TENCompetenceWP2: Common Ground

Rob KoperWork Packages Kick-Off TENCompetence

Project 9-13 January 2006

Heerlen, The Netherlands

Objective of this week

• Get to know each other• Detailed (as possible) planning of activities at all levels:

- Project at large- Each partner- Each person

• Start to do the work... (Common Ground)

Common Ground

Joint understanding of:

• Project Plan

• Definition of concepts andrelations between concepts (Domain Model, i.e. theories)

• Scenario's and Use Cases

• Output (technologies, publications)

• Methodology (Unified Process)

• Joint understanding of the Technology Requirements

Method

• Everyone involved in WP2

• Identification of Misconceptions, Clarifications, etc.

• Explanation, Discussion of concepts and record/register them (tencompetence.org)

• Joint work on Domain Model, Use Cases and non-functional requirements

• Joint planning of the work

• Rules for Participants: - Ask experienced participants when in doubt- Study the resources available at tencompetence.org

Some Misconceptions & Clarifications Needed

First of all...

The project plan is leading for all activities. This means:

• That we will perform the tasks as stated in the work package descriptions for the first 18 month to attain the objectives as stated in the plan.

• The requirements analysis of WP2 has to fit within the overall requirements as already formulated into the project plan. >> So it is NOT an open analysis but restricted by the project plan!

• The same is true for the technology and licence constraints as defined in the project plan.

All tasks as mentioned in the 18 month work plan should be finished in

the first 18 month

• No: most tasks described in each WP have to be completed in period 1 but there are also tasks that will continue

• As stated already in general: requirements must fit in the requirements mentioned in the project plan

• Furthermore: we do not build the infrastructure solely on the requirements that are specified by the users of the WP4 Pilots (eg Digital Cinema)

The Requirements Analysis

TENC-Infrastructure- technical (= the system)- organisational (= methods manuals, workflow, paid services, etc.)

Organised Pilots in Project Plan:1. Digital Cinema (first 18 month)2. Health Care (after 18 month)3. Nile Region (after 18 month)4. Antwerp Lifelong Learning City (after 18 month)

Organised Pilots in Project Plan:1. Digital Cinema (first 18 month)2. Health Care (after 18 month)3. Nile Region (after 18 month)4. Antwerp Lifelong Learning City (after 18 month)

7 Core Requirements (solve problems:)1. Implement New Pedagogical & Organisational Models for Lifelong Compt Development2. Support the Discovery of Best Solutions3. Stimulate Pro-active Sharing of resources4. Support Competence Assessment5. Provide Effective & Efficient User Support6. Provide Decentralized, Self-org. Management7. Integrate Isolated Models & Tools from four 'worlds': knowledge sharing (WP5); learning activities (WP6); programmes (WP7); learning networks (WP8)

7 Core Requirements (solve problems:)1. Implement New Pedagogical & Organisational Models for Lifelong Compt Development2. Support the Discovery of Best Solutions3. Stimulate Pro-active Sharing of resources4. Support Competence Assessment5. Provide Effective & Efficient User Support6. Provide Decentralized, Self-org. Management7. Integrate Isolated Models & Tools from four 'worlds': knowledge sharing (WP5); learning activities (WP6); programmes (WP7); learning networks (WP8)

Non-functional Requirements:1. Open Source Only (OSI)2. Use of Open Standards3. Service Oriented Architecture4. Extensible5. OSS services can be replaced by commercial services

Non-functional Requirements:1. Open Source Only (OSI)2. Use of Open Standards3. Service Oriented Architecture4. Extensible5. OSS services can be replaced by commercial services

Additional Pilots:1. Small pilots by Partners2. Pilots by Ass. Partners3. Pilots by othersAt any time!

Additional Pilots:1. Small pilots by Partners2. Pilots by Ass. Partners3. Pilots by othersAt any time!

Use Cases & Domain Models

The only pilot we perform in month 12-18 is in the area of Digital Cinema?We will perform the following pilots:

1. Small pilots by Partners

2. Pilots by Ass. Partners

3. Pilots by others

General principle is that we should try to gain as much experience from different pilots as possible!

