28-3-2007 Draft: Competency framework for students

WP b3: students, 28-3-2007 Ineke Lam / Magda Ritzen

Draft: Competency framework for students.

The competency framework for students is based on the framework for teachers.

To build a framework one needs building blocks:

1. What situations/contexts are typical for a student

-          working with students

-          working with teachers, experts, researchers, external parties

-          working on ones development / the development of the profession

2. What are the roles from wich a student works in a specific situation/context?

-          interpersonal (social)

-          expert in the subject (cognitive)

-          organisational

Framework[2]: competencies for students.

In this matrix competencies are described. Note that it is not necessary to fill all the cells with competencies.

Within each competence different levels could be formulated.

Each general competency (the ability to) can be specified in ICT-competencies (being able to):

1.     The ability to learn and work with other students

- being able to communicate synchronic and asynchronic with other students

- being able to use ICT in learning-and working processes (technological)

- being an active member in a learning community (help make rules and live according to them)

2.     The ability to learn and work with others

- being able to use ICT-tools to work / keep in touch with teachers and (other) professionals (technological)

- being able to contribute to knowledge management

3. The ability to use expertise and justify it

- being able to find the adequate digital resources

4. The ability to look at ones own development and being able to  support the development of the profession

- being able to use ICT-tools as portfolio (to relate), personal development plan (to create) and community (to donate) (technological and managerial)[[http://www.wiki-elene.polimi.it/#_ftn3|[3]]]

5. Contribute to an open and effective learning climate

- being able to develop and act according to behavioural codes.

For each competency a level can be specified based on:

• Type of assignment (operational, tactical, strategic)
  
  
• Nature of context (simple or complex)
  
  
• Norms that are set for adequately dealing with the assignment (formulated very specific or general).
  
  

We are very much  looking forward to your feedback!

Ineke and Magda

[[http://www.wiki-elene.polimi.it/#_ftnref1|[1]]] Explanation of ‘Development of self and profession’:

Working as a professional is in fact characterised by three phases (Simons 2001), students in university can also move through these phases:

·          relate: working with knowledge, learning-on-the-job on and making explicit the implicit results of learning;

·          create: extending knowledge by, for example, carrying out research, explicit learning;

• donate: putting into practice, presenting, promoting one's own knowledge. This also includes the development of the profession.
  
  

Simons, P.R.J., & M. Ruijters (2001). Learning professionals: towards an integrated model, paper

presented at the biannual conference of the European Association for Research on learning and

Instruction, Fribourg (Switzerland).

[[http://www.wiki-elene.polimi.it/#_ftnref2|[2]]] This framework is based on:

•           Competentiegericht opleiden, cahier nr. 1. Hogeschool van Amsterdam.

Internet 28 maart 2007: http://www.cop.hva.nl/artefact-4547-nl.html (http://www.cop.hva.nl/artefact-4547-nl.html)

•           Competence requirements teachers

Internet 28 maart 2007: http://www.bekwaamheidsdossier.nl/cms/bijlagen/SBL_Introduction.pdf 

•           E-Leren over E-Leren, Digitale Universiteit Utrecht, september 2005

[[http://www.wiki-elene.polimi.it/#_ftnref3|[3]]] I don’t think it is useful to divide/attribute ICT-competencies to technological and management (key terms KO meeting Nancy, febr. 07). I did try it, but I don’t think it ads something…

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