Tag Archives: competences

Badge that learning

An informative presentation from Doug Belshaw on Open Badges:

I find the approach of badging to be very interesting – another lighter form of credit accumulation – but will be interested to see how effective they’ll be seen to be beyond accrediting skills and extending to vague and wicked problems (nonroutine interactive skills? see slide 28)?
But in terms of skills and the demonstration of actual competence (competence as having done rather than competence as having the potential, possibly, to do …), I think the open badges approach is a really good one (would have been really great when I was working in community media).

Key Competences and employability

This is my slide deck used in a workshop on employability and the eight European Key Competences for the Propound project part funded by the European Commission Lifelong Learning Programme

The presentation was followed by a World Cafe event discussing what we mean by employability, how the different institutions represented at the workshop support the enhancement of employability among its students and finally, what are the benefits of work place learning on student employability and academic attainment.

It was an enjoyable workshop and generated some useful data – but I wished we’d timetabled in more time for the discussion.

The two reports from the project were also launched and if you’d like a copy, please contact me either here or at peter[dot]evans[at]ed[dot]ac[dot]uk

LinkPool [14112012]

A few links that have recently caught my eye:

Modernising Universities: a report on a House of Lords debate on HE in the UK. What struck me here was a sense that the UK was isolating itself from opportunities to respond to emerging trends in the wider economy as well as in education – notably in terms of internationalisation through UK student studying abroad (as opposed to international students studying in the UK) and from exploiting existing frameworks, especially credit awarding schemes, to enhance the flexibility in the delivery of and access to higher qualifications.

Linked is this post on the “liquid economy” which states:

Instead of organizing our work, communications, and social ties around slow-forming, slow-changing, and inflexible crystalline work matrices, the liquid economy is based on an increasingly quick-forming, quick-changing, and flexible liquid medium for work, based on streaming social communication models, and a hybrid sociality where an increasing proportion of connections are short-term and reliant on swift trust.

Now the House of Lords report on HE suggests the Universities are just not set-up and managed to operate effectively in such a ‘liquid’ economy. In part, this issue underpins some of the recent critique of current higher education provision including a recent article discussing  what recent developments in digital education might mean for universities. Steve Wheeler discusses self-regulated learning as emphasised in social and digital learning along with self-determined learning – heutagogy – in this post. Self-determined learning tends towards treating learning as an inherent human trait which I agree with at one level but also think that learning to learn is an important focus of what education can and should deliver – that is, may be what HE should be focused on is less on subject knowledge but more on the meta-skills of critical judgement, information and digital literacies – the ‘how’ of learning. But that would signal a major change for many (not all) universities and mark the end of “crap” lectures – to quote a student from The Guardian article.

 

 

 

learning pathways – specialism of genericism

Really interesting post here from Pontydysgu on the European Qualifications Framework (EQF). In particular, the post highlights some of the issues of privileging certain types of (generic) expertise over specialisations. The example is of managerial competences being given a higher status than some specialist ones within the EQF in relation to trainers/ L&D professionals. The post points out the reality of people’s career paths shifting up and down and sideways yet the EQF assuming a linear progression is an interesting one for me. I’ve been on the management progression curve but I found it far less satisfying than having deep and specific knowledge in a specific domain (and I think being away from the specialism made me a much less good manager). The current CIPD professional standards seem to replicate the linear logic of progression towards a genericised “strategic operator” (altho’ these standards are being reviewed and revised at the mo’). I have a preference for the ASTD competences framework showing pathways of progression into technical expertise of one sort or another as well as managerialist strategic operators.