Transcript Slide 1

Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
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TenCompetence
The European Network for
lifelong competence
development
Demetrios G Sampson
Advanced e-Services for the Knowledge Society Research Unit (A.S.K.)
Informatics & Telematics Institute (I.T.I.)
The Centre of Research and Technology Hellas (C.E.R.T.H.)
http://www.ask4research.info
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Outline (1/2)
• Competence-based Learning: The need
for a new generation of Learning Services
• The TenCompetence Approach
– Competence Development Lifecycle
– The TenC Cycle for Lifelong Competence
Development
– TenC Competence Domain Model
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Outline (2/2)
• WP6 Learning Activities & Units of Learning
–
–
–
–
TenC key problems tackled in WP6
Overall WP6 Objectives
WP6 Contributions to TenCompetence Domain Model
Overall WP6 Activities
• WG-A (IMS LD Authoring)
• WG-B (Assessment Model)
• WG-C (IMS LD Run-time)
• WP8 Task 1: Competence Observatory
– TenC key problems tackled in WP8 T1
– Scope of the TenC Competence Observatory
– Targeted User Groups
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenCompetence Project facts
• Duration: December 2005-November 2009
• An Integrated Project funded under the IST
Programme, Sixth Framework Programme, European
Commission
• Estimated Budget: 14MEuro total with 8,5 MEuro public
funding
• 13 partners from 9 different countries
–
Open Universiteit Nederland, University of Bolton, CERTH,
INSEAD, Universitat Hannover, Universitat Pompeu Fabra,
Universiteit van Amsterdam, Sofia University
– Software de Base, LogicaCMG, GIUNTI, Stichting SURF,
Synergetics
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Central TenCompetence
Problem
• The knowledge society demands continuous
competence development and management at
the individual-, group- and organizational level
• Competence development and management for
individuals, groups and organizations are distinct
fields with their own approaches and tooling
• Integrated support for informal and formal
learning is missing
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenCompetence Goal
TENCompetence will support networks of
individuals, groups and organisations in
Europe in lifelong competence
development by establishing the most
appropriate technical and
organisational infrastructure, using
open source standards-based, sustainable
and innovative technology
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Aspects to be integrated
• Knowledge Resource Sharing &
Management
• Learning Activities & Units of Learning
• Competence Development Programmes
• Networks for Lifelong Competence
Development
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Integration Levels
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
The TenCompetence Approach
• Support
– Individuals
– groups
– organizations
• In
– Lifelong competence development
• By
– Pedagogical Models
– Organizational Processes
– Technological infrastructure
• Using
– Open-source, standards-based technology
[TenCompetence DoW pp. 5, 10]
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Competence Development Lifecycle
Identification of Job Roles
and relevant competencies
Re
as
se
ss
2. Competence
Assessment
s
gie t
ate en
Str pm
3. velo
De
Design Competence
Development
Programmes to
minimize the identified
gaps
1. Organizational
Competence Map
4.
1. Assess individual’s
competencies.
2. Gap Analysis between
existing competencies
and the required
competencies for a
specific job role.
Continuous Performance
Monitoring and Assessment
to confirm improvement.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC Cycle for Lifelong Competence Development
Gap
Analysis
Competencies
Description
Competencies
Assessment
design a
4.
WP6
Units of
Learning
1. Organizational
Competence Map
Join community of relevant Job Role
Assess own competencies for the
specific Job Role
Search/Find relevant Competence
Development Programme
Share experiences with other members
of the network
1. Organizational
Competence Map
Knowledge
Resources
execute
Performance
Assessment
Panel on
Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
se
as
Re
4.
ss
s
gie t
ate en
Str pm
3. velo
De
Organizations
Network
WP5
s
gie t
ate en
Str pm
3. velo
De
populated
with
ss
2. Competence
Assessment
2. Competence
Assessment
se
5.
as
a synthesis of
3.
as
4.
Competence
Programme
1.
2.
Re
3.
WP7
Specify relevant Job Roles
Define required competencies for each
job role
Assess the competencies of their
employees
Define and deliver competence
development programmes
Monitor their employees performance
4.
