the mupple competence continuum
Post on 03-Nov-2014
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The MUPPLE competence continuum
Joanna Wild1), Fridolin Wild2), Marco Kalz3), Margit Hofer1), Marcus Specht3)
1) Centre for social innovation – ZSI, Austria2) The Open University, UK
3) Open University of the Netherlands
Outline
• Context: Literacies• Methodology• MCC (overview)• MCC (details)• The MCC and literacies• Conclusion & future work
Literacies
Methodology• Qualitative study: – Viewpoint of participant– Social context
• Interviews with stakeholders (learners, facilitators, learning designers, researchers)– 15 persons in 5 sessions (each 40 min to 1 hour)
• Transcripts > analytical memos > coding > large display
Competence Continuum
Planning competence refers to those skills, abilities, habits, attitudes, and knowledge that fix how goals, schedules, and paths are set.
Reflection is creative sense making of the past and enables planning.
Monitoring refers to how progress control is performed.
Last but not least, the pair acting and interacting group social & collaboration and information & tool competences.
Plan
Reflect
Monitor
Act
Interact
Minimal
condition Necessary
trigger Intended
outcome
Plan
(Astrid Walter)
- inquisitiveness- offer-oriented selection- adopting 3rd party planning
- ability to design your own portfolio- ability to match formal and personal requirements
- ability to explicate intentionsand objectives- ability to set priorities to tasks
Reflect
willingness to change own attitudes
collecting (digital) traces
ability to identify strengths and weaknesses
reviewing traces creative sense-making of the past
Monitor
control & direct facilitator(s) self disciplineability to autonomously control
own progress
adopting external evaluation criteria
systemic 'more-knowledgeable-other' evaluation
ability to set evaluation criteria willingness for public exposure ability to network for feedback ability to compare with others
Act
willingness to try s.th. New instrumental skills: basic operational ICT skills information gathering skills: content-centred
productive and transformative ICT skills ability to assess quality & reliability of
(sources of) information process- & content-centred creative construction & maintenance of tool
set constant build up of the range of personal
experiences ability to match the right tool with the
intended purpose
capability to deconstruct your PLE ability to screen available tools capability to repurpose: change tool context ability to select tools comprehension that information outside
print has value
Interact
social interest basic social skills (foreign) language skills
networking competence ability to network for feedback decision competence when to work
collaboratively negotiation skills
willingness to open artefacts up to others
willingness to give willingness to not only read, but
publish extended social skills: knowing
how to handle mediated communication & criticism
The MCC & Literacy
plan
reflect
monitor
act interact
Conclusion
• PLEs promote development of higher level (strategic) digital literacy
• PLEs incorporate more recent IT approaches
• More active role of user in building and maintaining learning environment
• More challenging IT setting
Next Steps
• Counterpart: facilitator findings (conducted, but analysis missing)
• Extend in a second wave of interviews
• Complement with quantitative study to validate competence continuum
Thank you. And thanks to the union.
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