Life-long competence development: the TENCompetence infrastructure

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Life-long competence development the
TENCompetence infrastructure

• Judith Schoonenboom
• Henk Sligte

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About the TENCompetence project

• The European Network for Lifelong Competence
  Development.
• Aim development of a technical, didactical and
  organizational infrastructure for life-long
  competence development of EU citizens individual
  professional, team organization.
• 4 years, December 2005 December 2009.
• 15 partners from 9 countries, coordinated by the
  Open University of the Netherlands

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Objectives

• RD on innovative methods and technologies for
  the creation, storage, use, and exchange of
  knowledge resources related to Life-Long
  Competence Development
• RD on innovative, standards-based methods and
  tools for the creation, storage, use, and
  exchange of formal and informal learning
  activities and units of learning
• RD on innovative methods and technologies for
  the creation, storage, use, and exchange of
  formal and informal competence development
  programs
• RD on models, methods and technologies for the
  creation, storage, use, and exchange of networks
  of competence development programs from different
  sources around Europe to support lifelong
  competence development

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What is competence?

• All the factors for an actor to perform in an
  ecological niche.
• The context in the ecological niche has an
  important impact, and to enable people to act in
  an ecological niche effectively, meta competences
  are necessary.
• To develop competences over time, including the
  changes of the ecological niche, meta cognitive
  processes and reflection play an important role

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Competences

• Combinations of
• Knowledge
• Skills
• Attitudes and Values
• Context-dependent and context-independent
• Reflection (meta-cognition) on all of the above

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Seven problems to be tackled

• Unsuitable pedagogical models to meet demands
  possibilities of LLCD and of learning
  technologies
• Lack of overview resources
• Lack of effective sharing
• Hard to assess competencies
• Little effective support for task performance
• Centralized models for network management
• Little unifying work for integration models/tools

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Seven problems

• Unsuitable pedagogical models to meet demands
  possibilities of LLCD and of learning
  technologies
• Lack of overview resources
• Lack of effective sharing
• Hard to assess competencies
• Little effective support for task performance
• Centralized models for network management
• Little unifying work for integration models/tools

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The growing importance of life-long competence
development

• Acceleration of social evolution
• Global village
• Global economy
• Global values
• Acceleration of human evolution
• Technology as extension of mind and body
• New literacies, new competences
• Re-design of social support systems (e.g.
  for learning)

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Social relations

• Glue in society depends on the quality of
  social relations between individuals and groups
• Social relations are both the result and the
  source of the development of an individual
• Outcomes of interactions are integrated as
  experiences or knowledge -gtlearning
• This learning process needs to continue by
  actively seeking new information or resources we
  need to be(come) literate
• The resources are local and, increasingly,
  distant have to learn new forms of literacy

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Evolution of the Media accelerates

• Technology as extension of our senses, our
  bodies, our minds..........
• We always needed media for our human processes of
  learning and communication
• From Growling, to Gesture, to Talking, to
  Handwriting, to Printing, to Snailmailing, to
  Telegraphing, to Phoning, to Faxing, to Emailing,
  to Surfing, to Chatting, Hyving, Breezing,
  Skyping, EJournalism, CSCL.
• Being someone, somewhere in virtual space
• Using more and more advanced media and tools in a
  changing society...

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Take me home please?
Next turn right, After 200 meters destination
reached
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3D-appearances
Web 2.0 Wiki Blogs Podcasts RSS-feeds etc
SigningAvatar characters help in learning
American Sign Language (ASL) or with English
literacy for the Deaf and Hard of Hearing.
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Figures
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School in 2000 as seen in 1900
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New learning, new cultures?

• Learning brains?
• Research into learning cognition
• 3D-games lead to more lucid dreams you dream 3D,
  you remember better, you can actually choose how
  to act, and the direction in which you go in your
  dream
• Culture of MSN, Hyves, SecondLife other social
  learning, other cultures? For adults, parents and
  teachers other ununderstandable behaviour of
  young people?

