This document discusses competency-based learning and assessment. It begins by outlining an agenda for a workshop on competencies, including discussing what competencies are, a case study, and presenting outcomes. It then defines competencies as the integration of knowledge, skills, and attitude needed to perform a task. The document discusses how competency-based learning and assessment are being implemented in the Netherlands and European Union, including through qualification frameworks and standardized tests in core subjects. It provides examples of how competencies can be designed, assessed, and placed within educational programs.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
Overview of the groundbreaking new workforce development and educational model that is catching the attention of organizations nationwide! Presented by Nick Lacy, Director of Competency-Based Education and National Relations at Brandman University.
Contact Nick Lacy via email or LinkedIn for more details and to see a live demo!
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
Understand approaches to career management.
Consider tools and techniques available in HE context.
Articulate a personal career plan.
Identify your next step.
This professional development plan is designed to enable teachers to improve technology integration in classroom instruction and use educational features of Sakai effectively. This Professional Development Plan will increase teachers and students’ engagement, creativity, and production. This PDP will help teachers to equipped students with knowledge to enable them learn Dari language collaboratively and continuously.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
Overview of the groundbreaking new workforce development and educational model that is catching the attention of organizations nationwide! Presented by Nick Lacy, Director of Competency-Based Education and National Relations at Brandman University.
Contact Nick Lacy via email or LinkedIn for more details and to see a live demo!
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
Understand approaches to career management.
Consider tools and techniques available in HE context.
Articulate a personal career plan.
Identify your next step.
This professional development plan is designed to enable teachers to improve technology integration in classroom instruction and use educational features of Sakai effectively. This Professional Development Plan will increase teachers and students’ engagement, creativity, and production. This PDP will help teachers to equipped students with knowledge to enable them learn Dari language collaboratively and continuously.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
Sustainable competitive advantage derives from strenuous efforts to identify, cultivate, and exploit an organization's core competencies. Opportunities exist in strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, and knowledge capture and storage.
Lessons from Adopting an Adaptive Learning PlatformJeremy Anderson
Presentation delivered at NERCOMP 2017 with Heather Bushey, Director of SOUL and FIPSE PM, and Criss Guy, Online Course Builder. Provides an overview of adaptive learning and its benefits, as well as the challenges and rewards of adoption.
A presentation at AgileTour 2012 Ho Chi Minh City, 8-9/11/2012
This is a reflection on how we can innovate higher education in VN with the ideas from Agile.
Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Sustainable competitive advantage derives from strenuous efforts to identify, cultivate, and exploit an organization's core competencies. Opportunities exist in strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, and knowledge capture and storage.
Lessons from Adopting an Adaptive Learning PlatformJeremy Anderson
Presentation delivered at NERCOMP 2017 with Heather Bushey, Director of SOUL and FIPSE PM, and Criss Guy, Online Course Builder. Provides an overview of adaptive learning and its benefits, as well as the challenges and rewards of adoption.
A presentation at AgileTour 2012 Ho Chi Minh City, 8-9/11/2012
This is a reflection on how we can innovate higher education in VN with the ideas from Agile.
Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Competency-based Learning: A Practical Process and Living Case Study Tom Gram
Presentation for Canadian Society for Training and Development CSTD 2014 Conference. Tom Gram (Global Knowledge) and Lawrence Stevenson (IT Source, Workforce Optimization, Ontario Public Service)
Competency-based Professional Learning mLearn 2015Katie Martin
Abstract: Innovation in education requires educators to develop new skills, knowledge, and mindsets. Reimagining professional learning approaches to provide educators with the time, space, and resources to develop the necessary competencies is critical to creating optimal learning environments. Three school district leaders from urban and suburban districts in the United States with high populations of second language learners will share their competency-based professional learning model. The district leaders will share their professional learning models and the impact in their unique context. The focus will be based on personalized professional learning to support powerful learning and teaching accelerated by technology. An emphasis will be on personalized professional learning and demonstrations of teacher development linked to student outcomes rather than seat time. Implications will be shared for designing an ecosystem, characterized by high expectations and high support, to impact a culture of learning and innovation.
