TY - CONF
T1 - The MUPPLE competence continuum
AU - Wild, Joanna
AU - Wild, Fridolin
AU - Kalz, Marco
AU - Specht, Marcus
AU - Hofer, Margit
N1 - DS_Description: Wild, J., Wild, F., Kalz, M., Specht, M., & Hofer, M. (2009). The MUPPLE competence continuum. In F. Wild, M. Kalz, M. Palmér & D. Müller (Eds.), Proceedings of 2nd Workshop Mash-Up Personal Learning Envrionments (MUPPLE'09). Workshop in conjunction with 4th European Conference on Technology Enhanced Learning (EC-TEL 2009): Synergy of Disciplines (pp. 80-88). September, 29, 2009, Nice, France: CEUR workshop proceedings, http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-506 .
Print Issn:1613-0073
DS_Sponsorship:The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]
PY - 2009/11/16
Y1 - 2009/11/16
N2 - 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.
AB - 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.
KW - mashup
KW - ple
KW - competence
KW - skills
M3 - Paper
ER -