Learners’ eLearning competency TECFA http://tecfa.unige.ch Learners’ eLearning competency E-learning competence defines to what extent a person can participate in digital learning such as conversational academic learning, rapid e-learning in a company, MOOCs, interactive multimedia, classroom technology, etc. Three concurrent strategies (work in progress) Poster presented at EUCEN 2016, Barcelona Identify mission critical skills in various dimensions Identify «action statements» Check existing resources and programs, use if possible, e.g. studentsuccess.ie infotrack.unige.ch Design training sequences Component training ICT literacy Education culture literacy Communication and collaboration literacy Metacognitive competency Popular Recognized Forgotten Pro: measurable, adaptable Con: Tedious, knowledge not applied Analyze all activities of a learning design Identify e-learning skills needed to complete all the tasks Create wakeup activities Whole task training Pro: locally, rather effective Con: requires an effort by course designers Nurturing eQ (Elearning intelligence) (Inspired by Deardorff 2004) Redesign learning to require active information and communication working If necessary, use strategies 1 and 2 to complete Pro: long term effects (soft skills development) Con: requires pedagogical change (Inspired by Lin et al. 2013) Daniel K. Schneider - daniel.schneider@unige.ch Kalliopi Benetos – kalliopi.benetos@unige.ch Suzanne De Jonckheere, Sophie Huber, Brigitte Perrin. Continuing Education and e-Learning Centre FACULTÉ DE PSYCHOLOGIE ET DES SCIENCES DE L’ÉDUCATION