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Supporting life-long competence development using the TENCompetence infrastructure: a first experiment

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dc.contributor.author Schoonenboom, Judith
dc.contributor.author Sligte, Henk
dc.contributor.author Moghnie, Ayman
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Stefanov, Krassen
dc.contributor.author Glahn, Christian
dc.contributor.author Specht, Marcus
dc.contributor.author Lemmers, Ruud
dc.date.accessioned 2012-07-16T08:19:14Z
dc.date.available 2012-07-16T08:19:14Z
dc.date.issued 2008
dc.identifier.citation Schoonenboom J, Sligte H, Moghnieh A, Hernández-Leo D, Stefanov K, Glahn C, Specht M, Lemmers R. Supporting life-long competence development using the TENCompetence infrastructure: a first experiment. International Journal of Emerging Technologies in Learning 2008; 3: 53-59
dc.identifier.issn 1863-0383
dc.identifier.uri http://hdl.handle.net/10230/16734
dc.description.abstract This paper describes an experiment to explore the effects of the TENCompetence infrastructure for supporting lifelong competence development which is now in development. This infrastructure provides structured, multi-leveled access to learning materials, based upon competences. People can follow their own learning path, supported by a listing of competences and their components, by competence development plans attached to competences and by the possibility to mark elements as complete. We expected the PCM to have an effect on (1) control of participants of their own learning, and (2) appreciation of their learning route, (3) of the learning resources, (4) of their competence development, and (5) of the possibilities of collaboration. In the experiment, 44 Bulgarian teachers followed a distance learning course on a specific teaching methodology for six weeks. Part of them used the TENCompetence infrastructure, part used an infrastructure which was similar, except for the characterizing elements mentioned above. The results showed that in the experimental condition, more people passed the final competence assess-ment, and people felt more in control of their own learning. No differences between the two groups were found on the amount and appreciation of collaboration and on further measures of competence development.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher International Association of Online Engineering (IAOE)
dc.relation.ispartof International Journal of Emerging Technologies in Learning 2008; 3: 53-59
dc.rights © 2008 Schoonenboom et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0. Published article is available in International Journal of Emerging Technologies in Learning 2008; 3: 53-59
dc.rights.uri http://creativecommons.org/licenses/by/3.0/at/
dc.subject.other Ensenyament virtual
dc.subject.other Educació permanent
dc.subject.other Competències professionals -- Ensenyament
dc.title Supporting life-long competence development using the TENCompetence infrastructure: a first experiment
dc.type info:eu-repo/semantics/article
dc.subject.keyword Lifelong learning
dc.subject.keyword Competence development
dc.subject.keyword Infrastructure
dc.subject.keyword Evaluation
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion

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