1.
2.
Individuals
Network
TenC Core Functional Services
refer to
Networks for
Lifelong
Competence
Development
use
populated
with
WP 8
Competence Development
Programmes
Units of Learning
Knowledge Resources
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP 7
WP 6
WP 5
Key role for 'competences'
• The concept of competence can bridge the world
of education, training, knowledge management,
human resource management & informal learning
• Many definitions, problem for system development
• - Competence: Effective performance in a domain
at different levels of proficiency
- Competency: Undefined (we prefer to avoid the
term and use more specific terms
when needed, eg, a skill)
• We use a stipulative definition and model in
TENCompetence to avoid endless discussions about
the concept
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC
Competence
Domain Model
[Rob Koper, TenC
Domain Model v1.0,
19 June 2006]
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC WorkPackages
WP 1
WP 5
WP 6
WP 7
WP 2
WP 8
WP 4
WP 9
WP 10
WP 3
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Issues to be tackled per Work Package
WP
Issue
3
•
integrate isolated models and tools for competence development into a common, easy to use
infrastructure
4
•
run pilots to ensure the validity and viability of the approach
5
•
develop software for the effective support of users who create, store, use and exchange
knowledge resources within a learning network
6
•
develop new innovative pedagogical approaches and assessment models for lifelong
competence development
develop software for the effective support of users who create, store, use and exchange
learning activities and units of learning within a learning network
•
7
•
develop software for the effective support of users who create, store, use and exchange
competence development programmes within a learning network
8
•
develop new innovative organisational models for lifelong competence development
9
•
deliver training programs to learn users how to work with the infrastructure, and to train
instructors and companies (specifically SMEs) to deliver services using the infrastructure
10
•
build a growing network of associated partners to ensure large-scale use in Europe
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Work Package 6
Learning Activities & Units of
Learning
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC key problems tackled in WP6
TenC Issue #2: For individuals, groups and organisations in Europe, it is still hard to get an overview
of all possible formal and informal knowledge resources, units of learning, programmes and
learning networks that are available, and to identify the most appropriate for their needs.
WP6 Specific Objective:
Research and develop innovative, standards-based methods and tools for the exchange and
quality rating of formal and informal learning activities and units of learning.
TenC Issue #4: For an organisation in Europe it is still hard to assess the competencies of applicants,
employees and learners who have studied and worked in a variety of settings.
WP6 Specific Objective:
Develop a formal specification model and supporting tools that combines new assessment types
and the ones included in the IMS QTI (providing input for standards development).
TenC Issue #5: Current e-learning and knowledge management environments provide too little
effective support to the users in their various tasks.
WP6 Specific Objective:
Research and develop innovative, standards-based methods and tools for the creation, storage
and use of formal and informal learning activities and units of learning.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Overall WP6 Objectives
Research and develop innovative, standards-based
methods and tools for the creation, storage, use, exchange
and quality rating of formal and informal learning activities
and units of learning, including methods and tools for the
assessment of the learning process and learning outcomes.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP6 Contributions to TenCompetence
Domain Model (1/2)
WP6
related
items
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP6 Contributions to TenCompetence
Domain Model (2/2)
Authoring Component
Phase 1: Specification of IMS LD Authoring
Tool
Phase 2: TenC Authoring Tool v1.0
(implementing IMS LD)
Phase 3: TenC Authoring Tool v2.0
(implementing IMS LD + the new Assessment
Specification)
Assessment Component
Phase 1: Specification
Definition and proof-of-concept
tool
Phase 2: Specification
Elaboration and TenC
Assessment Tool
Phase 3: Preparation for
International Specification
Component B
Component A
Working Group A
Working Group B
Run-time Component
Phase 1: Connector Protocol
Definition
Phase 2: TenC IMS LD Run-time
Engine (implementing the
protocol) and Protocol
Elaboration
Phase 3: TenC Run-time Engine
(implementing IMS LD + the
protocol + new Assessment
Specification)
Component C
Working Group C
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP6: WG-A (IMS LD Authoring) Activities
Issue to be tackled:
Although there are a number of existing IMS LD Authoring Tools (such as Reload LD
Editor, CooperAuthor), in TenCompetence a higher-level graphical Learning Flow
tool is needed to enable practitioners visualize and assemble Units of Learning
easily. The design paradigm of this tool should be closer to the common practice on
designing pedagogical scenarios, rather than to the XML-based structure of the IMS
Learning Design specification.
