E-competency is matched to the definition in DQR and consequently refers to the individual‘s ability and willingness to:

Acquire e-knowledge and e-skills, use personal, social and

methodical capacities and behave in an active as well as

individually and socially responsible manner in handling

and using e-media.

Adapt didactic scenarios and develop a task culture

E-competencies as an edge of competition Supporting e-competencies in

institutionalised learning

Individual „E-empowerment “

as an element of Employability

Zentrum für Hochschuldidaktik &

E-Learning

Capacity and willingness to develop one‘s own e-competencies

Self-reflection with a view to design an innovative learning/teaching culture

Outcome-oriented teaching (learner-centred and enabling)

Analyze and develop the use of e-learning, e.g. by analyzing the usage option

of e-learning (didactics & methodology) as well as its modes of

operation(competence development and evaluation)

CONTACT: Hochschule Fresenius

Zentrum für Hochschuldidaktik & E-Learning Olaf Pütz: puetz@hs-fresenius.de

Development of e-competencies

Literature extracts: BUND-LÄNDER_KOMISSION FÜR BILDUNGSPLANUNG UND FORSCHUNGSFÖDERUNG (2004): Strategy for Lifelong Learning in the Federal Republic of Germany. Bonn : BLK 2004, 28 S. - (Materials on educational planning and research promotion; 115) , Buch (Monographie), (Verlags-)Lektorat, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Erwachsenenbildung / Weiterbildung. FORNECK, H.-J. (2002)Selbstgesteuertes lernen und Modernisierungsimperative in der Erwachsenen- und Weiterbildung, Zeitschrift für Pädagogik 48, S. 424-261. HELSPER, W.(Hrsg.) LICHTENBERGER, Y. (1999) Von der Qualifikation zur Kompetenz. Die neuen Herausfoderungen der Arbeitsorganisation in Frankreich. In: ABWF e. V. , Projekt QUEM (Hrsg): Kompetenzentwicklung `99. Apskete einer neuen Lernkultur. Argumente, Erfahrungen, Konsequenzen, Münster u. a. 1999, S. 275-310. REGLIN, T./HÖLBIN, G. (2004): Computerlenern und Kompetenz, (Hrsg.) Forschungsinstitut Betriebliche Bildung (Band 32) SCHWARZER, R./Jerusalem, M. (2002): Das Konzept der Selbstwirksamkeit, Jerusalem, M. [Hrsg.]; Hopf, Diether [Hrsg.]: Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen. Weinheim : Beltz S. 28-53. - (Zeitschrift für Pädagogik, Beiheft; 44). TIPPELT, R. (HRSG.) (2011): Pädagogische Professionalität, Weinheim u. a. Beltz. WRANA, D (2008): Autonomie und Struktur in Selbstlernprozessen. Gesellschaftliche, lerntheoretische und empirische Relationierungen. in: Maier Reinhard, Christiane [Hrsg.]; Wrana, Daniel [Hrsg.]: Autonomie und Struktur in Selbstlernarchitekturen. Empirische Untersuchung zur Dynamik von Selbstlernprozessen. Opladen : Budrich UniPress 2008, S. 31-101. - (Beiträge der Schweizer Bildungsforschung; 1), Aufsatz (Sammelwerk), (Verlags-)Lektorat, Allgemeine Erziehungswissenschaft, Empirische Bildungsforschung

B. Döringer – ILIAS Core team, ILIAS agent ATB courses of study & O. Pütz – Head of Zentrum für Hochschuldidaktik & E-Learning (ZeH&EL)

Outcome orientation – learner autonomy – delimitation of the curricular learning environment – self-organisation

Individual empowerment results from a successful coupling of vocational qualification and empowerment.

e-competency

Tasks/Performance records

• Varying complexity • e-competence orientation

Cognitive Activation

• Application tasks • Open tasksetting • Development of problem-solving

strategies • Solution-oriented dealing with e-

media

Solution comparisons in the group

• Cultivate a variety of ways to solution

• Open (group) tasksetting • Room for failure and detours • Open tenor of lectures • Presentation using e-media • Opportunity for self-reflection

Affective demands

• Open task setting • Autonomous exploration • Room for failure and detours • Scaffolding & competence oriented

feedback

Competence development

• Tie-in to everyday experiences • Interconnect e-competencies • Self-reflection: provide an experience of growing e-competencies

Individualised learning

• E-assessment of learning progress • E-support • Responsibility for e-transmitted

performance records

cooperation & communication

• Strengthen e-social competencies • E-teamwork • Synchronous and asynchronous

communication • combination of face-to-face and non-face-to-

face

Development of e-competency

Capacity and willingness to get into a sustainable learner-centred learning process

Accept basic conception of one‘s own person as an „acting learner“ (learning activity)

use public comparisons of solutions as a feedback for self-reflection

Will and ability to set learning goals autonomously (development of learner autonomy)

Use geographical mobility and temporal flexibility in an expedient way

Discover responsibility and reflection as essential dimensions of competence

Teaching culture Learning culture

Task culture

Acquisition of e-competencies via outcome orientation – from simple electronic demands (file upoload, online tests etc.) to complex

applications in module examinations as e.g. using e-portfolios and self-designed learning modules

Enable high learner‘s

autonomy means

gradually increasing demands

Increasing complexity

Increasing autonomy

pro

cess

& s

yste

m m

on

ito

rin

g

Stage model: work group development, support and evaluation of e-competencies in the

in the Zentrum für Hochschuldidaktik & E-Learning

1) e-competency is a subjective characteristic

2) Subjective characteristics can only be developed individually

3) Individual development by learner activation and delimitation of learning

environments

4) The development of e-competencies requires self-regulated learning -

Learning as self-organisation

5) The evaluation of self-organisation is done via determination of learner

autonomy

E-Competency comprises the transfer of basic definitions to the use of digital media.

