Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring

Abstract

Abstract:In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has proven to be challenging and the toolset currently available is targeting expert users mostly working for institutions of higher educations. Furthermore these tools re-enforce a fairly rigid top-down workflow approach towards design and delivery. This approach it is not always the most suitable model in all circumstances for all practitioners. TENCompetence provides an alternative bottom-up approach to LD authoring via its first implementation: the Personal Competence Manager (PCM). Constructs such as competence profiles and competence development programmes, let users define, modify, and acquire competences they need for achieving their personal goals. We will show how the PCM provides support for these constructs and stimulates the bottom-up development of learning materials. We will also show how these concepts can be mapped towards LD. This allows the ad hoc designs of the PCM to be captured in a Unit of Learning (UOL). These UOLs can be enhanced and eventually fed back into the PCM, therewith closing the edit cycle. This editing cycle allows for a gradual integration of bottom-up ad hoc designs with more formal top-down designs introducing LD in a gentle fashion.

Competence Models in Technology-Enhanced Competence-Based Learning

“…The main steps of this lifecycle can be identified as follows: (a) the creation of a competence model through the identification of required job and task roles and relevant competences, (b) the assessment of existing competences, (c) the gap analysis between existing competences and the required competences for a specific job or task role, (d) the definition of competence development programmes or units of programmes to minimize the identified gaps and (e) the continuous performance monitoring and assessment to confirm improvement (Sinott et al, 2002). Recently within the context of the TENCompetence Consortium, Kopper (Kopper, 2006) proposed the TENCompetence domain model which specifies the data classes that will be represented in a competence development support system referred to as 'Personal Competence Manager' (Vogten et al, 2007). The TENCompetence Domain Model defines the basic concepts of the Competence Development Lifecycle and their relationships.…”

Ad hoc transient communities: towards fostering knowledge sharing in learning networks

“…As mentioned above, in the context of the TenCompetence project, learning networks are supported by a technology platform that manifests itself to the network members in the form of the PCM (Vogten et al, 2008).…”

“…Furthermore, if ad hoc transient communities are the powerful device this paper argues them to be, the PCM should facilitate their emergence through the appropriate communication and collaboration facilities. The first version of the PCM already includes functionalities that attempt to (Vogten et al, 2008):…”

“…The most visible part of the infrastructure is the TenCompetence Personal Competence Manager (PCM) (Vogten et al, 2008). It provides the technology to integrate models, methods and tools for the creation, storage, use and exchange of learning resources, learning activities, units of learning, competence development programmes and learning networks (Koper and Sloep, 2002).…”

An Overview of Competency Management for Learning and Performance Support: A Canadian Perspective

“…There has been several EU funded projects that developed technologies for competency management and competency based education such as TENCompetence (Building the European Network for Lifelong Competence Development), PROLIX (Processoriented Learning and Information eXchange), TRACE (TRAnsparent Competence in Europe) and WATCHME (Workplace-based e-assessment technology for competency-based higher multi-professional education). EU projects on competency management and competency based education develop technologies focused on lifelong competence development, personal competency management, authoring tools to help users organize and coordinate learning environments, activities, competencies and learning paths, as well as ePortfolio to help lifelong learners to reflect on the competences and competence profiles they have acquired [26], [27], [28], [29], [30], [31].…”