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Competences Mapping for PLEs


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Competences Mapping for PLEs

  1. 1. Competences Mapping for Personal Learning Environment Management<br />Malinka Ivanova, Technical University of SofiaMohamed Amine Chatti, RWTH Aachen University<br />
  2. 2. Aims<br />(1) to explore the students’ competences profiles and their capabilities for behavior activities to organize and plan learning<br /> (2) to examine the functionality of a PLE to facilitate the achievement of missing competences<br />
  3. 3. Outline<br />Do students possess needed competences for building a PLE? – students’ point of view<br /> Competences – definitions and classification<br />A competences model for personal and professional development<br />Competences for PLE management<br />Functionality of PLEs and competences<br />Conclusion<br />
  4. 4. Do students possess needed competences for a PLE building?<br />Self-cognition<br />Self-answering of questions about:<br />learning needs and goals<br />preferred media content format for learning<br />preferred communication channels<br /> clarification of the methods for information and knowledge absorbing and remembering<br />
  5. 5. Do students possess needed competences for a PLE building?<br />Self-organization<br />increased individual control over learning, self-management through a process that involves the choice of the:<br />learning scenario <br />selection of learning resources<br /> reflection <br />engaging in learning conversations with peers<br />
  6. 6. Do students possess needed competences for a PLE building?<br />Self-planning of personal development <br />the students need to have a self-improvement plan (strategy) based on understanding of their current and future professional positions <br />readiness for actions<br />awareness of potentials for realization<br />
  7. 7. Do students possess needed competences for a PLE building?<br />Self-competence realization<br />a student to be capable, effective, and in self-control<br />
  8. 8. Do students possess needed competences for a PLE building?<br /> students do not possess all needed competences for self-organization, self-learning and self-cognition that would impact the effectiveness of their learning<br />
  9. 9. Choice of scenario<br />Choice of learning resources<br />Self-organization<br />Choice of communication channels<br />Learning needs<br />Learning goals<br />Choice of contacts<br />Learning style<br />Self-cognition<br />Understand the professional position<br />Self-planning of professional development<br />Self-competence realization<br />Awareness of potentials for realization<br />Readiness for actions<br />Choice of tools/applications/services<br />Choice of PLE organization<br />Choice for sharing<br />Model for conceptual understanding of PLE<br />
  10. 10. PLE conceptual understanding<br />needed competences<br />PLE building and management<br />personal and professional development<br />
  11. 11. Competences - definitions<br />Competences - a combination of knowledge, skills and attitudes appropriate to a given context (European Commission, 2007) <br />Key competences - competences need for personal fulfillment and development, active citizenship, social inclusion and employment<br />knowledge<br />competences<br />attitudes<br />skills<br />
  12. 12. Competences - definitions<br />competency - any kind of qualification or ability, both formal and informal, a person should have in order to fulfill a particular task or job (Synergetics, 2007) <br />competency - the behavior(s) supporting an area of work (Moore et al., 2002) <br />competency - an input-based approach related to the behavior that is needed for performing the work or task <br />
  13. 13. Competences - definitions<br />competence - measures the output of a learning process and can be described as a standard that should be reached in order to perform a task (Horton, 2000)<br />competence - an output-based approach focused on the demands of a certain job <br />
  14. 14. competency ≠ competence<br />competency<br />competence<br />task/<br />work<br />input-based approach – needed behavior for performing the work or task<br />output-based approach - measures the output of a learning process<br /> the term competency is utilized to examine and identify the needed behavior of engineers, what they should able to perform for successful accomplishment of tasks<br />
  15. 15. Competences - definitions<br />Technical competences- possession of a designated level of technical skill or knowledge in a specific technical area(s) and the ability to keep up with current developments and trends in areas of expertise (Business Dictionary, 2011)<br />They can be achieved through academic, apprenticeship or on-the-job training or a combination of these<br />