However: the system must set the right expectations (and fulfill as much of the 7 requirements as possible)

WP5-8 deliver requirements for the infrastructure• Look at the Work Package Descriptions in the project

plan:The WPs 5-8 do NOT have tasks to define their own requirements

• Defining the requirements for WP5-8 is the task of WP2

• However: this does not mean that you do not have to perform this task, only in a technical sense:- we want to combine all requirements into one consistent document- we want to discuss and prioritize them in one place

• See figure next slide -->

RelationsbetweenWPsinthethreecycles

Technology layer

DBMS

.Net

J2EE

Application layer

ASK_LDT

Reload

RSS Qed

Service layer

common services

CDP NofLCDKRS&M LA&UoL

Integrative layer

business process integration

presentation layer

CopperCoreDSS for

learning andorganisations

LinuxMS

Windows

DSpace

Navigationtool

Agentstimulating

self org.

Aspect RTD softwarecomponent

function represented in the service layercomponent integrated in the application layer

WP5Knowledge Sharing

& Management

WP6Learning Activities &

Units of Learning

WP7Competence

Dev. Programmes

WP8Networks for

Lifelong Comp.Dev.

WP4Pilots & Validation

require

mentsrequirements

Integ

rated

TENCompe

tence

Sys

tem

models & methods

softwarecomponent

softwarecomponent

softwarecomponent

softwarecomponent

feedback feed

back

WP2Requirements

& Analysisfeedback feedback

feedback

see fig. 5 toread details

WP3Technical Design

& Integration

About WP5-8● Each of the four WPs 5-8 is responsible for experiments to validate their own tools/methods/models. This includes the recruitment of their test persons/organizations but may also include (in particular in period 1) the installation of an environment to enable the experiments. In other words these experiments take place outside the overall project validation as carried out in WP4.● Furthermore, each of the four WPs is responsible for the development of their part of the software in line with the requirements formulated by WP3● The output of WP5-8 is one of two things: a. scientific publications and b. technologies that comply to the technical requirement that can be integrated as services within the infra

Moodle (this website) is used as the first infrastructure of TENCompetence• No, Moodle is only used to setup the project website (

www.tencompetence.org) for internal and external asynchronous communications within the project

• Illustration: we don't need to use the Moodle Wiki when we want to setup a Wiki for the competence monitor of WP8

• However: the selection of adequate tools for the integrated system will be done by WP3, based on the requirements formulated in the project plan + WP2.

• WP8 can select and setup a temporary Wiki for experimentation that is consistent with the technical standards and requirements that have to be defined by WP3 (some of them are already defined in the Proj.Plan)

Communication in the project

We use:

* Moodle (www.tencompetence.org) as a project website for internal and external communication.

* Dspace for external publications of all project outputs (publications + technology sources for archive purposes)

* Surf Groepen for synchronous communication

This afternoon further introduction!

Use of the (Rational) Unified Process

The Unified Process (UP) is used as follows:

• As a way to structure the project plan (the first 18 month we will do the UP phases Inception and elaboration).

• Some of the tasks to be performed are derived from the UP: e.g. Domain Model, Use Case Model).

• We can use it as a process in the development of the integrated system.

Some clarifications (next slides)

Clarifications UP

• We don't use the UP in a strict sense as it can be seen in the different handbooks of UP (or RUP). The tasks that we should perform are already planned in the project plan. The major problems with UP is that:* it is often used too strict: the procedure dominates instead of the product to be developed.* it is not developed for R&D projects but for engineering projects. R&D projects are in principle theory driven: we develop new technologies that solve problems that users are not aware of at this moment. We can still use the UP, but with some adaptations. * it can be used at different levels of abstraction: for theory modelling, business modelling and software modelling.

<continued>

• As a consequence we cannot use most of the standard UP tools that are available in e.g. the Rational Unified Process (RUP), because they are too rigid and engineering driven.

• What we will need is a multiplatform UML modelling tool (preferably open source) that we can use jointly to change UML models.

Possible solution: Magic Draw (see UML tools discussion in WP3 wiki)

Competences vs Competencies

• See discussion in WP7 forum

• See Domain Model Competence & slides kick-off(next slides)

Key role for 'competences'• The concept of competence can bridge the world

of education, training, knowledge management,human resource management & informal learning

• Many definitions, problem for system development

• - Competence: Effective performance in a domain at different levels of proficiency- Competency: Undefined (I prefer to avoid the term and use more specific terms when needed, eg, a skill)

• We will use a stipulative definition and model in TENCompetence to avoid endless discussions about the concept (see next side)

Domain Model Competences

Definition of TENCompetence

• Competences are bound an occupation, a profession, a market (for an organisation) or any other life or work situation (a defined ecological niche). In words:

A competence is defined as the ability of an actor to act effectively and efficiently upon the events in an ecological niche (an occupation, a hobby, a market, a sport, etc.).

