Learning networks for lifelong competence development

  • Published on

  • View

  • Download


<ul><li><p>EDITORIAL</p><p>Learning Networks for Lifelong</p><p>Competence Development</p><p>This special issue has been the result of the First TENCompetence Workshop with</p><p>the title Learning Networks for Lifelong Competence Development. The event took</p><p>place in Sofia, Bulgaria, 30 31 March 2006. TENCompetence is a large integrated</p><p>project funded by the European Commission (IST/TEL027087, http://www.</p><p>tencompetence.org/) with the aim of building an integrated set of methods and open</p><p>source tools to support the lifelong development of competencies by individuals in</p><p>our society. The idea is that the infrastructure that we develop will enable individuals,</p><p>teams and organisations to:</p><p>1. Assess the competencies they have acquired through formal, informal and non-</p><p>formal learning throughout life. These competencies are mapped on competence</p><p>profiles that are established and agreed upon in formal and informal communities</p><p>of practice (professions, associations, teams, etc.). The assessment of compe-</p><p>tencies and mapping on profiles allow persons to reflect on their current situation</p><p>and to formulate learning objectives for the future.</p><p>2. Create personal development plans to meet the requirements of certain</p><p>competence profiles (or to study for a specific competence). These development</p><p>plans can be shared with others and people can build their own plans on the basis</p><p>of the plans of others. This includes the exchange of experience in executing the</p><p>plan.</p><p>3. Create, select and share actions that comprise components of the personal</p><p>development plan. These actions can have the form of a unit of learning</p><p>(e.g., based on IMS Learning Design or any other courses available), single</p><p>learning activities or a programme provided by an educational or training</p><p>institution.</p><p>4. Find people with similar interests to share experience, actions and personal</p><p>development plans.</p><p>5. Be triggered when new competencies are required for a job or other type of</p><p>profile that you already master. In this way you have triggers to be kept up to</p><p>date in your profession.</p><p>Interactive Learning Environments</p><p>Vol. 15, No. 2, August 2007, pp. 101 105</p><p>ISSN 1049-4820 (print)/ISSN 1744-5191 (online)/07/020101-05 2007 Taylor &amp; FrancisDOI: 10.1080/10494820701424643</p></li><li><p>6. Perform the actual learning activities in a learning environment.</p><p>7. Provide effective and efficient support to learners.</p><p>8. Provide support for the sharing of all types of learning resources, experience and</p><p>quality ratings.</p><p>TENCompetence is conducting RTD activities in the following domains:</p><p>. personal competence development in a lifelong perspective;</p><p>. knowledge resource sharing and management;</p><p>. creation and (re-)use of learning activities and units of learning using IMSLearning Design;</p><p>. the creation and sharing of personal competence development plans;</p><p>. the establishment of learning networks for lifelong competence development.</p><p>The infrastructure that the project develops could provide an significant push</p><p>towards further integration and collaboration in support of the European knowledge</p><p>society. It can be used at all levels of learning: primary, secondary and tertiary</p><p>education, continuing education, adult and company training and all forms of</p><p>informal learning.</p><p>The Objective of the Workshop</p><p>The objective of the workshop was to identify and analyse current research and</p><p>technologies in those fields that provide the building blocks for the development</p><p>of an open source infrastructure that contains all the services needed to support</p><p>individuals, teams and organisations to (further) develop their competencies, using</p><p>all the distributed knowledge resources, learning activities, units of learning and</p><p>learning routes/programmes that are available online. This includes open, usable</p><p>and accessible services for:</p><p>. the creation, sharing, discovery and use of knowledge resources, learningactivities, units of learning and learning paths by any individual, team or</p><p>organisation;</p><p>. the development, use, monitoring and maintenance of competence frameworksfor the different professions or domains of knowledge;</p><p>. the assessment of competencies;</p><p>. the registration, use and sharing of personal data (profiles, portfolios, certificates);</p><p>. the discovery of suitable learning resources adapted to the users needs andprofile;</p><p>. the support of users in navigating all the possible learning resources to buildspecific competencies;</p><p>. the support of users in learning in new fields and the support of those people whoprovide the support (e.g., by providing monitoring services and help with email</p><p>handling).</p><p>102 Editorial</p></li><li><p>The Papers</p><p>The papers were all reviewed by three reviewers from the programme committee. The</p><p>authors of the best papers were also invited to provide an elaborated version of the</p><p>paper for this special issue. In total we received 36 papers, of which 9 were accepted</p><p>by the reviewers for this special issue. The categories of research in which these papers</p><p>can be positioned are as follows.</p><p>1. The validation of brokering of competence, issues of trust and technology</p><p>(Richards et al.). This paper is about the policy on and technical issues of one</p><p>aspect of an ePortfolio system (the record of learning component). The basic</p><p>issue discussed is the validation of human competence.</p><p>2. Matchmaking in learning networks: bringing learners together to share knowl-</p><p>edge (Kester et al.). This paper studies ad hoc transient communities of lifelong</p><p>learners who have a question and are searching for peers or experts that can help</p><p>them.