The MUPPLE competence continuum

Joanna Wild, Fridolin Wild, Marco Kalz, Marcus Specht, Margit Hofer

    Research output: Contribution to conferencePaperAcademic

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    The idea of Personal Learning Environments (PLEs) seems to polarise the educational sphere into supporters and opponents. Both groups relate their enthusiasm or criticism to underlying competences motivated by or needed for building up, running, and maintaining a PLE. Within the following article, results of a qualitative study with multiple cases will be presented to shed light onto which competence and which of its building blocks are involved in running a (mash-up) PLE. Data about the involved skills, abilities, habits, attitudes and knowledge will be presented in a raster of the five dimensions 'plan', 'reflect', 'monitor', 'act', and 'interact' against the three stages 'start', 'trigger', and 'outcome'. The findings indicate that there is a continuum ranging from the ones needed right ahead to the ones ultimately sought.
    Original languageEnglish
    Publication statusPublished - 16 Nov 2009


    • mashup
    • ple
    • competence
    • skills


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