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.

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The MUPPLE competence continuum

  1. 1. The MUPPLE competence continuum<br />Joanna Wild1), Fridolin Wild2), Marco Kalz3), Margit Hofer1), Marcus Specht3)<br />1) Centre for social innovation – ZSI, Austria<br />2) The Open University, UK<br />3) Open University of the Netherlands<br />
  2. 2. Outline<br />Context: Literacies<br />Methodology<br />MCC (overview)<br />MCC (details)<br />The MCC and literacies<br />Conclusion & future work<br />
  3. 3. Literacies<br />
  4. 4. Methodology<br />Qualitative study: <br />Viewpoint of participant<br />Social context<br />Interviews with stakeholders (learners, facilitators, learning designers, researchers)<br />15 persons in 5 sessions (each 40 min to 1 hour)<br />Transcripts > analytical memos > coding > large display<br />
  5. 5. Competence Continuum<br />Intended<br />outcome<br />Necessary<br />trigger<br />Minimal<br />condition<br /><ul><li>Planning competence refers to those skills, abilities, habits, attitudes, and knowledge that fix how goals, schedules, and paths are set.
  6. 6. Reflection is creative sense making of the past and enables planning.
  7. 7. Monitoring refers to how progress control is performed.
  8. 8. Last but not least, the pair acting and interacting group social & collaboration and information & tool competences. </li></ul>Plan<br />Reflect<br />Monitor<br />Act<br />Interact<br />
  9. 9. Plan<br />- ability to explicate intentionsand objectives<br />- ability to set priorities to tasks <br />- inquisitiveness<br />- offer-oriented selection<br />- adopting 3rd party planning <br />- ability to design your own portfolio<br />- ability to match formal and personal requirements <br />(Astrid Walter)<br />
  10. 10. Reflect<br /><ul><li>collecting (digital) traces
  11. 11. willingness to change own attitudes
  12. 12. ability to identify strengths and weaknesses
  13. 13. reviewing traces
  14. 14. creative sense-making of the past</li></li></ul><li>Monitor<br /><ul><li>ability to set evaluation criteria
  15. 15. willingness for public exposure
  16. 16. ability to network for feedback
  17. 17. ability to compare with others
  18. 18. control & direct facilitator(s)
  19. 19. self discipline
  20. 20. ability to autonomously control own progress
  21. 21. adopting external evaluation criteria
  22. 22. systemic 'more-knowledgeable-other' evaluation </li></li></ul><li>Act<br /><ul><li>capability to deconstruct your PLE
  23. 23. ability to screen available tools
  24. 24. capability to repurpose: change tool context
  25. 25. ability to select tools
  26. 26. comprehension that information outside print has value
  27. 27. willingness to try s.th. New
  28. 28. instrumental skills: basic operational ICT skills
  29. 29. information gathering skills: content-centred
  30. 30. productive and transformative ICT skills
  31. 31. ability to assess quality & reliability of (sources of) information
  32. 32. process- & content-centred
  33. 33. creative construction & maintenance of tool set
  34. 34. constant build up of the range of personal experiences
  35. 35. ability to match the right tool with the intended purpose </li></li></ul><li>Interact<br /><ul><li>willingness to open artefacts up to others
  36. 36. willingness to give
  37. 37. willingness to not only read, but publish
  38. 38. extended social skills: knowing how to handle mediated communication & criticism
  39. 39. social interest
  40. 40. basic social skills
  41. 41. (foreign) language skills
  42. 42. networking competence
  43. 43. ability to network for feedback
  44. 44. decision competence when to work collaboratively
  45. 45. negotiation skills </li></li></ul><li>The MCC & Literacy<br />plan<br />reflect<br />monitor<br />interact<br />act<br />
  46. 46. Conclusion<br /><ul><li>PLEs promote development of higher level (strategic) digital literacy
  47. 47. PLEs incorporate more recent IT approaches
  48. 48. More active role of user in building and maintaining learning environment
  49. 49. More challenging IT setting</li></li></ul><li>Next Steps<br />Counterpart: facilitator findings (conducted, but analysis missing)<br />Extend in a second wave of interviews<br />Complement with quantitative study to validate competence continuum<br />
  50. 50. Thank you. And thanks to the union.<br />

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