</p><p>3. Navigational support in lifelong learning: enhancing effectiveness through</p><p>indirect social navigation (Janssen et al.). This paper deals with the issue of</p><p>how to help learners to navigate the many different learning resources that are</p><p>available. The approach taken is based on self-organization principles (indirect</p><p>social interaction, use of pheromones) using a collaborative filtering engine to</p><p>recommend the most suitable learning activity.</p><p>4. Developing a common metamodel for competence description (Sampson et al.).</p><p>This paper analyses the requirements for a continuing and interoperable record</p><p>of competencies. It analyses existing standards and matches these to the</p><p>requirements for the EuroPass Language Passport as a case study. Some issues in</p><p>the current standards are identified and solutions are proposed.</p><p>5. The eight learning events model: a pedagogic conceptual tool supporting</p><p>diversification of learning methods (Verpoorten et al.). This paper introduces a</p><p>high level classification of learning activities into eight groups that can be</p><p>combined to create units of learning (courses, lessons, practicals, etc.). This is</p><p>the first article in a series that deals with the issue of learning design.</p><p>6. How to represent adaptation in e-learning with IMS Learning Design (Burgos</p><p>et al.). This paper studies the possibilities of using the the IMS Learning Design</p><p>specification to create adaptive learning designs.</p><p>7. CopperCore service integration (Vogten et al.). This paper deals with the issue</p><p>that there are several e-learning standards available for learning design, testing,</p><p>competencies, etc., but that there are no common principles available on how to</p><p>combine these different services into a single learning environment. A solution</p><p>(CCSI) has been proposed, developed and tested.</p><p>8. Using IMS Learning Design to model curricula (Tattersall et al.). This article</p><p>studies the similarities and differences between the structuring of learning</p><p>activities within a course and the structuring of courses within a curriculum.</p><p>The hypothesis is that the IMS Learning Design specification that is developed to</p><p>Editorial 103</p></li><li><p>support the first issue (learning activities within a course) can also be used to</p><p>structure curricula.</p><p>9. Positioning of learners in learning networks with content, metadata and ontologies</p><p>(Kalz et al.). This paper analyses the issue of automation of the assessment of</p><p>the starting point (the position) of lifelong learners in a learning network.</p><p>Three approaches are compared: a content-based approach, a metadata-</p><p>based approach and an ontologies-based approach.</p><p>In Conclusion</p><p>The TENCompetence project is at the beginning of its development, but the papers</p><p>in this special issue all provide valuable input for the domain of lifelong competence</p><p>development. As guest editors we want to thank the following persons for their</p><p>contributions to this special issue. First of all we want to thank the members of the</p><p>programme committee who all worked hard to review the papers and provide the</p><p>authors with valuable comments. The members of the committee were:</p><p>Heidrun Allert, Austria, heidrun.allert@fh-hagenberg.at</p><p>Terry Anderson, Canada, terrya@athabascau.ca</p><p>Albert Angehrn, France, Albert.Angehrn@insead.edu</p><p>Miguel Arjona Villanueva, Spain, marjona@altransdb.com</p><p>Sue Bennett, Australia, sbennett@uow.edu.au</p><p>Fabrizio Cardinali, Italy, f.cardinali@giuntilabs.com</p><p>Juan Manuel Dodero, Spain, jmdodero@gmail.com</p><p>Peter Goodyear, Australia, P.Goodyear@edfac.usyd.edu.au</p><p>Dai Griffith, Spain, dai.griffiths@iua.upf.edu</p><p>Barry Harper, Australia, bharper@uow.edu.au</p><p>Roger Hartley, UK, J.R.Hartley@education.leeds.ac.uk</p><p>Kinshuk, New Zealand, kinshuk@ieee.org</p><p>Ralf Klamma, Germany, klamma@informatik.rwth-aachen.de</p><p>Ruud Lemmers, The Netherlands, ruud.lemmers@logicacmg.com</p><p>Oleg Liber, UK, o.liber@bolton.ac.uk</p><p>David Merrill, USA, mdavid.merrill@gmail.com</p><p>Patrick McAndrew, UK, p.mcandrew@open.ac.uk</p><p>Ambjorn Naeve, Sweden, amb@nada.kth.se</p><p>Wolfgang Nejdl, Germany, nejdl@l3s.de</p><p>Gilbert Pacquette, Canada, gpaquett@licef.teluq.uquebec.ca</p><p>Griff Richards, Canada, griff@sfu.ca</p><p>Demetrios Sampson, Greece, sampson@iti.gr</p><p>Judith Schoonenboom, The Netherlands, j.i.schoonenboom@uva.nl</p><p>Bernard Scott, UK, b.c.e.scott@cranfield.ac.uk</p><p>Peter Scott, UK, peter.scott@open.ac.uk</p><p>Marcus Specht, The Netherlands, marcus.specht@ou.nl</p><p>Mike Spector, USA, mspector@lsi.fsu.edu</p><p>104 Editorial</p></li><li><p>Colin Tattersall, The Netherlands, colin.tattersall@ou.nl</p><p>Luk Vervenne, Belgium, luk@synergetics.be</p><p>Martin Weller, UK, m.j.weller@open.ac.uk</p><p>Martin Wolpers, Germany, wolpers@l3s.de</p><p>David Wiley, USA, david.wiley@gmail.com.</p><p>Furthermore, we would like to thank all the authors and submitters of papers to the</p><p>special issue for their contributions. We also would like to thank the local organizers</p><p>of workshops in Sofia, Assoc. Prof. Dr Roumen Nikolov, Stanimira Yordanova and</p><p>Magdalena Sotirova. We would also like to thank Dr Bernard Scott and Dr Simon</p><p>Shurville of Cranfield University and Sally Smith of Taylor and Francis for</p><p>coordinating the issue on behalf of Interactive Learning Environments. And last,</p><p>but not least, we would like to thank Mieke Haemers for her secretarial support in the</p><p>editing of this special issue.</p><p>Krassen Stefanova and Rob Koperb</p><p>aUniversity of Sofia, Bulgaria; bOpen University of The Netherlands</p><p>Editorial 105</p></li></ul>


View more >