Competency-based Learning through Online InternshipsAllison Selby
This presentation discusses the emergence of online internships, which are a perfect venue for competency-based online learning! Competency-based online learning is synergistic to experiential and high-impact internship learning classrooms. The U.S. Department of Education (2013) has recently been revaluating seat time measurement in exchange for more 21st Century approaches such as competency-based models, which include by their definition, project and community-based and customized learning opportunities, all of which are ALSO the hallmarks of experiential internships in the online learning environment. At the top of most university’s lists, that have distance education offerings, are increasingly to begin incorporating internships that provides students opportunities for high-impact experiential learning through hands-on working in cooperation with diverse organizations. This presentation discusses these opportunities as achievable in the online learning classroom. Additionally, with the high priority of the department of education, and higher educational institutions all seeking to expand competency-based learning opportunities, this presentation discusses the synergy of achieving both of these high priority goals with the online internship based on an experiential-competency model.
There are many educational trends. This presentation only focuses on four: adaptive learning, event-based learning, competency-based education and metacognitive learning. It was part of a session at the University of Northampton.
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
How to prepare an effective enterpreneurship education programme? Have a look at a presentation from the Workshop in Vienna which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP).
The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so that they acquire the skills needed for today's job market.
In this presentation the University of Applied Sciences BFI Vienna will take you through the course preparation aimed at fostering enterpreneurial mindset support based on the Entrepreneurship Competence Framework (EntreComp).
Il Marconi partecipa, quale unica scuola della Regione Puglia, al progetto europeo T.E.S. (The Entreprenurial School- La scuola Imprenditoriale). Se volete dare un impulso alla vostra professione docente, se volete alzare il vostro livello di autostima, se volete tornare carichi di idee e stimoli per lavorare in sinergia, vi consiglio di partecipare a progetti come questo!!! A presto il lancio del progetto in Puglia che partirà con la formazione per docenti: si accettano le prenotazioni !!!
The SKEDUTECH is a professional institute providing trainings for healthcare professionals, Engineers and Students of Medical/science.
We aim to foster an environment of continual professional development; through facilitation of Healthcare organization of skilled education events, in order to excel in our various practices for the maximum benefit of our customers
We hope to achieve this through:
Organizing regular academic sessions and scientific conferences for our members
Organizing professional courses and workshops
Other aims:
We strive to maintain affiliations with international and national professional bodies
Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
ALT-C 2012 Mainstreaming grass roots innovation in open educational practice:...Chris Follows
Process.arts, a grass roots web2.0 open educational environment for sharing day-to-day arts practice and research of staff and students, currently provides a new ‘open learning’ space to the University of the Arts London (UAL) that straddles the institution/educational (formal learning) environment and the social (informal learning) environment. It creates an ‘experimental’ space for open educational practitioners to develop and define a new language for open edu-social practice without conforming or being influenced by pre-existing academic structures and processes. The transition of process.arts into an official UAL service will test this model and raise questions as to how institutions successfully support and develop autonomous and independent grassroots innovation without homogenising innovation.
Background
Chris Follows initially developed Process.arts in 2008 with the support of UAL’s Centre for Learning and Teaching in Art and Design (CLTAD). Chris was awarded a secondment and fellowship to develop his ideas for creating an open educational web environment for arts staff and students to share and cluster rich media content and resources. Process.arts has been maintained and developed by Chris as a sustainable and independent system, through agile experimentation, small project support, voluntary support, stewardship and an open university SCORE fellowship project.
In 2012 UAL began the process of rebuilding its VLE framework, and process.arts was identified as a valuable resource that could fit into the University’s new portfolio of tools; consequently, process.arts is due to be officially introduced as a supported ‘service’ in September 2012.
However, the structure of process.arts does not map onto courses; meta data links user-generated pieces of openly licensed text, image, video and audio content together through individual profiles and subject specific interest groups. Like many web2.0 environments used for education, process.arts can neither really be described as a repository nor as a VLE. Because of this it provides a novel and alternative VLE environment that encourages and supports rich media experimentation and informal learning, a welcome alternative for many to commercial alternatives.
Conversion to a full service will provide a firm foundation for long term stability, integration wth other systems, support and growth. The project team is in the process of integrating the current informal agile development approach into a more formal in-house system. The team are addressing outstanding bugs, monitoring user interface changes and identifying outstanding functionality. There will inevitably be some loss of agile spontaneity although we aim to retain the overall grass root
Title: Mainstreaming grass roots innovation in open educational practice: benefits and challenges (ID 171)
Authors: Chris Follows
Affiliation: University of the arts London, DIAL & SCORE open University
Theme:
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Developing a culture of blended learning innovationJisc
Developing a culture of blended learning innovation Graham Galbraith (University of Hertfordshire) and Jon Alltree (University of Hertfordshire) Facilitated by Mark Russell.
