competency management with e-portfolio
DESCRIPTION
My presentation in Turku conferenceTRANSCRIPT
ePortfolio for competency management
Mart LaanpereHead of the Centre for Educational Technology,
Tallinn [email protected]
Competency
Defined as “the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance”
Highly context-bound Should not be broken down to “atomic level” knowledge and skills
Uses: outcome-based education, quality assurance of training programmes, accreditation of prior learning and experience
Case: ICT in national curriculumUntil 1996 informatics was a compulsory subject in Estonian schools
2002 national curriculum introduced ICT as a compulsory cross-curricular theme, defined by 11 competencies
National sample-based testing of ICT competencies in grade 9 in 2002-2005
ICT competencies in grade 9 Operates hard- and software Manages files Uses correct ICT terminology Follows legal & ethical aspects of ICT use Creates effective and aesthetical presentations
Uses ICT tools to find information and communicate with others
Understands the needs for critical evaluation of Internet information
Collects and analyses data with ICT tools
National test on ICT competencies Written test, 13 multiple-choice questions (30 min) Keyboard, computer misuse Op.system: user interface, file types Word processing and WWW mistakes Computer viruses, error messages What is not allowed (copyrights, personal)
Practical task (60 min) Find, rename, edit and save text file Find additional information on WWW Design a booklet
Discussion
No more testingStudy: few schools are concerned with teaching and assessing cross--curricular themes
Portfolio-based assessment of new ICT competencies - needs legitimisation in new national curriculum 2010
The same model for all cross-curricular themes
Case: Ed.tech competenciesEducational technology competency standard for teachers in Estonia (similar to OPEFI):Three levels: basic user, advanced user, expertSix domains: the use of ICT, designing the learning environment, e-learning in curriculum development, assessment in e-learning, ICT in professional development, social and technical aspects of technology use at school
No audience, no legitimisation, are used only for developing/assessing training programmes
Case: teacher educationUntil 2006: the teacher education framework and teachers’ accreditation requirements
2006: professional qualification standard for teachers: 8 domains: planning and leadership, designing the learning environment, facilitating learning, motivating the learners, collaboration, communication, analysing and assessing the learning, self-directed professional development
Not fully compatible with de facto standards: curricula and accreditation rquirements
Technical standards
IMS: Instructional Managent Systems (see imsglobal.org), a global consortium of major players in e-learning development
Three entry points for standardising competency descriptions: IEEE LOM, curriculum mapping for learning objects
Learner information: IMS LIP vs. IEEE PAPIIMS RDCEO (Re-usable Description of Competencies and Educational Outcomes)
E-portfolio DiPo
Competency Manager: a self-developed add-in module for Plone CMS
Two views to competency model: Global view: publicly accessible, can be edited by admin and commented by registered member of the portal
Personal view: used for organising learning goals, reflections and other evidences
Several parallel competency models: teachers’ PQS, ed.technology competencies, mentor etc
Discussion and conclusions E-portfolio seems to be a suitable tool/approach for competency-based education and assessment
Legitimisation is needed (both for competency standards and tool)
Future: e-portfolio as a state-provided free service in citizen’s portal?
Thank You!
Please visit:http://www.htk.tlu.ee/dipohttp://eportfoolio.opetaja.ee