  16. 16. Competences - definitions<br />Functional competences- are described as on job-related competences (Aragon and Johnson, 2002)<br />they are examined in aspect of the main phases at products manufacturing - production, marketing, research and development and support functions in utilization of information system, human resources, and infrastructure<br />
  17. 17. Competences - definitions<br />Social competences -cover all forms of behavior and equip individuals to participate in an effective and constructive way in social and working life (European Commission, 2007)<br />Social competency - the ability and willingness to cooperate, to interact with others responsibly and behave in a group and relationally oriented way (Archanand Tutschek, 2002)<br />Social competencies - the behavior that one needs to have and needs to demonstrate to interact and cooperate with others and to build and sustain different relationships (Cramer and van derZwaal, 2006) <br />
  18. 18. Competences - definitions<br />Global competences- reflect on the needed abilities for successful dealing with different nationalities and working in different countries<br />They are related to increasing complexity of organizational structures, innovations in information and communication technology and accelerated product life cycles (Mendenhall et al., 2001)<br />
  19. 19. Competences - definitions<br />Meta-competences- the overarching abilities under which competences shelters<br />It embraces the higher order abilities which have to do with being able to learn, adapt, anticipate and create. <br />Meta-competences - a prerequisite for the development of capacities such as judgment, intuition and acumen upon which competences are based and without which competences cannot flourish (Brown and McCartney, 1995)<br />Meta-competencesare also defined as the ability to read a new situation and adapt or apply appropriate competences, it may be seen as learning to learn, flexible transfer and application of knowledge and skills across contexts, or thinking outside the box (Rowanhill consultants Ltd., 2009) <br />
  20. 20. Competences models<br />Risk Manager Core Competency Model <br /> by  the Risk and Insurance Management Society Professional Development Advisory Council<br />Management Competencies domain by Personnel Decisions Research Institutes, Inc. and Aguirre International<br />System Engineer Competency Model by Jet Propulsion Laboratory<br />Leadership Competency Model  by Esprit Global Learning<br />Competencies for professionals in the learning and performance field by ASTD<br />
  21. 21. A competences model for personal and professional development<br />The key generic skills, Kearns (2001)<br />
  22. 22. A competences model for personal and professional development<br />Core competences, United Nations (2003) <br />communication<br />teamwork<br />planning & organizing <br />accountability<br />creativity<br />client orientation<br />commitment to continuous learning<br />technological awareness <br />
  23. 23. A competences model for personal and professional development<br />Key competences for software engineers, Shaw (2005)<br />(1) discover client needs and translate them to software and system requirements<br />(2) reconcile conflicting objectives, finding acceptable compromises<br />(3) design appropriate solutions, using responsible engineering approaches<br />(4) evaluate designs and products<br />(5) understand and be able to apply theories and models that provide a basis for software design<br />(6) work effectively in interdisciplinary contexts<br />(7) work effectively within existing systems, both software artifacts and organizations<br />(8) understand and be able to use current technical solution elements<br />(9) program effectively in code creation, component use, and its integration<br />(10) apply design and development methods and techniques as appropriate to realize solutions<br />(11) organize and lead development teams, including team-building and negotiation<br />(12) communicate effectively, both verbally and in writing<br />(13) learn new models, techniques, and technologies as they emerge; integrate knowledge from multiple sources to develop solutions to problems<br />
  24. 24. A competences model for personal and professional development<br />Key competences for engineers, (Computing Accreditation commission of ABET, 2004)<br />to use and apply current technical concepts and practices in the core information technologies <br />to analyze, identify and define the requirements that must be satisfied to address problems<br />to design effective and usable IT-based solutions and integrate them into the user environment<br /> to assist in the creation of an effective project plan<br /> to identify and evaluate current and emerging technologies and assess their<br /> to analyze the impact of technology on individuals, organizations and society<br /> to demonstrate an understanding of best practices and standards and their application<br /> to demonstrate independent critical thinking and problem solving skills<br /> to collaborate in teams<br /> to communicate effectively and efficiently with clients, users and peers<br /> to recognize the need for continued learning throughout their career<br />
