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A guide for learning in the 21st century

Introduction

Moving into the 21st century is moving into a knowledge economy and society, or even better: a learning economy and society. While many have tried to define the "e" of eLearning beyond the trivial reference to "electronic" (elabling, experiential, equality, enhanced, excellent, enabling) the reference we will use in this document is e for era: the "era of learning." What characterises a learning economy and society is the elicitation of the organic link between individual, organisational, community and society learning. Since the eighties new concepts have emerged:

  • Learners or learning individuals - although pupils, students are still valid to describe a status, they do not convey the new need for renewed responsibilities of learners, as citizens, in the learning process. While pupils and students have been taught for centuries, in the 21st century pupils and students have been teaching teachers the secrets of the digital world.
  • Learning organisations'
  • Learning regions, learning cities and learning territories - far from being a "teaching region", a learning regions is a territory that is capable to value its assets

 

Equipment for the lifelong and lifewide learner

A lifelong and lifewide learner has the power to value his/her capital:

  • Competencies and skills capital: all the abilities one can apply in work or social activies (e.g. voluntary and community service)
  • Intellectual capital: all the abilities, artefacts"
  • Cultural capital: what make a human being more than a mere worker but who provides her/him with the ability to communicate on a different planes with his/her fellow humans
  • Social capital: networks, connections

A lifelong and lifewide learner need to develop his/her capital in all those dimensions. Some will have the ability to naturally combine all those development together " for example those working in the cultural or research sectors " while others will achieve that through a series of different activities.

Why a guide fo the eLearner

While the "consumer's guide to eLearning" is a useful guide for selecting the right learning provision, there is a whole series of question that were left open at the time of publication:

  • How to manage my learning, including informal and non-formal learning?
  • How to value what I've learned during formal, but also during non-formal and informal learning experiences?
  • How do I manage my ePortfolio?

NB: EIfEL will provide a certificate to those who have demonstrated their ability to match the standards. It will be done through the examination of the candidate's ePortfolio.

The documentation comprises:

  • eLearner's guide: how plan, do and value your lifelong and lifewide learning, formal, non-formal and informal; how learning can make a contribution to you, your organisation, your community and the society at large.
  • ePortfolio guide: how to select the ePortfolio provider that will best support your learning and the interaction with all those who can contribute to and benefit from your learning.
  • Consumer's guide to eLearning: how to select the best provision of learning products and services, according to your learning plans.

Standards of competence for the eLearner

Learning cycle

  • Plan learning experiences
  • Engage into learning experiences
  • Collect outcomes from learning experiences
  • Reflect on the outcomes of learning experiences
  • Share with others the outcomes of learning experiences
  • Revise learning outcomes
  • Revise learning plans
  • Get feedback from others at every step of the learning process

Core competencies

Plan my own learning and development

  • Identify learning needs
  • Identify gaps
  • Identify learning opportunities
  • Define a strategy to reduce the gap
  • Prepare budgets for your learning programmes and activities
  • Obtain funding for learning programmes and activities
  • Control budgets and resources for learning programmes and activities
  • Select providers of learning programmes, services and resources
  • Evaluate the cost effectiveness learning programmes and activities

Maximise naturally occurring learning opportunities

  • Non-formal
  • Informal
  • Formal

Reflect on my own learning and development

Improve my learning and development

Value my learning and development

  • Reflect on my professional practice
  • Acquire learning from professional practice
  • Share learning acquired from practice
  • Improve my professional practice
  • Contribute to a learning community
  • Share my knowledge within a learning community

Manage my ePortfolio

  • Feed my personal repository
  • Select relevant artefacts for a presentational portfolio
  • Write a meaningful narrative to link artefacts
  • Manage access rights to my ePortfolio

Get recognition for my experience and learning

  • Get feedback from others
  • Provide feedback to others
  • Support other's learning

Citizenship - a context for learning (what we usually put at the end of the CV)

  • Develop my cultural dimension (performing and non-performing arts)
  • Develop my social dimension (networks, associations, sports, doing something for the society)