(short: effective performance in a domain)

These competences are divided in 5 primary categories: Cognitive, Functional, Personal, Ethical and Trans-/Meta Competences (they are not orthogonal/can overlap!)

• Example: “English Writing” is a skill; Being an effective News Reporter is a competence.

Example: The Baker• Occupation: Baker

• Key Ecological Niches:- The bakery shop- The bakery- The office

In The Shop

• Some key events (tasks, problems, objectives, triggers) in the bakery shop: “Client orders bread”“Client asks which bread contains milk”“Make an order list for the bakery for the next weekend”“Ask feedback from clients; develop ideas for new products”“Take care of tax and environmental regulations” “...”

Competences in the Bakery Shop

Remember: competences are arbitrary descriptors and so the 5 categories are also arbitrary groupings:

The competent baker has the following competences:•Cognitive Competences:- Knowledge of the different types of products- Knowledge of the maintenance requirements of different machines in the shop - Knowledge of hygiene regulations and rules•Functional Competences:- Handle orders of clients- Handle payment- Cut bread (and other small product customizations)

<continued>• Personal Competences:

- Friendly for costumers, stress resistant, collegiality- Task centeredness

• Ethical Competences:- duty to keep up to date in the profession- acknowledging boundaries of own competences- adherence to law & professional rules- sensibility to needs and values of others

• Trans-/Metacompetences:- Communication- Reflective- Self-development- Flexible & Creative solutions for small problems

• See also: http://www.aibonline.org/education/trainingguide/bakcomps.html

Exercise 1Groups of 2 or 3 persons (different partners), 30-40

minutes:

• Select an occupation/hobby you know well in the group.

• Define some of the sub-ecological niches in the occupation

• Define some key events in one of the sub-ecological niches

• Define the competences of an actor to deal with these events in one of the sub-ecological niches effectively and efficiently.

• Divide the competences in:a. Cognitive competences (knowledge base of occupation)b. Functional competences (handle key events/tasks)c. Personal competences (invoke changes, creativity, etc.)d. Ethical competences (behave according to rules, laws)e. Trans-/metacompetences (competences that are not unique for the occupation, like communication skills)

• Upload results toforum of this meeting

Exercise 2 (same groups, 30-40 min.)

• Define the different types of roles of the members of your learning network (e.g. learner, expert, mentor, ...)

• What user functions do we support in the learning network for the different members, divided in the 4 key services + the common services:

Formal and Informal key services:- Knowledge Sharing & Content Management- Learning Activities & Units of Learning- Competence Development Programmes- Learning Network Aspects: social exchange mechanisms, comptence monitor, social aspects in the network, self- organisation aspects in the network

Exercise 3: Same Groups 30-40 minutes • Check whether all the 7 requirements for the

TENCompetence infrastructure are met in the previous functions

• Work out some core scenarios and abstract use cases from these scenario's (for two member roles)

• Work out some of the non-functional requirements:(open standards are needed; usability requirements (e.g. user interface, accessibility); performance; security; openness and sustainability of the infrastructure for other groups)

• (When time left:) Work out assessment criteria for the evaluation of the effectiveness, efficiency, attractiveness and accessibility of the infrastructure when tested in the pilots

Learning Networks for Lifelong Learning

• Each network is defined on a life/workdomain

• Each network is defines one or more proficiency levels

• Each network has a competence framework defined for the different proficiency levels (subniche-event-activity tuple)

• Each network has formal and informal programmes defined to attain the different competences

• Each programme has an ordered set of one or more learning activities and/or units of learning (a unit of learning contains an ordered set of learning activities)

• Each learning activity or unit of learning contains learning resources

Learning Network for BakersShared formal andInformal learningactivities or unitsof learning

Example“CompetenceDevelopmentProgramme”(programmeto developcompetenceX)

selectionin the learningpath

sequencein thelearningpath

Layers in the Learning Network

Key Concepts:- Learning Network- Competence- Lifelong Learning- Programme- Learning Activity- Unit of Learning- Comp. Assessment- Learning Resource- Self-organisation- Social Exchange- Discovery- Positioning- Navigation- Learning Path

Key Concepts:- Learning Network- Competence- Lifelong Learning- Programme- Learning Activity- Unit of Learning- Comp. Assessment- Learning Resource- Self-organisation- Social Exchange- Discovery- Positioning- Navigation- Learning Path