  25. 25. Key competences for engineers, (Engineering Council, UK, 2003) <br />(1) use a combination of general and specialist engineering knowledge and understanding to apply existing and emerging technology; <br />(2) apply appropriate theoretical and practical methods to design, develop, manufacture, construct, commission, operate and maintain engineering products, processes, systems, and services; <br />(3) provide technical and commercial management; <br />(4) demonstrate effective interpersonal skills;<br />(5) demonstrate a personal commitment to professional standards, recognizing obligations to society, the profession and the environment<br />A competences model for personal and professional development<br />
  26. 26. A competences model for personal and professional development<br />Key competences for engineers, Australia Accreditation Board (2005) <br />(1) ability to apply knowledge of basic science and engineering fundamentals<br />(2) ability to communicate effectively<br />(3) in depth technical competence in at least one engineering discipline<br />(4) ability to undertake problem identification, formulation and solution<br />(5) ability to utilize a systems approach to design and operational performance<br />(6) ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager as well as an effective team member<br />(7) understanding of social, cultural, global and environmental responsibilities of the professional engineers and the need of sustainable development <br />(8) understanding of the principles of sustainable design and development<br />(9) understanding of professional and ethical responsibilities and commitment to them<br />(10) expectation of the need to undertake lifelong learning, and capacity to do so<br />
  27. 27. A competences model for personal and professional development<br />Key competences for lifelong learning, DeSeCo project (2005)<br />(1) individuals need to be able to use a wide range of tools for interacting effectively with the environment: both physical ones such as information technology and socio-cultural ones such as the use of language<br />(2) individuals need to be able to engage with others, and since they will encounter people from a range of backgrounds, it is important that they are able to interact in heterogeneous groups <br />(3) individuals need to be able to take responsibility for managing their own lives, situate their lives in the broader social context and act autonomously<br />
  28. 28. A competences model for personal and professional development<br />Key competences for lifelong learning, The European Parliament (2006)<br />(1) communication in the mother tongue <br />(2) communication in foreign languages with different levels of proficiency<br />(3) mathematical competence and basic competences in science and technology<br />(4) digital competence involves the confident and critical use of information society technology and thus basic skills in information and communication technology <br />(5) learning to learn - the ability to pursue and organize one's own learning <br />(6) social and civic competences - social competence refers to personal, interpersonal and intercultural competences and civic competences give particularly knowledge of social and political concepts and structures <br />(7) sense of initiative and entrepreneurship - the ability to turn ideas into action<br />(8) cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media<br />
  29. 29. Meta-competences<br />ability to learn, adapt, anticipate, create, judgment, intuition, acumen<br />Global competences<br />diversity,managing uncertainty, balancing global versus localization, curiosity for self-learning, motivation, entrepreneurial spirit, commitment, thinking agility, maturity, conflict management community building, improvisation, courage<br />Social competences<br />communication, management, create/maintain contacts,<br />self-management, teamwork, english, interdisciplinary skills, negotiation, presenting, networking, leading, embracing new approaches,<br />community, social context<br />Global competences<br />diversity, managing uncertainty, balancing global versus localization, curiosity for self-learning, motivation, entrepreneurial spirit, commitment, thinking agility, maturity, conflict management community building, improvisation, courage<br />Social competences<br />communication, management, create/maintain contacts,<br />self-management, teamwork, English, interdisciplinary skills, negotiation, presenting, networking, leading, embracing new approaches,<br />community, social context<br />Functional competences<br />ability for understanding the functionality of PLE, analytical thinking, data, information and knowledge collection, data, information and knowledge analysis, ability to recognize the need for continued learning, decision making, managing activities and performance, problem solving, project design<br />Technical competences<br />programming skills, utilizing existing technology, technology management , understand current technical solution elements, design appropriate solutions, management the PLE components, develop strategies, learn new models, techniques and technologies<br />A competences model for personal and professional development - summarization<br />