Capture, evaluate and organise knowledge

  • explicit: documents, document summary, recommendations, stories
  • tacit : networks, experts, processes

sources for knowledge creation, discovery and acquisition

  • bringing staff together to foster innovation
  • analysing existing information holdings for new insights
  • employing staff or consultants with particular skills or knowledge
  • scanning and analysing the external environment
  • purchasing relevant publications
  • data mining
  • knowledge auditing and mapping

opportunities for collecting information and develop and maintain networks

  • clients, partners, contractors
  • meetings, seminars, training sessions, conference, review
  • lessons learned, peer review
  • reflect on one own practice
  • search

tools that are available to collect and format information

  • personal word processor
  • templates on the intranet
  • database
  • groupware, peer to peer
  • contact database

Support colleagues' professional development

  1. use a range of appropriate tools and techniques to help colleagues identify the knowledge, skills and competence for their current and likely future work roles
  2. use a range of appropriate tools and techniques to help colleagues identify their current levels of knowledge, skills and competence
  3. use a range of appropriate tools and techniques to help colleagues understand the knowledge, skills and competence they need to develop, and to make a commitment to developing these
  4. use a range of appropriate tools and techniques to help colleagues identify the ways of learning they find most effective and enjoyable (preferred learning styles)
  5. provide sufficient support to allow colleagues to access learning opportunities that are appropriate to meet their development needs and in line with your organisation"s or community's resources
  6. provide sufficient support to allow colleagues to take decisions about learning opportunities and plan their own professional development in line with their development needs and preferred learning styles
  7. provide sufficient support, and a range of appropriate tools and techniques, to allow colleagues to monitor their professional development continuously, evaluate their progress and update their plans accordingly

Evaluate and develop own practice

Introduction

This competency is about managing your own work and developing your knowledge, skills and competence in order to perform as a professional in the e-learning environment. It includes working within an ethical framework and working as a reflective practitioner

Knowledge and skills required

To perform competently, you need to know, understand and be able to apply:

Analytical and decision making techniques

  • how to identify conflict between different sets of values, ethical frameworks and professional codes of practice, or between sets of values, ethical frameworks and professional codes of practice and legal requirements, and appropriate action to take to resolve these conflicts

Communication

  • the importance of obtaining feedback from colleagues, how to obtain and use this feedback to improve your knowledge, skills and competence

Continuing professional development

  • how to assess your knowledge, skills and competence
  • how to prioritise your development needs
  • how to create and update a continuing professional development plan
  • the range of development opportunities available
  • your preferred learning styles and how to select suitable development opportunities
  • the mix of tools, techniques and technologies, including information and communication technologies, that can be used throughout the continuing professional development cycle and how to select appropriate ones

Decision making

  • how to take decisions
  • the information you need to be able to take decisions

Ethical context

  • the sets of values, ethical frameworks and codes of practice that cover your area of work
  • the importance of declaring actual or potential conflicts of interest, and how to do so openly
  • the importance of challenging colleagues if their actions appear to be in conflict with values, ethical frameworks or codes of practice, and how to do so
  • the importance of reporting consistent infringements of values, ethical frameworks or codes of practice in a timely way, and whom to report these to

Information handling

  • how to obtain the information you need to take decisions
  • the importance and value of keeping records, and how to do so

Knowledge management

  • the importance of reflecting systematically on experience, on your own and with colleagues, and how to do so
  • how to make explicit what you have learned from experience
  • how to identify how learning and knowledge can be used to inform future practice
  • how to structure learning and knowledge in ways which make it possible for other to use it
  • tools, techniques and technologies, including information and communications technologies, that are available to be used to share learning and knowledge

Legal requirements

  • the legal requirements relevant to your area of work

Monitoring and evaluation

  • the importance of regularly reviewing progress, and how to do so
  • the importance of evaluating your continuing professional development and how to do so

Planning and prioritisation

  • how to develop and agree specific, measurable, realistic and time-bound objectives
  • the importance of prioritising objectives, and how to do so
  • the principles and techniques of work planning and how to apply them
  • how to estimate the time required to complete activities
  • the importance of planning for contingencies, and how to do so

Self awareness

  • your own role and responsibilities
  • your current and future work
  • the knowledge skills and competence you need for your current and future work

Team working

  • the knowledge, skills and competence you need to work effectively in teams

Time management

  • how to minimise unhelpful interruptions to, and digressions from, planned work

Working context

  • the strategic objectives of your team, organisation or community
  • the resources available
  • colleagues to whom you can delegate work
  • colleagues who can help you identify and create development opportunities