Jisc conference 2010
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
The Big Bang," a brief history of learning?"toonrekkers
The Big Bang, "a brief history of learning?". Presentatie over de toekomst van het Nederlandse onderwijs door Toon Rekkers, op het lerarencongres van 7 oktober 2015
European Compentencies. Knowxcanxdo=competency. For the CoSSOL project.
The learning follows two tracks. The integrated way for the fast movers and the conceptual way in case of slow starters. They all follow the path of knowledge, skills and attitude to perform a their competencies.
Sinds kort is er een handig boek verschenen onder titel Mediawijsheid en Social Media. Dit boek, geschreven door Toon Rekkers, is speciaal gericht op de studenten in het middelbaar beroepsonderwijs.
Workshop compentency based lessons perigueux toon (2)toonrekkers
How to design your lesson as a competency based assignment? By Toon Rekkers professor of competency based and online teaching at Koning Willem I College in the Netherlands.
IT assignement for Key competence 4, Associated to Patrick Koning of Koning Willem I College. Arrangened and redesigned by Toon Rekkers professor for online teaching at Koning Willem I College.
Studenten en docenten kunnen hiermee aan de slag. Alles wat u al wilde weten over social media. Have fun and go for it. En niet te vergeten, met dank aan mijn collega Patrick Koning.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Generating Competency
Based Learning
in a structured way, with simple tools.
Toon Rekkers
t.rekkers@kw1c.nl
Concept for a Succesful Self-Organized Learning,
10-12th November 2010,
Istituto “S.Pertini” di Crotone (Italia)
2. Have I got news for You?
• Take a “minute” to answer (one quote) this 3 questions!
• Known:
– What do you already know?
• Learned:
– What would you like to learn?
• Remembered:
– What would you remember from this
meeting?
3. Programme (competency based)
• Knowledge ( 60 minutes)
– WHAT ARE COMPETENCIES?
• Skills (60 minutes)
– CASE STUDY (Hands on)
• Peformance (60 minutes)
– Present your outcome of the Case
Study.
– Evaluation (K/L/R)
4. More Names for the Same!
1.Competency Based Learning
The learning process
2.Competencies (2008) or competences (2007)
3.Competency Based Education
The educational system
4.Competence-oriented Learning
The learning process
5.Competence-oriented Learning in
„Intermediate Vocational Education‟
The Dutch system (S. Hornstra OU 2004)
5. A way of life ? (1)
• Generating Competency Based
Learning will effect the intermediate
vocational and higher education in
the EU.
• In the world of „trade, industry and government‟,
the use of compentencies is getting
more and more mainstream.
6. The EU way of life ? (2)
• EU has been based on:
–Freedom, Security and
Solidarity
• EU guarantees free:
–mobility in living, work
and education
7. A way of life ! (3)
• Lonely facts and learning objects
are getting much more meaningless
in a world of „connecting people and
new generations‟. (see EU and social media)
• It looks if it already is A WAY OF LIFE, of
how students can learn, work and fill in
their lives today in the EU.
Source: European Commission
9. What is a competency (1)?
Knowledge:
•Theoretcial
•Factual
•Other
•Needed to perform!
Attitude:(Personality)
•School history?
•Learning style?
•Targets?
•Lifestyle?
•Other?
Skills:
•Hands on
•Practical
•How to execute
• reading, listening, drawing,
carpeting, solving problems
Needed to perform!
Performance:
(Competence)!!!
Achievement with the
integration of: the
knowledge, skills and
attitude.
11. What is a competency(2)?
Oil Change
Knowledge: Attitude:
Skills: Performance:
12. What is a competency(3)?
Oil Change
Knowledge:
How much oil?
Which oil ?
Attitude:
(Personality)
Works clean and
communicates with
customer
Skills:
Can put the oil in the car
engine.
Performance:
(competence)
The oil change is done
well and the customer is
satisfied.
13. A competency is
the personal competence to use the
required:
• knowledge,
• skills,
• attitude (personality),
to act adequately (= to perform) in
the context of the work situation.
14. European Qualifactions
Framework (EQF)
The EQF is based on the outcomes of
the learning. The main reference level
descriptors are:
•Knowledge ,
•Skills,
•Competence (attitude).