  30. 30. What are important competences for successful PLE building and management?<br />
  31. 31. Competences for PLE Management<br />
  32. 32. Competences for PLE Management<br />
  33. 33. Competences for PLE Management<br />
  34. 34. Competences for PLE Management<br />
  35. 35. Competences for PLE Management<br />
  36. 36. Competences for PLE Management<br />
  37. 37. Meta-competences<br />ability to learn, adapt, create, judgment<br />Global competences<br /><ul><li>motivation
  38. 38. entrepreneurial spirit
  39. 39. commitment
  40. 40. courage</li></ul>Social competences<br /><ul><li>create/maintain contacts
  41. 41. self-management
  42. 42. teamwork
  43. 43. networking
  44. 44. presenting</li></ul>Functional competences<br /><ul><li>analytical thinking
  45. 45. ability to recognize the need for continued learning
  46. 46. managing activities and performance
  47. 47. problem solving</li></ul>Technical competences<br /><ul><li>programming skills
  48. 48. manage the PLE components
  49. 49. develop strategies
  50. 50. learn new models, techniques and technologies</li></ul>Competences for PLE Management<br />
  51. 51. Technical aspect<br />modular structure of the PLE - flexibility to manage and update the needed modules according to the fast changing learning goals and needs<br />possibilities for the integration of new HTML, JavaScript, and widget modules - mastering of programming skills and to learn new technologies and techniques<br />logic modules for training, such as simulations or “strategy” games- the ability to develop strategies and to support decision making at using new technologies<br />Competences and PLE functionality<br />
  52. 52. Functional aspect<br />Tools for stimulating analytical thinking -a tool for concept mapping, a priority grid for testing analytical skills, an option/criteria worksheet, a tool for looking on positive, negative and peculiarities of an idea or solution <br />Brainstorming tools, electronic meeting systems, or De Bono Hats for looking at a situation from many perspectives- problem solving as a process of creating a solution to a problem could be trained for example<br />Tools for activities planning and managing -Basecamp, Lighthouse or CreativePro Office <br />Performance support tools - self-evaluation tests or peer review evaluation giving a feedback on areas that need improving <br />Tools for easy access to open solutions - the ability of a learner to recognize the need for continued learning could be developed through giving him/her access to open resources, open training courses, open meetings<br />Competences and PLE functionality<br />
  53. 53. Social aspect<br />Tools for building of lists with contacts and for updating these contacts - will allow continuous monitoring of the changes in friends’ public profiles<br />Functions for social tagging, commenting and sharing- network creation and expanding <br />Social applications for collaborative working on projects or working in groups - could assist the development of ability for building team cohesion and managing conflicts<br />Opportunity for integration of different media objects as well as authoring tools for their creation and visualization - the competencyfor presenting could be realized <br />Logic components putting learners at different conditions and situations - self-management of social behavior could be trained<br />Competences and PLE functionality<br />
  54. 54. Competences and PLE functionality<br />Global aspect<br />Tools and possibilities for participation in international projects based on competitions and network expanding - stimulate and developmotivation, entrepreneurial spirit, commitment, and courage<br />
  55. 55. Meta-competences<br />Tools for networked learning providing multiple connectivist learning scenarios and situations - abilities to learn, to adapt, to create, to judge<br />Competences and PLE functionality<br />
  56. 56. What is your vision about the functionality of PLE to address the above mentioned aspects?<br />
  57. 57. Conclusion<br />Competences mapping for PLE organization and for successful personal and professional development is a step ahead in support of self-directed learning<br />Different aspects of competences presentation enrich the big picture of our contemporary engineer<br />Identification of needed functional possibilities of a PLE related to gaining of given competences is a challenging problem too<br /> competences model for a successful management of a PLE is proposed<br />The required functionalities of a PLE solution in order to support learners in self-directed learning activities are discussed<br />
  58. 58. Thank you for your attention!<br />For contacts:<br /><br /><br />