Organise your own work and priorities

  1. clarify your own role and responsibilities and how you can contribute to the strategic objectives of your team, organisation or community
  2. agree the resources available for you to fulfil your responsibilities
  3. agree objectives for your work which are specific, measurable, aligned with strategic objectives and achievable within resource and time constraints
  4. prioritise your objectives in line with the strategic objectives of your team, organisation or community
  5. plan your work activities to achieve your prioritised objectives within resource and time constraints
  6. your estimates of the time you need for activities are realistic and allow for unforeseen circumstances
  7. delegate work to colleagues in ways that make efficient use of time and resources
  8. take decisions as soon as you have sufficient information
  9. when you need further information to take decisions, you take prompt and efficient measures to obtain it
  10. minimise unhelpful interruptions to, and digressions from, planned work
  11. regularly review progress and reschedule activities to help achieve your objectives

Continuously develop your own knowledge, skills and competence

  1. identify the knowledge, skills and competence you need for your current and future work, including the knowledge, skills and competence you need to work effectively with others
  2. assess your knowledge, skills and competence and identify your development needs at appropriate intervals
  3. prioritise your development needs so they are consistent with your current work objectives and your likely future requirements
  4. create and update your continuing professional development plan so that it is consistent with the priorities you have identified and the resources available
  5. your continuing professional development plan contains specific, measurable, realistic and challenging objectives to be achieve by specified dates
  6. obtain support from colleagues to help you identify and create development opportunities
  7. undertake development activities that are consistent with your continuing professional development plan and your preferred learning styles
  8. obtain feedback from colleagues and use it to improve your knowledge, skills and competence
  9. monitor and evaluate your continuing professional development and update your personal development plan at appropriate intervals
  10. use an appropriate mix of tools, techniques and technologies, including information and communication technologies, at all stages throughout the continuing professional development cycle

Use your own and others' experience to inform future practice

  1. actively seek opportunities to learn in any situation
  2. make records of your experience to allow you to reflect on it and refer to it in the future
  3. reflect systematically on your personal experience and make explicit what your have learned from the experience
  4. work with colleagues to reflect on your personal and shared experiences and make explicit what you and they have learned from these experiences
  5. identify how your new learning and knowledge can be used to inform your own and others' future practice
  6. structure your new learning and knowledge in ways which makes it possible for other to use it
  7. use appropriate tools, techniques and technologies, including information and communication technologies, to share your new learning and knowledge with those to whom it may be of use

Work to professional values, ethics and codes

  1. clearly identify the sets of values, ethical frameworks and professional codes of practice that cover your area of work
  2. identify any conflict between different sets of values, ethical frameworks and professional codes of practice, or between sets of values, ethical frameworks and professional codes of practice and legal requirements, and take appropriate action to resolve these conflicts
  3. comply with the relevant sets of values, ethical frameworks and professional codes in all your working activities
  4. openly declare any actual or potential conflict between your own interests and those of your organisation, client or community
  5. challenge colleagues if their actions appear to be in conflict with the relevant sets of values, ethical frameworks and professional codes
  6. report consistent infringements of relevant sets of values, ethical frameworks and professional codes to the appropriate authorities in a timely way

Manage professional relationships

Introduction

This competency is about establishing, maintaining and developing effective working relationships with all those with whom you work. It also covers helping colleagues to achieve their work objectives and develop their knowledge, skills and competence

Knowledge and skills required

To perform competently, you need to know, understand and be able to apply:

Analytical and decision making techniques

Communication

  • the principles of effective communication and how to apply them
  • the requirements of confidentiality: what information may, and may not, be given to whom

Providing support

  • the importance of providing opportunities for colleagues to discuss issues with you and ask for help, and how to provide suitable opportunities
  • the types of support people may require and you are able to give
  • how to ensure you respect people's responsibilities and right to act autonomously when providing support
  • the types of opportunities available to transfer your knowledge, skills and competence to colleagues and help them reflect on their practice

Self awareness

  • your own work role and responsibilities
  • when to seek advice and help from colleagues
  • your own knowledge, skills and competences which may be of use to colleagues