15. Reference levels EQF
The core element of the EQF is a set of
eight reference LEVELS describing:
• what the learner knows;
• what the learner understands;
• what the learner is able to do,
More information click here
16. Knowledge (EQF):
In the context of EQF,
knowledge
is described as
theoretical and/or
factual
17. Skills (EQF):
In the context of EQF, skills are
described as cognitive
(involving the use of logical, intuitive and creative
thinking)
and practical
(involving manual dexterity and the use of
methods, materials, tools and
instruments)
18. Compentence (EQF):
In the context of EQF, a competence is described:
• as the proven ability to use
knowledge, skills and personal, social
and/or methodological abilities,
• in terms of responsibility and
autonomy.
• More information? Click here!
19. EQF grid (23 April 2008)
Level Knowledge Skills Competence
1 basic simple tasks under supervision
2 factual solve routine problems some autonomy
3*
facts, principles,
processes and
general concepts
accomplish tasks and
solve problems
take responsibility for
completion of tasks
4*
factual and theoretical in
broad contexts
generate solutions to
specific problems
• exercise self-
management
• supervise the routine
work of others,
5 comprehensive comprehensive review and develop
performance
6 advanced advanced manage complex technical or
professional activities
7 highly specialised specialised problem-
solving and research
new strategic
approaches
8 at the most advanced
frontier
solve critical problems in
research
and/or innovation and
redefine
demonstrate substantial
authority, innovation,
autonomy, scholarly and
professional integrity
20. EU Language grid (ELG) for
foreign languages
Competenties:
• Understanding
– Listening
– Reading
• Speaking
– Spoken
interaction
– Spoken
production
• Writing
– Writing
Levels:
• A1: basic (names etc)
• A2: short and simple
articles (everyday language)
• B1: understand job-related
language
• B2: interact and present
• C1: express myself
• C2: take part in conversation
• Info at:;
http://europass.cedefop.europa.eu/Lang
uageSelfAssessmentGrid/en
21. Dutch vocational education
and training (VET) (1)
• Figures:
• 630000 students
• 485000 in regular
routes (vocational)
• 40% of Dutch
workers have VET
diploma
• 12,6% of the Dutch
education budget
MBO or in English
VET:
• secondary
vocational
education
• Adult education
• Education and courses on
a contract basis (lifelong
learning)
22. Dutch vocational education
and training (VET) (2)
• Learning route 1
(BOL):
• school-based with
full-time education
• 20-40% in
workplacement
(occupational training or
internship)
• Learning route 2
(BBL):
• work-based route
(Lehrlingwesen)
• 4-3 days
working
• 1-2 days in
school
23. Levels in the Dutch VET
level 1: assistant training
level 2: basic vocational training
level 3: full professional training
level 4: middle-management and
specialist training
26. National Qualifactions Framework
Competency Based
Vocational Qualification
Files (VQF):
• 241 VQFs (was 825)
• 11000 educations
(schools)
• Modern Languages
(European Language Grid)
• Examination per school
(or training)
Reference Levels
• Dutch +
Mathematics:
– 4 domains
– 4 levels
• National
examination (2014)
– Dutch + Maths
– 2 Modern
Languages
27. National Qualifactions Framework
Centres of Expertise
• 17 National Centres
of Expertise:
• Published: 237 VQFs
• Develop Exams
• Accreditation of the
workplacements
(internships) and
employers.
Trade and Industry
• 40 Branches of
industry
• Workplacement or
occupational
training (BOL)
• Employers (Labour
contracts) (BBL)
• Accreditation
needed.
28. Two tracks of examination
• Formative track
• Optional
• 25 Key
Competencies
– (attitude)
• Summative track
• Compulsory
• Core Tasks (1-7)
• Workprocesses
(5-6 per Core Task)
• Performance
indicators (result)
• In school or at
work
• Diploma
29. Mathematics (compulsory in 2014)
Reference levels
• 1F (primary school)
• 2F (primary
vocational)
• 3F Highschool
and (VET L4)
• 4F pre-university
education
Competencies
• Numbers
• Proportions
• Measurement
and geometry
• Relationships
• Central Examination (not
competency based!)
