Personal Competence Development in Learning Networks

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Miloš Kravčík

Text of Personal Competence Development in Learning Networks

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2. Personal Competence Development in Learning Networks Milo Krav kOpen Universiteit Nederland 3. Overview

  • Central Problem
  • TENCompetence Approach
  • Competence Development Procedure
    • Competence mapping & Gap analysis
  • Case Study
  • Personal Development Planner
  • Hands-on Session / Group Work

4. Central Problem

  • Knowledge society demandslifelong learning
  • Integrated support for informal and formal learningis missing
  • People are responsible for planning their careers employability
  • Support ofpersonal competence developmentis required

5. TENCompetence Project

  • IST/TEL Integrated Project Sixth Framework Programme, EC
  • December 2005 November 2009
  • 15 core partners + Associate Partners
  • Aim: to build a technical and organizational infrastructure forlifelong competence development

6. TENCompetence Focus

  • Supportingindividualsin development of their competences during the whole life:
    • I want to (further) develop a specific competence
    • I want a better job position
    • I want a new or different job
    • I want to keep my competences up-to-date
  • Integration of learning, working, relaxing

7. Competence

  • Acompetenceis theestimated abilityof an actor to deal withcritical events, problems or tasksthat can occur in a certain situation (at work, at home, etc.)
  • This estimation can be based on:
  • Self assessment
  • Informal assessment by others
  • Formal assessment by others

8. How will it work?

  • Members of Learning Network arelearnersandsuppliersof learning activities and resources
  • Members do things, find learning activities & programmes, learn,share & discusswhat they are doing,support each other , provide all kinds offeedback

9. Project Results

  • Open Source Softwarewith OSI license
    • Core functionalities sufficient to set up the entire system
    • Not all optional components
  • Open Contentwith Creative Commons license
    • allows the content to be redistributed and changed (with credits)

10. TENCompetence Infrastructure

  • OSS services can be replaced by commercial ones
  • Self-sustainable after the project period as long as there are users
  • Network of (associated) partners to provide commercial and non-commercial services using the infrastructure

11. 12. Integration Levels 13. Data Structure 14. Community

  • ACommunityof practice is a group of users who are regular actors in a particular situation and in a particular context. They can share their understanding of competence profiles and competences, as well as their competence development plans, learning actions and resources.

15. Competence Profile

  • ACompetence profileis a set of necessary competences to handle certain situations. The competence profiles for the same situations or professions may vary from community to community even though the required behaviors are exactly the same.

16. Competence

  • ACompetenceis the estimated ability (disposition) of an actor to deal effectively and efficiently with critical events, problems or tasks that can occur in a certain situation (at work, at home, etc). This estimation can be based on self assessment, informal assessment by others, and formal assessment by others.

17. Competence Development Plan

  • ACompetence Development Planis a structured setup to support acquiring a specific Competence. There can be alternative plans for development of a certain competence and the user can choose one that best matches his or her preferences and requirements.

18. Action

  • AnActionis a learning activity that a user has to perform to meet some educational objectives. It contains a description of the activity and a list of learning resources.

19. Resource

  • AResourceis any kind of knowledge resource that can be used in learning. By adding them to an Action the resources are placed in a learning context in which the user can use them in order to achieve a certain goal.

20. 4 Phases of Education Process

  • Requirements analysis
  • Development of learning offerings
  • Provision of learning opportunities
  • Evaluation of learning outcomes

21. Competence Development Procedure

  • Competence Map
  • Tasks-Competences Matrix
  • Self-Assessment
  • Gap Analysis
  • Training Needs
  • Expert Facilitators
  • Competence Networks

22. Case Study

  • Paper based self-assessment
  • Responses from 53 participants
  • Problems:
    • people are too busy
    • personal information & data protection
  • Solution:
    • automatic, peer-assessment
    • access rights and control

23. 18 Competence Profiles

  • Requirements analyst
  • Architectural designer
  • User interface / Interaction designer
  • System developer
  • Software tester
  • Database manager
  • Etc.

24. Proficiency Level

  • 0 = none
  • 1 = can apply this with support in a relatively simple and well organized situation
  • 2 = can apply this independently in a relatively simple and well organized situation
  • 3 = can apply this independently in complex situations
  • 4 = can apply this flexible in complex situations, can evaluate the competence and can support others

25. 1. Competence Map

  • Profile: Pilot Designer & Evaluation
  • Competences in the profile:
  • Given the aims of the project and the requirements of the software:
    • a. Be able to develop and execute an evaluation plan by selecting and applying the most appropriate quantitative or qualitative research design, according to the described principles in the methodological research literature.
    • b. Be able to develop and implement the data collection instruments (questionnaires, loggings, etc.) that are required according to the evaluation plan.
    • c. Be able to select and apply the most appropriate statistical methodologies, techniques and tools for statistical analysis. This includes the use of tools for statistical analysis (SPSS, SAS, R, spreadsheets, etc.).
    • d. Be able to interpret, report, present and discuss the statistical results (including the reporting in scientific papers).
  • Score: 0 1 2 3 4

26. 2. Tasks-Competences Matrix 27. 3. Self-Assessment 28. 4. Gap Analysis

  • Compare and analyze what is required (2) and what is available (3)

29. 5. Training Needs

  • Lowest proficiency levels
    • deployment (Systems manager, Service provider, Database manager)
    • design (Architectural designer)
  • Best proficiency level
    • TENCompetence member
  • For each competence - consider how many experts are needed to plan trainings

30. 6. Expert Facilitators 31. 7. Competence Networks

  • Competence network purposes
    • collect and share relevant resources
    • annotate and rank them
    • discuss on open issues
    • find colleagues for collaboration
    • get guidance and advice from experts
    • organize and attend live events

32. Personal Competence Manager 33. PDP: Open Personal Development Plan 34. PDP: Select Goal 35. PDP: Self-Assessment 36. PDP: Plan Activities 37. PDP: Perform 38. Options

  • PDP: Hands-on session
    • http://
  • Competence Development Procedure: Discussion
    • How to improve it?
  • PhD Competence Mapping: Group work
    • Example:

39. Contact

  • Project
  • PhD Learning Network:
  • TENCompetence Learning
  • Contact:[email_address]