1. Learners’ eLearning competency
TECFA
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 -
Kalliopi Benetos –
Suzanne De Jonckheere, Sophie Huber,
Brigitte Perrin. Continuing Education and
e-Learning Centre
FACULTÉ DE PSYCHOLOGIE
ET DES SCIENCES DE L’ÉDUCATION