European Lifelong Competence Development Requirements and Technologies for Its Realisation

1. European Lifelong Competence DevelopmentRequirements and Technologies for Its Realisation Eelco Herder, Arne Koesling, Daniel Olmedilla, Hans Hummel, Judith Schoonenboom, Ayman Moghnieh, Luk Vervenne

2. Overview • Motivation • Competences • Competence Development Programmes • Assessment • Core Services Positioning, Navigation, Learner Support • Summary Introduction 2/12

3. Why computer supported Competence Development? • Our knowledge-based society asks for continuing professional development, and therefore lifelong learning • Learning is no longer limited to formal programs; more and more individualized and informal learning on the spot • Given the different learner needs, learning programmes need to fit the learner background, objectives and needs. Computer support reduces the need for deep tutor involvement and allow self-directed learners to follow programmes on their own initiative Introduction 3/12

4. What are Competences? A competence is an overall, effective performance within an context (e.g. occupation or hobby), which may range from the basic level of proficiency to the highest levels of excellence Three different dimensions: • Competencies (knowledge, skill, attitude,...) • A context (hobbies, sports, professions) • A proficiency level (a lousy driver, an excellent dentist) (Cheetham & Chivers) Introduction 4/12

5. Competence Development Programmes • Collections of independent learning material aimed to build a competence in a discipline or job • May be formal / certified programmes or informal learning • Can be greatly facilitated by big learning networks that permit really individualized programmes There are already specifications for CDPs, but we need to find a mix between formal and informal requirements for building lifelong Competence Development Programmes Introduction 5/12

6. Assessment Learning material needs to be adapted to the learner‘s capabilities & goals Assessment needed: • Existing competence levels • Learner progress • Summative assessment e-Portfolios for assessment • Evidences of achievements • Collected automatically or explicitly Challenges: Requirements for development of efficient and effective assessments within CDPs and on e-Portfolios Introduction 6/12

7. Core Services for CDP • Positioning: match learner to learning programme • Navigation: adapt programme to learner needs • Learner Support: organization of activities and communication Challenges: support learners, relieve tutors Core Services 7/12

8. Positioning Service • Match the learner to the programme based on his personal CD-Plan or e-Portfolio respecting his Goals. Techniques could be used here like logic based reasoning, clustering or stereotyping • Grant exemptions in formal programmes or make recommendations in informal ones Challenges: how to map raw data from e-portfolios to the need for CDP. How to represent learner models? Core Services 8/12

9. Navigation Service Provide learners with personalized means for orienting and navigation through courses and units. Challenges: find suitable techniques giving the learner individualized routing through the CDP like Adaptive hypermedia, Semantic Web or visualization techniques Core Services 9/12

10. Learner Support Service • The system should offer the learner support and motivation, Core functionality: organization and communication • Peer to Peer tutoring is a promising approach. The System needs to find the most suitable peer. Challenges: We are searching for techniques providing the learner with suitable help and support for the tutors like LSA, Semantic Web or Clustering Core Services 10/12

11. Summary • CD in lifelong learning needs • computer-interpretable and exchangeable representation of competences and CDP • methods for Assessment, Positioning, Navigation and Learner Support • TENCompetence will investigate solutions and build tools based on Open Source Conclusion 11/12

12. Thank you for your attention Questions? Conclusion 12/12