Main activities for Working Group A:
a)
b)
c)
d)
Definition of an algorithm for machine (automatic) transformation of practitioners’ workflow design
paradigms to the lower XML language of IMS LD and vice versa
Architectural design and implementation of the TenC IMS LD Authoring Tool prototype
Creation of a set of examples to be used for testing the TenC IMS LD Authoring Tool
Planning and execution of a usability evaluation study (in respect to the provided flexibility for
learning designers and practitioners to define their own pedagogical scenarios) of the TenC IMS
LD Authoring Tool
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP6: WG-B (Assessment Model) Activities
Issue to be tackled:
Assessment in lifelong competence development is a complex process with
many actors, which can and needs to be supported in a variety of ways. The scope
of the TenC Assessment Specification is to provide the means for defining
assessment processes, as an internal part of the design process of a Unit of
Learning, by combining new types of assessment (e.g. 360-degree assessment,
portfolio assessment) with the ones already included in the IMS QTI specification.
Main activities for Working Group B:
a)
b)
c)
d)
Definition of an Assessment Specification and integration with the IMS Learning Design
specification
Development of a proof-of-concept Assessment Authoring Tool for demonstrating the use of the
TenC Assessment Specification and its integration with IMS QTI
Creation of a set of examples to be used for validating the TenC Assessment Specification
Planning and execution of validation testing of the TenC Assessment Specification via the use
of the Assessment Authoring Tool
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP6: WG-C (IMS LD Run-time) Activities
Issue to be tackled:
The range of services available in the IMS Learning Design specification is
restricted. The current structure for a service in the IMS LD specification essentially
maps an open set of roles to a fixed set of service roles, limiting the ability of IMS
LD Run-time engines to connect to external communication and collaboration
services (e.g Instant Messaging, Chat services).
Main activities for Working Group C:
a)
b)
c)
d)
Definition of a specification to connect communication and collaboration services to IMS LD
Runtime Engines
Enhancement of existing IMS LD Run-time Engines (namely, Reload Player and Coopercore) to
support the TenC Services Connection Specification
Creation of a set of examples to be used for validating the TenC Services Connection
Specification
Planning and execution of validation testing of the TenC Services Connection Specification via
the use of the enhanced IMS LD Runtime Engines
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Work Package 8 – Task 1
Competence Observatory
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC key problems tackled in WP8 T1
TenC Issue #4: For an organization in Europe it is still hard to assess the competencies of applicants,
employees and learners who have studied and worked in a variety of settings. To this end
TENCompetence will provide models and software tools to assess the competencies of
individuals, groups and organizations in an exchangeable way. An interoperable mechanism to
express and exchange learners’ competencies will be developed, especially for informally
acquired knowledge and competencies. Core aspects of such a mechanism are methods and
technologies for interoperable person and group portfolio's and personal development plans, and
interoperable competence definitions.
