Lecture 1 - COMPETENCY-ORIENTED LEARNING
Lecture 1 - COMPETENCY-ORIENTED LEARNING
Lecture 1 - COMPETENCY-ORIENTED LEARNING
2019-1-TR01-KA203-074482
COMPETENCY-ORIENTED LEARNING
Lecture 1
Module: USING TECHNOLOGY AS A TOOL FOR LEARNING
Theoretical part
Competences-oriented learning/instruction.
For the purpose of this module we will use the definitions of ‘knowledge’, ‘skills’, ‘competence’,
and other, as stipulated in Error! Reference source not found., ‘Definitions’, of the Council
Recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning
of the Council of the European Union, 2017. The list with the used definitions is presented in
Error! Reference source not found. of this module.
The Council (Council of the European Union, 2017, p. 20) stipulates that
Table 1. EQF excerpt - description for the Higher Education levels – from Professional
Bachelor degree (Level 5), Bachelor degree (Level 6), Master degree (Level 7), Doctorate
degree (Level 8)
1
EQF - European Qualification Framework
Funded by the Erasmus+ Program of the European Union. However, European
2 Commission and Turkish National Agency cannot be held responsible for any
use which may be made of the information contained therein.
CATCH 21st Century Skills for changing the approach to university teaching
2019-1-TR01-KA203-074482
2
1. The descriptor for the short cycle (i.e. short professional Bachelor study cycle) developed by the Joint
Quality Initiative as part of the Bologna process, (within or linked to the first cycle), corresponds to the learning
outcomes for EQF level 5.
3
2. The descriptor for the first cycle (i.e. Bachelor HE study cycle) corresponds to the learning outcomes for
EQF level 6.
4
3. The descriptor for the second cycle (i.e. Master HE study cycle) corresponds to the learning outcomes for
EQF level 7.
5
The descriptor for the third cycle (i.e. PhD/Doctoral study cycle) corresponds to the learning outcomes for EQF
level 8.
Funded by the Erasmus+ Program of the European Union. However, European
3 Commission and Turkish National Agency cannot be held responsible for any
use which may be made of the information contained therein.
CATCH 21st Century Skills for changing the approach to university teaching
2019-1-TR01-KA203-074482
a way that first you identify the incident(s) you want to look at, then assure time for preparation
of thoughts and opinions for the incident, and at third place, organise a briefing about the
incident(s) – what happened and why the things went wrong. Finding the learning gaps’ reasons
is the desired outcome of the team/colleague briefing that can point you out some of your learning
needs.
Self-assessment
To perform a self-assessment, you need to keep a diary of learning needs that occur during your
working day. You simply should drop down notes about professional questions and/or situations
that demanded answers by you, and you do not know at that moment. And this should be done on
a regular daily basis. When you look back at the diary you can identify your learning gaps. The
gaps might be single, but they might be also systematic – pointing at whole area of
knowledge/skills/competences that require your attention and action.
Practice Review
This review requires either a scrutiny of formal/official data that already exist, or to administer
an official client satisfaction questionnaire. The analysis of the questionnaires will show you the
learning gaps you might have.
Observation
In this method you can ask your colleagues to observe your performance and professional
practicing and give you a feedback what you could do better. It could be done also through
recording your performance on video and a latter analysis of the video by your colleagues and
giving you feedback and advice on your actual learning needs.
There are also many other more systematic and professional methods, performed by learning
designers, and if you can undertake such a review it will be of great help for you. However, if you
do not have such opportunity, you may use some of the methods listed above. It is always better
to use, if you can, more than one method - both subjective and objective, for better and more
precise identification of your learning needs.
Conclusion
The Council of European Union defines the ‘competence’ as the proven ability to use knowledge,
skills and personal, social and/or methodological abilities, in work or study situations and in
professional and personal development. The competence consists of knowledge, skills and
responsibilities and autonomy and could be presented at different level. Stating the appropriate
learning goals lies on a given competence framework, reflecting individual’s presentation, needs
and gaps.