El aprendizaje a lo largo de la vida es más y más frecuente en Europa, como solución para asegurar que los adultos con situaciones profesionales cambiantes puedan desarrollar nuevas competencias. En esta presentación, se demostrará una metodología funcional, usando Chamilo, que permite a los docentes atribuir competencias a sus alumnos, y permite a sus alumnos visualizar sus posibilidades de aprendizaje.

1. Competency-based
learning in lifelong
education
Laurent Goossens
BELGIUM

2. This presentation
•
Who am I
•
Project scope: some statistics
•
(Adult) education is evolving
•
Added value to Chamilo:
1. Visualisation of the path to follow to achieve a
career
2. Competence based evaluation
•
Added value for the student
•
Added value for the teacher

3. Laurent Goossens
•
Operational manager E-learning for adult
education in Antwerp (Belgium): Encora
•
Suppliers: Chamilo dev and hosting
•
Teachers: support and training
•
Teacher webdesign and development
•
Advisor for decision makers concerning
pedagogical ICT, digitalisation and innovation

4. Project Chamilo for Encora
•
E-learningproject: 2013 – 2018 ...
•
Chamilo 1.11.8
•
+ 40K users
•
5K courses
•
10K sessions
•
15K active users in a schoolyear
•
+ 3K logons a day

5. Project Chamilo for Encora
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132333435363738394041424344454647484950515253545556575859606162
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
Total logons per month
Encora

6. (Adult) Education is always evolving
• Students want more choices: cherry picking
• Changing requirements in the workfield:
More and more requests for specific competences
• Chamilo is also always evolving: very good!
• Eg: competences tool
Encora and Beeznest worked together to add value
Small investment for a large result
No need to create from scratch!
80% was already in Chamilo
• Adding value to the platform ensures the groth/evolution
of the implementation in your organisation

7. Added value in 2018/19
1. Careerdiagrams
•
A career has multiple courses: can be
complicated
•
Modular system: cherry picking and tempo
•
Where am I (student)?
•
Where is the student (teacher)?
2. Competence based evaluation
•
What have I achieved?
•
What can I still achieve?

8. Careerdiagrams: an example

9. Where am I, where is the student?

10. Competence based evaluation
•
Adds pedagogical value for the student
•
Enables better differentiation by the teacher
•
Creates more custom education
•
The need for a diploma declines
•
Adult students want to learn competences,
not just get a diploma
•
The jobmarket is requesting competences
more and more

11. Competence based evaluation
Example case 1:
A marketeer wants to learn competences in Photoshop
and Illustrator to speed up his work and learn the
possibilities/restrictions when thinking out marketing
campaigns
Example case 2:
An immigrated professional plumber wants to learn only
spoken Dutch so he can work in Belgium. No writing
competences required.

12. Competence based gradebook
• Teacher view
• Activity on platform (excersise, task, …)
• Activity in the classroom eg verbal discussion
• One or more skills per activity

13. Competence based gradebook
• Student view
• Activity on platform (excercise, task, …)
• Activity in the classroom eg verbal discussion
• One competence is not achieved: writing

14. Final evaluation student in course
• View per competence (student and teacher view)
• Multiple activities to achieve that skill
• Conclusion column
• Successive teacher can see the evaluation of the previous
teacher

15. Next step in 2019
Combine the competences evaluation in the
careerdiagrams
I will tell you about this next year ;-)
Questiones?