Competency based learning toon rekkers

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Competency based learning toon rekkers

  1. 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. 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. 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. 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. 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. 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. 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
  8. 8. Education Transmitting the accumulated • knowledge, • skills, • values, from one generation to another generation. • John Lock (1693)
  9. 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.
  10. 10. Competency Based Learning Knowledge Skills Attitude Perfomance/Competence (Achievement)
  11. 11. What is a competency(2)? Oil Change Knowledge: Attitude: Skills: Performance:
  12. 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. 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. 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. 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. 16. Knowledge (EQF): In the context of EQF, knowledge is described as theoretical and/or factual
  17. 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. 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. 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. 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. 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. 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. 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
  24. 24. Dutch vocational education and training (VET) (3) All students acquire their competences in a work- based environment.
  25. 25. Examination profile Examination related tot work based learning and workplacement! • http://www.viddler.com/explore/colo vkbb/videos/17/0
  26. 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. 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. 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. 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. 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!)
  31. 31. Vocational Qualifications Framework And now another video clip: http://www.viddler.com/explore/colovk bb/videos/19/
  32. 32. Qualifaction File (1) Core Task 1: Selling Travel and related services and products 1.1 workprocess: Supports sales activities Description Result Competence Compenent Performance Indicator
  33. 33. Qualifaction File (2) Formative • Competence – Working togehter and consultate • Component – Proactive information Summative • Workprocess • Performance indicator: (achievement) – Knowledge – Skills – Competence Integrated description
  34. 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!
  35. 35. Formative Competencies
  36. 36. Workplacement The work based environment: http://www.viddler.com/explore/colovk bb/videos/18/
  37. 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. 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. 39. Performance Indicator • The achievement as a result of the integration of: •Knowledge •Skills •Competence (and Attitude)
  40. 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. 41. Competent to do the oil change. Knowledge: Attitude: Skills: Competence:
  42. 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. 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. 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. 45. How to design a competency based assignment? (3) • When? – During the curriculum, at the end? • Where? – School? – Company? – Costs?
  46. 46. Forms of competency based examination? – Assesment – Evidence based, – Interview ( criterion oriented) – Masterproof, – Portfolio, – Test (written or a presentation) – Combinations of forms
  47. 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. 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. 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
  50. 50. Best Practices 1) Landal GreenParks 2) Me and You In the EU
  51. 51. Landal GreenParks
  52. 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
  53. 53. Link: NING
  54. 54. 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
  55. 55. Mr. Bean “President of the EU!” • 5 groups • Workout in – Core task – Workproces – Knowledge – Skills – Competence – Examination – Form/when/where – Education route
  56. 56. 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?
  57. 57. 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
  58. 58. The End (are you competent?) 3:28TheWaldorf salad http://www.youtube.com/watch?v=H6pN-fDh4DU&feature=related

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