30. Dutch (compulsory in 2012)
Reference levels
• 1F (primary school)
• 2F (primary
vocational)
• 3F Highschool
and (VET L4)
• 4F pre-university
education
Competencies
• Speaking
• Reading
– Business
– Fiction
• Writing (report, free)
• Central Examination (not
competency based!)
34. Format
Core Task 1: Selling Travel and related services and products
1.1 workprocess: Supports sales activities
Descriptio
n
A ‘seller of travels’ carries out preparatory work to support or promote the sale. He makes the
systems for use by logging in. He makes it look smart for sale and the workplace in order. He
checks the stock in the sales literature and supplement if necessary.
He also makes sure to be aware of current trends and developments and to this end consult
various sources such as radio, newspaper, television, internet, etc. They communicate important
developments to colleagues within the team.
Result Preparations are completed and sales support systems are ready. The sale and the workplace are
in order. There is sufficient information material at the sales outlet. The ‘seller of travels’ is aware
of current trends and developments in the travel industry and has important information
communicated to colleagues
Competen
ce
Component(s) Performance indicator Knowledge and skills of the
job
Working
together
(formative)
Proactive information
(formative)
Description of the integration of
knowledge, skills and
competence!.
What is left behind!
37. Core Task
• Core tasks describe the essence of the
professional‟s job.
• A core task always relates to what a
professional produces, the care or
service he/she provides.
• In short: the profession‟s „hard core‟.
Core Task:
• Maintaining cars
38. Workprocess
• A workprocess can be a beaconed
whole of professional proceedings
within a core task.
• Part of the Core Task:
• Workprocess:
– Change the oil of the car!
39. Performance Indicator
• The achievement as a result of the
integration of:
•Knowledge
•Skills
•Competence (and Attitude)
40. Performance Indicator
Knowledge:
How much oil?
Which oil ?
Attitude:
(Personality)
Works clean and
communicates with
customer
Skills:
Can put the oil in the car
engine.
Competence:
(performance)
The oil change is done
well and the customer is
satisfied.
41. Competent to do the
oil change.
Knowledge: Attitude:
Skills: Competence:
42. How to design a competency
based assignment? (1)
• What is the core task?
• Describe the workprocess(es)?
• Fill in the performance indicator
with:
– Which knowledge do we need?
– Which skills are requiered?
– Which competencies do we need?
• Form, How, When and Where?
43. How to design a competency
based asignment? (2)
• Form?
– assesment, digital, online, evidence based,
portfolio, masterproof, instructional, training,
project, test, groupwork?
• How?
– from guided to non-guided learning
(aggregation models)
– visiting professors, (incompany training)
– with or without reflection
44. more information at:
Qualification Curriculum Authorithy (QCA): (SGCE, GCE and NVQ)
http://www.qca.org.uk/qca_134.aspx?searchKey
Edexcel: ((Business and Technology Education Council )(BTEC))
http://www.qca.org.uk/14-19/colleges/113_337.htm
Aggregation Levels of the Learning Strategy
Fragment
Learning
Object
Learning
Unit
Certification
Unit
Competence
Masterproof
0
15
30
40
50
60
80
90
100
Fragments(1)
LearningObject(2)
LearningUnit(3)
CertificationUnit(4)
Competence(5)
Masterproof(6)
FromGuidedLearningtillNonGuidedLearning Aggregation Levels
Aggregation Models for the learning strategy of (WEB 3.0) learning
Learning
strategy
Aggregation
Level
Abstract Kind of Content Summary Testing/
Qualifica
tion
1 Fragment The smallest
level of
aggregation
Raw media;
images, text
snippets, audio
and video clips,
applets.
Focused on a
single piece of
information. “What
is John doing in the
picture?”
Formative
Evaluation
2 Learning
Object
Single or smallest
measurable step
on the way to a
learning goal.
Structured way of
offering; text
passages, Web
pages, applets
and or other
media.
Lesson or
instruction that can
be verified. Mostly
structured as;
orientation-
objectives-
approach-testing-
information-
training-evaluation.
Formative
Evaluation
3 Learning
Unit
Lessons and
courses with
multiple learning
objectives.
Collection of
lessons, e.g. a
course
Composed from
multiple learning
objects
Formative
Assessment
GuidedLearning
4 Certification
Unit
Set of courses
that lead to a
certificate.
