Організаційні педагогічні моделі, безперервне навчання, розвиток компетенцій — по матеріалам проекту TENCompetence
Найцікавіше з публікації проекту TENCompetence. Ця інформація дає деякі концептуальні засади безперервного навчання, орієнтованого на розвиток компетенцій.
Koper, R., Schoonenboom, J., Manderveld, J., Kluijfhout, E., Arjona, M., Griffiths, D., Angehrn, A. & Rosmalen, P. (2008) D2.2 Updated use case models and underlying vision documents and pedagogical model definition. TENCompetence. Retrieved 29/09, 2008, from: http://hdl.handle.net/1820/1152
Модель предметної області безперервного розвитку компетенцій
TENCompetence Domain model
Організаційна модель або складові інфраструктури для розвитку компетенцій впродовж усього життя
The following list of what Koper (2005) mentions as ‘parts of competence
development’, could be seen as a first approximation of an organisational model, of a list of those things that should be organised in an infrastructure for lifelong competence development:
1. Identification and naming of competences for specific groups of actors within
specific ecological niches (e.g. disciplines).
2. Positioning actors relative to these competences: which proficiency levels have
already been achieved, which proficiency levels does one want to achieve.
3. Identifying the right communities and the integration of persons into these
communities.
4. Identification and supply of adequate learning paths or curricula for the
development of competences.
5. Identification and supply of adequate learning activities (tasks, problems etcetera) as
part of these learning paths.
6. Identification and supply of adequate learning resources as part of these learning
activities.
7. Support with the performance of learning activities and with the search for adequate
knowledge resources.
8. Supply of assessments in order to provide feedback on the results of learning
activities.
Огляд організаційних педагогічних моделей, які можуть служити підгрунтям для відповідної моделі безперервного навчання
The disciplines and the key publications are listed below.
(Lifelong) competence development (Cheetham & Chivers, 2005; Eraut, 1994)
The literature on (lifelong) competence development is a very important source of information. It is most directly relevant to the topic. Important issues include (1) the aim of learning, which is competences, rather than courses or subjects in traditional education; (2) assessment, which is a continuous process of measuring life-long progress, rather than a one-shot exam and (3) the context, which is often related to professional work.
Competence-based education (Eraut, 2004; Hyland, 1993)
With lifelong competence development, competence-based education shares having competences as the basic organising principle of learning. From this tradition, much focus has been on curriculum innovation and on the changing role of the teacher. In competence-based education, teacher and assessor are different roles and ideally different persons. The teacher role itself undergoes a change from instructor to a more coaching role.
Distributed cognition (Pea, 1993; Perkins, 1993; Salomon, 1993)
Distributed cognition focuses on individuals in their daily surroundings, e.g. their workplace, and how they interact with the available tools. The main question is what and how people in such situations will have to learn. This will be completely different from learning in schools, in which individuals are asked to reproduce by heart factual knowledge, which is not connected to practice.
Experiential learning (Hyland, 1994)
Experiential learning states that in their everyday practice, people will encounter situations from which they can learn by reflecting on these situations. Learning on the workplace in the widest sense of the word is central. As in competence development, learning is seen as a continuous, repeating cycle of experience and reflection.
Development of expertise (Bransford, Brown, & Donovan, 2000)
As people engage in competence development or any other form of prolonged learning, they gradually move from being a novice to over the years becoming an expert. This process has been studied thoroughly.
Communities of practice (Lave & Wenger, 1991)
People learn in communities of practice, groups of people who together work towards the game goal, e.g. at the workplace. Communities of practices have been studied from the perspective how both individuals and groups develop, and how this development, thus including competence development, can best be supported.
Organisational learning (Argyris, 1999)
From the organisational perspectives, analyses have been made how organisational learning can best be supported. Strategies are described for stimulating ‘double loop learning’ in which individuals not only correct mistakes and mistaken knowledge, but also learn how to solve problems effectively. Problem solving thus contributes to competence development.
Validation of prior learning (Duvekot, 2005)
In lifelong competence development, individuals often have moments in which they wish or have to acquire some formal qualification. Validation of prior learning is about the matching of the competences that an individual, formally or informally, has already acquired, to the requirements of qualification programmes. A good fit between the two contributes to efficient competence development.
Adult learning (Knowles, Holton, & Swanson, 2005)
The majority of people engaged in lifelong competence development, are adults. From the perspective of adult learning, much study has been done on how to best support this age group. One very important point is how to deal with the enormous diversity among adult learners.
Navigational learning (Peterson & Levene, 2003)
Navigational learning is concerned with personalising learning in a situation in which a learner can choose from a large number of competence development paths through a variety of learning materials. This situation is very typical for lifelong competence development.
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