WP8 Task 1 Specific Objective:
Develop a Competence Observatory to monitor and capture the competences that have to be
acquired in different professional and academic fields, in an interoperable way following the
current state of art specifications namely IMS RDCEO and HR-XML.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
WP8 T1
Competence
Observatory
TenC
Competence
Domain Model
[Rob Koper, TenC
Domain Model v1.0,
19 June 2006]
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC Competence Observatory
Scope
• Monitor and capture the competencies that have
to be acquired in different professional and
academic fields
• Provide the infrastructure for specifying
competencies in an interoperable way
• Provide the communication tools, which will
allow competence experts and practitioners to
discuss and exchange opinions about
competence-related issues
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
TenC Competence Targeted User
Groups
• The targeted groups of the TENC Competence
Observatory are:
– Enterprises or organizations who are interested in defining job
profiles for their employees
– Individuals who have a specific profession and they want to
assess their proficiency level by comparing their own
competencies with reference ones for their profession
• Organizations and Individuals can be seen as
“Communities related with specific job roles and they
want to share experiences related to required
competencies for a specific job role”
• The TenC Competence Observatory needs to support
Communities of Professions
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Main Functionalities
• Basic functionalities:
Information Services
Communication Tools
Resource Management
News
Search Engines
Forum
Chat
Wiki
Links
Resource Library







• Competence related functionalities:
– Searching specific competencies, and exporting
them as XML files
– Creating competencies descriptions
– Editing/updating competencies descriptions
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Using the TenC Competence Observatory
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Review of Competence Models and
Observatory Tools
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Definition of Competency and
Competency Models
•
A Competency can be defined as “A set of skills,
related knowledge and attributes that allow an
individual to perform a task or an activity within a
specific function or job” [1]
The Competency Description Models define an
information model for describing, referencing, and
exchanging definitions of competencies.
Two existing specifications for describing
competencies.
•
•
–
–
IMS RDCEO specification from e-learning domain
HR-XML specification from Human Resources domain
[1] United Nations Industrial Development Organization, “UNIDO Competencies”,
2002, Available Online at: http://www.unido.org/userfiles/timminsk/UNIDOCompetencyModel-Part1.pdf, Last retrieved in 13 April 2006
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
IMS RDCEO Key Elements (1)
•
•
•
•
•
Identifier: A globally unique label that identifies this definition of competency or
educational objective. The “Identifier” element consists of two other sub-elements:
“Catalog” and “Entry”.
Title: A short name for this competency or educational objective. The “Title” may
be repeated in multiple languages.
Description: A narrative description of the competency or educational objective.
The “Description” may be repeated in multiple languages.
Definition: A structured description that provides a more complete definition of the
competency or educational objective, using a collection of statements that
determine a competency or an educational objective. Typically, such models define
a competency or educational objective in terms of a “statement, conditions,
criteria”, “proficiency, criteria, indicators”, “standards, performance indicators,
outcomes”, “abilities, basic skills, content, process”, and similar sets of statements.
The “Definition” consists of two other sub-elements: “Model Source” and
“Statement”.
Metadata: Optional meta-data record that further describe the RDCEO. The metadata records must be conform to IEEE 1484-12.1-2002 (IEEE Learning Object
Metadata).
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
IMS RDCEO Key Elements (2)
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Disadvantages of IMS RDCEO
•
•
•
•
How to represent the level of a competency? The IMS-RDCEO specification supports
the representation of a competency level, within the “title” element. The information stored
within this element is in a narrative format, thus, it is not machine understandable and limits
the scope of interoperability among different systems.
How to represent the grading scale of a competency? The IMS-RDCEO specification
does not provide a way to represent the “grading scale” of a competency, thus, provides
limited support for the assessment of complex competencies.
How to represent the success threshold of a competency? The IMS-RDCEO
specification does not support the definition of a “success threshold” for a competency.
Therefore, a learning system cannot interpret the existence of a competence.
How to describe complex competencies in an interoperable way? The IMS-RDCEO
already supports the definition of complex competencies (that is, any competency
consisting of other – simple or complex – competencies) through the use of
“metadata/relation” element. However, it does not provide a way to represent the weighting
factor of sub-competencies when assessing a complex one, thus, provides limited support
for the assessment of complex competencies.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
HR-XML Key Elements (1)
•
•
•
•
•
•
•
•
•
Name: A short name for the related competency.
Description: A narrative description of the competency.
Required: A boolean used to indicate whether the CompetencyEvidence is mandatory
for a particular position or given context.
CompetencyId: An identification code assigned to identify or classify the competency.
TaxonomyId: A code that identifies the taxonomy of the competency.