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School challenges now later

• Educating the Net Generation, the Homo Zappiens
• Life-long competence development of teachers
• Sustainable (ICT-)innovation of learning,
  teaching and schools
• Developing rich powerful challenging real
  virtual learning environments
• Learning from with the Other collaborative
  construction knowledge understanding
• New forms of literacy, new forms of culture
  multilingualism pluriculturalism in the
  perspective of the global village / information
  society

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Four pillars of learning

• Learning to know
• Learning to do
• Learning to be
• Learning to live together
• (1996, International Commission on Education for
  the Twenty-first Century, Jacques Delors
  Learning the treasure within http//www.unesco.or
  g/delors/)
• Developing six stages of competency
• (Janice Richardson (2003) Developing Sustainable
  Ties in the Information Society Social Aspects
  of ICT in Learning coordinator EUN-INSAFE)

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Four pillars of learning

• Learning to know
• Learning to do
• Learning to be
• Learning to live together
• (1996, International Commission on Education for
  the Twenty-first Century, Jacques Delors
  Learning the treasure within http//www.unesco.or
  g/delors/)
• Developing six stages of competency
• (Janice Richardson (2003) Developing Sustainable
  Ties in the Information Society Social Aspects
  of ICT in Learning coordinator EUN-INSAFE)

Related to competences as combinations of
knowledge, skills, attitude, reflection
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Types of literacy for the InfoSociety

• Functional literacy
• Read, write, calculate fundamental communication
  tools decode information
• Create images of the world without being present
• Technical literacy
• Use ICT to interact (non)verbally with others
• Essential building block for adapting to
  evolution
• Understand the direct and indirect world
• Learning to know and learning to do

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Types of literacy

• Audio-visual literacy
• Critically judge the non-interactive strong
  constant stream of AV-messages
• Whats behind school as living laboratory to
  be aware and to reflect upon
• Media literacy
• Not to understand the package but the content and
  impact/use media
• Navigate the labyrinth, judge what is meaningful
• Integrate in the spiral of learning (Vygotsky)
• Literacies to be developed throughout life
• Delors Learning to be

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Types of literacy

• Social literacy
• Sound understanding of norms, values, rights,
  responsibilities
• Choice to comply or not
• Become autonomous, understand ourselves
• Cultural literacy
• Culmination contextualize information, openness
  and curiosity to integrate cultural experience of
  the Other into ones learning
• Integrate new learning that continually modifies
  our Image of the world through meta-cognition
• Learning to live together

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Learning to Bridge Cultures

• Starts with curiosity, wanting to learn
  openness
• Stages of understanding
• Related to the types of literacy
• Important role for parents and educators, but
  adult learning of literacies
• Understand the other language
• Understand the cultural differences accept, be
  generous, with own knowledge of self and own
  other culture
• Interact for creating consensual knowledge
• Bridging Education into Society (ESP)

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NEW LEARNING?
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Characteristics of new learning
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Traditional organisational principles of education

• Rationale Why are they learning?
• Aims Objectives Toward which goals are they
  learning?
• Content What are they learning?
• Learning activities How are they learning?
• Teacher role How is the teacher facilitating
  learning?
• Materials ResourcesWith what are they
  learning?
• Grouping With whom are they learning?
• Location Where are they learning?
• Time When are they learning?
• Assessment How far has learning progressed?

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Organisational principles of life-long learning

• Organise the learning context
• Connect learning to the outside world, e.g. job
  context
• Create a trustful learning climate
• Organise the different stages of learning
• Orientation, assessment, planning, learning
  activities, reflection
• Put the learner in control
• Give them overviews
• Let them build on their learning experiences
• Provide resources learners can learn from
• Material resources
• People

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Two organizers of life-long competence development

• (ICT) systems
• People teachers, coaches, developers

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Put the learner in control in the TENCOmpetence
infrastructure
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Question what are the competences of life-long
learners and their coaches?
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More information and software download
www.tencompetence.org

• Contact
• henk.sligte_at_uva.nl
• judith.schoonenboom_at_uva.nl