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 />
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 />
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.
Reflection is creative sense making of the past and enables planning.
Monitoring refers to how progress control is performed.
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 />
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 />
More active role of user in building and maintaining learning environment
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 />