    • 7. Monitoring refers to how progress control is performed.
    • 8. Last but not least, the pair acting and interacting group social & collaboration and information & tool competences.
    Plan
    Reflect
    Monitor
    Act
    Interact
  • 9. Plan
    - ability to explicate intentionsand objectives
    - ability to set priorities to tasks
    - inquisitiveness
    - offer-oriented selection
    - adopting 3rd party planning
    - ability to design your own portfolio
    - ability to match formal and personal requirements
    (Astrid Walter)
  • 10. Reflect
    • collecting (digital) traces
    • 11. willingness to change own attitudes
    • 12. ability to identify strengths and weaknesses
    • 13. reviewing traces
    • 14. creative sense-making of the past
  • Monitor
    • ability to set evaluation criteria
    • 15. willingness for public exposure
    • 16. ability to network for feedback
    • 17. ability to compare with others
    • 18. control & direct facilitator(s)
    • 19. self discipline
    • 20. ability to autonomously control own progress
    • 21. adopting external evaluation criteria
    • 22. systemic 'more-knowledgeable-other' evaluation
  • Act
    • capability to deconstruct your PLE
    • 23. ability to screen available tools
    • 24. capability to repurpose: change tool context
    • 25. ability to select tools
    • 26. comprehension that information outside print has value
    • 27. willingness to try s.th. New
    • 28. instrumental skills: basic operational ICT skills
    • 29. information gathering skills: content-centred
    • 30. productive and transformative ICT skills
    • 31. ability to assess quality & reliability of (sources of) information
    • 32. process- & content-centred
    • 33. creative construction & maintenance of tool set
    • 34. constant build up of the range of personal experiences
    • 35. ability to match the right tool with the intended purpose
  • Interact
    • willingness to open artefacts up to others
    • 36. willingness to give
    • 37. willingness to not only read, but publish
    • 38. extended social skills: knowing how to handle mediated communication & criticism
    • 39. social interest
    • 40. basic social skills
    • 41. (foreign) language skills
    • 42. networking competence
    • 43. ability to network for feedback
    • 44. decision competence when to work collaboratively
    • 45. negotiation skills
  • The MCC & Literacy
    plan
    reflect
    monitor
    interact
    act
  • 46. Conclusion
    • PLEs promote development of higher level (strategic) digital literacy
    • 47. PLEs incorporate more recent IT approaches
    • 48. More active role of user in building and maintaining learning environment
    • 49. More challenging IT setting
  • Next Steps
    Counterpart: facilitator findings (conducted, but analysis missing)
    Extend in a second wave of interviews
    Complement with quantitative study to validate competence continuum
  • 50. Thank you. And thanks to the union.