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The case for competences
Simon Grant
2009-04-29
Known motivators
 Learners keeping track of learning
 Learners transferring between institutions
 Learners having summa...
Common points: intersect how?
 Personal development – planning goals
 Education – learning outcomes
 Assessment – crite...
Technical openings
 HEAR
 Europass – Learner Mobility documents (incl. DS)
 XCRI and (closely related European) MLO
 L...
Evidence of interest
 CEN European Learner Mobility discussion
 setting up SIG for competence
 PIOP projects final repo...
Work ideas already on agenda
 PIOP / LEAP2A work identified
 but this should not be seen in isolation
 plausible links ...
Describe
 What are the findings of other studies / reports? Can
they be brought together in a framework relevant to JISC
...
Create
 Interoperable frameworks of competence suitable for
portfolio tools
 Information model
 Experimental specificat...
Thanks...
 ... for inviting me to present
 ... for your attention
 ... for your consideration of the ideas
 ... for yo...
Thanks...
 ... for inviting me to present
 ... for your attention
 ... for your consideration of the ideas
 ... for yo...
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Competences: the case for JISC

A presentation given to JISC and CETIS colleagues in Bristol, 2009-04-29, on the reasons why JISC might want to engage with the topic of competences in their programmes and funding.

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Competences: the case for JISC

  1. 1. The case for competences Simon Grant 2009-04-29
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. 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 1st  use example of medical education requirements  look at tool capabilities  serves LEAP2A extension  but also may identify other needs
  7. 7. 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?
  8. 8. 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
  9. 9. Thanks...  ... for inviting me to present  ... for your attention  ... for your consideration of the ideas  ... for your feedback
  10. 10. Thanks...  ... for inviting me to present  ... for your attention  ... for your consideration of the ideas  ... for your feedback

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