Composed from
a collection of
multiple
assignments
Mostly used for
partial qualification
Summative
Assement
and/or
Evaluation
5 Competence
http://www.p
d-
how2.org/2_
9.htm#TAC
Learner can
proof/show his
development or
ability to perform
activities to the
standards
required in
employment,
using an
appropriate mix
of knowledge,
skill and attitude.
Assessment or
work placement
composed from a
case study
Composed from
multiple learning
and/or qualifying
units
6 Master proof Highest level of
aggregation in
which the learner
proofs, that he or
she is qualified.
Handling in a so
called ; “practice
critical situation”.
E.g.: “Bake the
bread when
running out of
dough”.
Composed from all
needed
competences.
Learner has to act
in an “unknown”
situation.
SummativeAssessment
Non-GuidedLearning
7 Evaluation Dissemination of
the learning
The learner
presents his/her
report or website
Presentation and
dissemination of
what is been
learned
45. How to design a competency
based assignment? (3)
• When?
– During the curriculum, at the end?
• Where?
– School?
– Company?
– Costs?
46. Forms of competency based
examination?
– Assesment
– Evidence based,
– Interview ( criterion oriented)
– Masterproof,
– Portfolio,
– Test (written or a presentation)
– Combinations of forms
47. Place of competency based
examination?
When?:
• At the end
–All core
tasks? (all in one)
• In between
- Per core task
• Where?:
• School
• Company
48. The place of competencies in the
education programme (Tourism)(1)
General subjects:
• Dutch
• 2 Foreign
Languages
• Maths
• Learning, Career
and Citizenship
(also cbl)
Job-related learning:
• Competency
based:
• Workprocess:
• Performance
indicators:
– Knowledge
– Skills
– Competence
49. The place of competencies in the
education programme (Tourism)(2)
Knowledge
• Courses
– Instructional
lessons
Skills:
• Training lessons
– Simulation of the
practice
Competencies
• At school:
–Projects
Workplacement
–Job-related
case studies
52. Me and You In the EU
• Realtime online debate between students about elections for EP between KWIC and BelfastMET
• Belfast Metropolitan College hosts special election day Dutch link
• Broadcast Journalism students from Belfast Metropolitan College took part in a
special „live‟ video conferencing link with their counterparts in Holland to coincide
with polling day for the European Parliament in Northern Ireland on Thursday 4
June. The project, entitled „Me and You in the EU‟, allowed first year students from
the College‟s Higher National Diploma in Broadcast Journalism to use state of the
art video conferencing facilities to deliver a series of presentations on the
European Union to fellow students at Koning Willem I College in the Netherlands.
• Mrs Pat MacCallum, Belfast Met‟s Technology Enhanced Learning Facilitator, said:
“This is a very special project for our broadcast journalism trainees aimed at
helping them communicate directly with their counterparts in Holland. It is
deliberately timed for polling day on 4 June as part of the College’s programme to
help our students develop links within the European Union.
• Maurice Maxwell, Head of the European Commission Office in Northern Ireland
addressed the students taking part in the project: "I would like to congratulate
Belfast Metropolitan College on this unique project, which challenges students to
reflect on what Europe means for Northern Ireland and allows them to develop
links with their counterparts throughout the EU. The project has been a great
success and I very much enjoyed observing it first hand."
• Source: European Commission
55. Tips and tricks
• http://eurlex.europa.eu/LexU
riServ/LexUriServ.do?uri=OJ
:C:2008:111:0001:0007:EN:
PDF
• http://www.colo.nl/
homepage.html
• Teamwork
– Teacher
– Management
– branches of trade
and industry
• Keep things
structured and
simple
56. Mr. Bean “President of the EU!”
• 5 groups
• Workout in
– Core task
– Workproces
– Knowledge
– Skills
– Competence
– Examination
– Form/when/where
– Education route
57. Had I got news for you?
• Take a “minute” to answer (one quote) this 3 questions!
• Known:
– What did you already know?
• Learned:
– What would you have had liked to
learn?
• Remembered:
– What will you remember from this
meeting?
58. Thank you for…
Further information:
• Competency Based Learning,
• Online learning
– Mathematics
– Entrepreneurship
– Projects
– Online Travel Agency
• Web 3.0, online video,
• Streaming multimedia for educators,
• Tourism and Hospitality Management
• Toon Rekkers e-mail:t.rekkers@kw1c.nl
59. The End (are you competent?)
3:28TheWaldorf salad
http://www.youtube.com/watch?v=H6pN-fDh4DU&feature=related
