The Mupple Competence Continuum

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The Mupple Competence Continuum

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

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