CompetencyEvidence: A text label that is used to capture information to substantiate
the existence, sufficiency, or level of a Competency. CompetencyEvidence might include
test results, reports, performance appraisals, evaluations, certificates, licenses, or a
record of direct observation, such as a report given by a former supervisor or other
employment reference.
CompetencyWeight: A text label that allows the capture of information on the relative
importance of the Competency.
Competency: Competencies can be recursive. A competency may include other
competencies. One competency might be decomposed into several component
competencies, each of which might be separately measurable.
UserArea: Personal information about the individual that holds the defined competency.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
HR-XML Key Elements (2)
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Disadvantages of HR-XML
•
•
•
•
How to represent the level of a competency? The HR-XML specification supports
the representation of the proficiency level of a competency, within the
“CompetencyWeight” element. This element also permits the capture of the minimum
and the maximum value for the proficiency level of the relative competency.
How to represent the grading scale of a competency? The HR-XML specification
does not provide a way to represent the “grading scale” of a competency, thus,
provides limited support for the assessment of complex competencies.
How to represent the success threshold of a competency? The HR-XML
specification does not support the definition of a “success threshold” for a
competency. Therefore, a learning system cannot interpret the existence of a
competence.
How to describe complex competencies in an interoperable way? The HR-XML
supports the definition of complex competencies through the use of “Competency”
element. However, it does not provide a way to represent the weighting factor of subcompetencies when assessing a complex one, thus, provides limited support for the
assessment of complex competencies.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Mapping of IMS-RDCEO and HR-XML
(1)
IMS RDCEO
HR-XML
CompetencyId
Identification
Catalog
IdOwner
Entry
Id
Title
Name
Description
Description
Definition
Competency
CompetencyId
Model Source
IdOwner
Statement
Statement ID
Id
Statement Name
Name
Statement Text
Description
Statement Token
TaxonomyId
CompetencyEvidence
CompetencyWeight
UserArea
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Mapping of IMS-RDCEO and HR-XML
(2)
IMS RDCEO
HR-XML
Metadata
(IEEE LOM)
TaxonomyId
Classification/
TaxonPath/
Source
IdOwner
Classification/
TaxonPath/
Taxon/Id
Id
Classification/
Description
Description
CompetencyEvidence
CompetencyWeight
User Profile
(IMS LIP)
UserArea
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
ASK-CDM Key Elements (1)
•
•
•
•
•
•
Identifier: A globally unique label that identifies this definition of
competency or educational objective. The “Identifier” element consists of
two other sub-elements: “Catalog” and “Entry”.
Title: A short name for this competency. The “Title” may be repeated in
multiple languages.
Description: A narrative description of the competency or educational
objective. The “Description” may be repeated in multiple languages.
ProficiencyLevel: The proficiency level of the competency. There may
be multiple instances of this category.
Classification: This category describes where this competency falls
within a particular classification system. To define multiple classifications,
there may be multiple instances of this category.
Relation: Competencies can be recursive. A competency may refer to
other competencies.
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
ASK-CDM Key Elements (2)
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Case Study: The Europass
• Europass has recently adopted by the European
Parliament, in order to help citizens to convey their
qualifications and competences in an effective way, by
providing a comprehensive tool for users based on an
accessible electronic format. The Europass consists of
five documents:
–
–
–
–
–
Europass CV
Europass Language Passport
Europass Mobility
Europass Diploma Supplement
Europass Certificate Supplement
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
www.tencompetence.org
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,
Presenter’s Contact Information
Advanced e-Services for the Knowledge Society Research Unit
(A.S.K.)
Informatics & Telematics Institute (I.T.I.)
The Centre of Recearch and Technology Hellas (C.E.R.T.H.)
Postal Address: 42 Arkadias & Taygetou Str.,
GR-15234, Chalandri, Athens, Greece
TEL: +30-210-6839916/17, +30-210-414.2766
FAX: +30-210-6896082, +30-210-414.2767
URL: http://www.ask4research.info
Panel on Competency-based Learning
I2LOR2006 Conference, Montreal, Canada
10 November 2006,