Unlike "IT knowledge" in the area

of skills & abilities, e-competency is

an individual empowerment enabling

the students‘ capacity to act,

initiative, self-regulation and activity

regulation.

E-competencies

Concept for development of e-competency

Competency in DQR refers to the individual ability and

willingness to:

use knowledge and skills as well as

personal, social and methodological capacities and

behave in an elaborate as well as individually and

socially responsible manner.

Competencies relate to a subject and a specific action:

"The secret of competency is the secret of action."

Lichtenberger (1999)

Zentrum für Hochschuldidaktik &

E-Learning

The concept of e-competency requires outcome orientation: learning results which learners dispose of at the end of a learning period.

"Output" is only the immediate result of such efforts (passed examinations) – on the other hand, "Outcome" refers to the continuing effects

of activities: development of e-competencies via self-regulated learning with digital media.

CONTACT: Hochschule Fresenius

Zentrum für Hochschuldidaktik & E-Learning Olaf Pütz: puetz@hs-fresenius.de

E-competency definition

Literature extracts: BUNDESMINISTERIUM FÜR BILDUNG UND FORSCHUNG (2015) Deutscher Qualifikationsrahmen für lebenslanges Lernen, (Hrsg.) BMBF Referat 125 - Perspektiven der Wissensgesellschaft. BUND-LÄNDER_KOMISSION FÜR BILDUNGSPLANUNG UND FORSCHUNGSFÖDERUNG (2004): Strategy for Lifelong Learning in the Federal Republic of Germany. Bonn : BLK 2004, 28 S. - (Materials on educational planning and research promotion; 115) , Buch (Monographie), (Verlags-) Lektorat, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Erwachsenenbildung / Weiterbildung. FORNECK, H.-J. (2002)Selbstgesteuertes lernen und Modernisierungsimperative in der Erwachsenen- und Weiterbildung, Zeitschrift für Pädagogik 48, S. 424-261. LICHTENBERGER, Y. (1999) Von der Qualifikation zur Kompetenz. Die neuen Herausforderungen der Arbeitsorganisation in Frankreich. In: ABWF e. V. , Projekt QUEM (Hrsg): Kompetenzentwicklung `99. Aspekte einer neuen Lernkultur. Argumente, Erfahrungen, Konsequenzen, Münster u. a. 1999, S. 275-310. REGLIN, T./HÖLBIN, G. (2004): Computerlenern und Kompetenz, (Hrsg.) Forschungsinstitut Betriebliche Bildung (Band 32) SCHWARZER, R./Jerusalem, M. (2002): Das Konzept der Selbstwirksamkeit, Jerusalem, M. [Hrsg.]; Hopf, Diether [Hrsg.]: Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen. Weinheim : Beltz S. 28-53. - (Zeitschrift für Pädagogik, Beiheft; 44). TIPPELT, R. (HRSG.) (2011): Pädagogische Professionalität, Weinheim u. a. Beltz. WRANA, D (2008): Autonomie und Struktur in Selbstlernprozessen. Gesellschaftliche, lernth. und emp. Relationierungen. in: Maier R., C. [Hrsg.]; Wrana, Daniel [Hrsg.]: Autonomie und Struktur in Selbstlernarchitekturen. Empirische Untersuchung zur Dynamik von Selbstlernprozessen. Opladen : Budrich UniPress 2008, S. 31-101. - (Beiträge der Schweizer Bildungsforschung; 1), Aufsatz (Sammelwerk), (Verlags-)Lektorat, Allgemeine Erziehungswissenschaft, Empirische Bildungsforschung

B. Döringer – ILIAS core team, ILIAS agent ATB courses of study & O. Pütz – Head of Zentrum für Hochschuldidaktik & E-Learning (ZeH&EL)

Teaching / Learning processes in the context of self-organisation

Learning outcomes [Task & examination design]

Create tasls & performance records

Reflect upon competencies

Assess content & outcome

Give feedback

outcome oriented

Hochschule Fresenius Students

Accompany learning process

Accept learning

objectives

Set personal learning

objectives

Organise learning

environment

Set learning objectives

Design learning

environment Use

competencies deliberately

Accepting the existence of e-competencies means analysing and developing the use of digital media (e-learning) even more intensively:

adapt teaching, learning and examination didactics and measure the mode of action of e-learning

(development of e-competency)

Competency definition

Development of e-competencies & self-organisation

The implementation of the modeling approach outlined requires modifications in higher

education didactics concerning teaching and learning methods as well as examination

didactics:

Learning outcomes are more than curricular contents: support individual learners

Shift from teaching to learning: adapt the current teaching culture and develop

a new task culture = changing the teaching, learning and examination didactics

Integrate digital media in the learning process

Adapt the evaluation of teaching to competence-oriented methods of teaching and

learning

Development of e-competency & higher education didactics

(vgl. Reglin T., Hölbin G. (2004) Comupterlernen und Kompetenz – (Hrsg.) Forschungsinstitut Betriebliche Bildung [Band 32])