Life in the e-lane: collaboration, communities and competencies
Supporting e-competencies in institutionalised …...and using e-media. Adapt didactic scenarios and...
Transcript of Supporting e-competencies in institutionalised …...and using e-media. Adapt didactic scenarios and...
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: [email protected]
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: [email protected]
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])