Working context

  • colleagues with whom you need to work, their roles and responsibilities
  • how your role and responsibilities interface with those of your colleagues
  • colleagues' knowledge, skills and competences
  • colleagues' character, motivations, priorities and preferred communication styles
  • colleagues' areas of expertise
  • qualified people who can provide support in areas beyond your own competence
  • the strategic objectives of your team, organisation or community

Working relationships

  • the importance of making time to understand your colleagues
  • the importance of consulting openly and realistically with colleagues, and how to do so
  • the importance of keeping colleagues informed of plans, activities, threats and opportunities
  • the importance of honouring commitments to colleagues
  • how to treat people in a manner which shows respect for them as individuals
  • the importance of respecting intellectual property

Develop effective working relationships

  1. identify colleagues with whom you need to work, their roles and responsibilities
  2. agree with colleagues how your role and responsibilities interface with theirs
  3. identify your colleagues' knowledge, skills and competences
  4. make time to understand your colleagues' character, motivations, priorities and preferred communication styles
  5. consult openly and realistically with colleagues about proposed activities that affect them
  6. seek colleagues' advice and help on areas where they have expertise
  7. keep colleagues informed of plans and activities and emerging opportunities and threats
  8. honour the commitments you make to colleagues
  9. treat colleagues in a manner that shows your respect for them as individuals
  10. respect the intellectual property of individuals and the need for confidentiality
  11. provide colleagues with clear and direct feedback on their work and behaviour in ways that show your sensitivity to their feelings

Provide support to colleagues

  1. identify the knowledge, skills and competence you possess which may be of use to your colleagues
  2. provide opportunities for colleagues to discuss issues concerning their work with you and to ask you for help
  3. provide sufficient help for colleagues to resolve issues and achieve their objectives, whilst respecting their responsibilities and right to act autonomously
  4. refer colleagues to other, qualified people, if you are unable to provide the support they require
  5. seize opportunities to transfer your knowledge, skills and competence to colleagues and help them reflect on their practice
  6. the support you provide to colleagues is consistent with achieving strategic objectives and your personal objectives

Develop and maintain professional credibility

  1. your personal conduct and social practices maintain your credibility
  2. demonstrate your commitment to the organisation"s goals
  3. demonstrate awareness of your responsibilities towards all stakeholders and the people you are in professional contact with
  4. your behaviour is in line with professional code of practice

Create, discover and acquire knowledge

  1. identify sources for knowledge creation, discovery and acquisition
  2. select the relevant sources for achieving the goals " e.g. solving problems, improving performance, etc
  3. assess how the KILT environment of your organisation have an impact on the knowledge creation or acquisition process
  4. get the support and resources required " staff, finance, technology " to create or acquire knowledge

Capture and store knowledge

  1. identify the different sources of knowledge in the organisation / activities
  2. identify opportunities for collecting information and develop and maintain networks
  3. identify the different tools that are available to collect and format information
  4. systematically and methodologically collect and organise information in a format that will facilitate future use and in line with organisational policy

Present, distribute and share knowledge

  1. identify explicit and implicit dissemination channels - implicit: person to person, meetings / explicit: documents, workflow
  2. structure information according to organisational policy
  3. index contents
  4. build relations between contents and usage
  5. define update procedures
  6. promote and inform
  7. monitor usage and get feedback on the use of knowledge

Authenticate, revise and dispose of knowledge

  1. ensure that there are procedures for knowledge authentication and update, and that there is a common understanding within the organisation of these procedures
  2. select relevant information that should be kept for personal usage and / or that should be shared with others
  3. get feedback from others on the information collected
  4. when relevant, keep track of the evaluation / rating of the information
  5. ensure that obsolete knowledge is disposed of when no longer required for business needs or accountability purposes
  6. respect legal requirements when destroying explicit knowledge that impinge on the destruction of records and other documents, either paper or electronic

Manage my ePortfolio

...

Annexe

Glossary

Informal learning

Non-formal learning

Learning

Intellectual capital

Social Capital

Learning organisation

Learning territory

 


comments:

 

e-learner competencies --Johno, Fri, 01 Oct 2004 19:26:34 +0200
I would very much like to get in contact with the author of this very interesting work.

e-learner competencies --MaureenL, Thu, 07 Oct 2004 11:07:00 +0200
Dear Johno. Serge Ravet, MD of EIfEL is the author of this early draft. He can be contacted at serge.ravet @eife-l.org

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