Dear List colleagues,
monthes ago I posted a request to the lists. Thanking all the colleagues
taht geve me usefull inputs, I post a collection of replies received
Regards
G. Marconato

Suggest you speak with Maureen Layte at EifEL on [log in to unmask] or
ring on 0033 386 43 13 43

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I would be interested in this too, but much of the work in this area
(HE) has tended to be not competency-based because of the general
recognition of the (at least equal, possible greater) need for skills in
pedagogies appropriate to each individual and L&T situation.

Here are some ill-formed references to some literature I have to hand

Talisman Training Needs Analysis - (SHEFC) - Tomes and Higgison, 1998
Talisman review of staff development courses - Wilma Alexander, 1999
(www.talisman.hw.ac.uk)
Instructional Designer as Staff Developer, Sophie di Corpo, U New South
Wales, 2001 (unsure of source)
Salter, G, and Hansen, S, Modelling new skills for online teaching
(probably ASCILITE, 99)
A. Littlejohn, 2002, Improving CPD in the use of ICT, JCAL 18
SCAITS - U East Anglia, www.uea.ac.uk/csed/scaits

Also loads of stuff at www.ltsn.ac.uk/genericcentre, including:
 'Staff Dev for ICT and e-learning: skills or pedagogy' Hanson

Hope these are of interest

<<<<<<<<<<<<<<<<<<<<

You might find something to help in the FENTO standards -
http://www.fento.ac.uk/start.html

<<<<<<<<<<<<<<<<<<<

couple of things have been done in the UK which may be helpful to you:

The FERL Practitioners Programme,
http://ferl.becta.org.uk/display.cfm?page=403 which is aimed at staff in
further education and has different modules depending on people's job roles
and/or interests.

Also, a Career Development Study of learning technologists was undertaken a
couple of years ago. See
http://www.jisc.ac.uk/index.cfm?name=project_career for detailed outcomes,
especially on emerging roles in learning technology work.

Some related information is available from http://www.elt.ac.uk/ - this was
a project aimed at higher education staff and is based on individually
negotiated projects and SEDA values (http://www.seda.ac.uk/) so not
competency based, but may have some useful insights for developing
programmes.

<<<<<<<<<<<<<<<<

"...given that there is no such specification for non-technology

 based teaching and learning..."



The TTA produces copious lists of competencies for initial teacher training.
http://www.tta.gov.uk/training/qtsstandards/standards/teaching/index.htm -
this is just one page of many.



Also, the U-Learn project has a Progression Matrix for what they call
'Pioneer' Teachers. These teachers use ICT in their teaching but are not
necessarily ICT teachers.



http://www.u-learn.it/download/matrix.rtf



I hope these are useful to you!



Kevin

<<<<<<<<<<<

Many of the points raised in this discussion make brave attempts to answer
the question you ask about identifying competences - but it looks as though
the group is starting to realise that it really isn't that easy to identify
simple competences in complex social learning environments.

Might I tempt you to check out the SEDA professional development framework
which, I think, goes beyond looking at competences and considers the values
of development and learning as highest priorities.
http://www.seda.ac.uk/professional_development.htm
SEDA have helped universities who felt the need for such an award develop a
qualification called 'embedding learning technologies' - an award that can
be adapted to different contexts but has a clear set of outcomes and values
- a far more fruitful notion than competences, I think.
http://www.seda.ac.uk/pdf/embedding_learning_technologies.htm

Even if the award is not quite what you are looking for, you may find that
it is useful to question the relationship between technologies, skills and
learning.
Jo Tait
The Open University
http://iet.open.ac.uk/courses/index.cfm

<<<<<<<<<<<<<<<<<<

Gianni --

The International Board of Standards for Training, Performance and
Instruction (ibstpi) has developed and validated competencies for
instructor, instructional designer and training manager.

The book for ID standards is available from ERIC. Training Manager will be
available soon from ERIC. Instructor (1993) is available from ibstpi.
Contact me for further information.

Instructor has been updated (2003) and there are new competencies on the
ibstpi web site (www.ibstpi.org). The book will not be available until next
year.

ID, TM and Instructor competencies (but not performance statements) are on
the website, along with details on obtaining copyright permissions for use.

Tim Spannaus
ibstpi president



Click on Competencies (in the left frame) then select Instructor from the
links at the top of the page. The page contains both 2003 and 1993
competencies.

tim

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

Hi Gianni,

The Further Education Sector has an National Training Organisation
(FENTO) which suggests competencies for teachers using information
learning technology
http://www.fento.ac.uk/staff_dev/iltstandards.html

The Ferl Practitioners Programme is a modular staff development
programme based on those FENTO ILT competencies. It is aimed at all
types of practitioners in further education - there are paths for
teachers, middle managers, learning platform managers, IT support and
learner support.
http://ferl.becta.org.uk/fpp

There are also various courses on using technology in teaching in
Further Education listed at
http://ferl.becta.org.uk/display.cfm?page=668
There may be underlying competency frameworks for these courses - a good
place to start


Hope this all helps, do let us know more about your project.


Amber

<<<<<<<<<<<<<<<<<<<<<<<<<

A good first step is to go to go to www.e-skills.com

E-skills is a Sector Skills Council. they have worked with 900 employers to
identify ICT skills and map them to different jobs. They have created an IT
user Framework. You may want to contact  [log in to unmask] she ran a
workshop on the IT user framework at the recent Manchester UK online
conference. A write up of the workshop can be found on the H@H web site.

Glyn

<<<<<<<<<<<<<<<<<<<<<<

Several organizations have put together competencies.  Some of these are
listed below:

The International Board of Standards for Training, Performance and
Instruction (ibstpi)
http://www.ibstpi.org/

Competencies for Online Teaching by J. Michael Spector and Ileana de la Teja
in the ERIC digest http://ericit.org/digests/EDO-IR-2001-09.shtml

The Indian Journal of Open Learning in the Sept 2000 issue had a nice
article by Madhu Parhar and Sanjaya Mishra regarding "Competencies for Web
Based Instructional Designers


The list below was based on their research and a minimum of 80% respondent
agreement from other professionals that these are indeed essential
competencies:

  a.. Majority of respondents feels that the designers should be able to
design instructional material, which are to the level of the learners.
Designers should be able to identify the target learners and should conduct
the need analysis.
  b.. Out of 105 respondents almost 90 have responded in favour of
developing performance measures and be able to judge the validity and
reliability of the measures used.
  c.. Majority of the respondents (81) agree and strongly agree that
instructional designers should be able to use variety of software
application packages.
  d.. Ninety respondents agree and strongly agree with that instructional
designers should be able to develop formative and summative evaluation plan.
Respondents also feel that the designers should develop test items and
evaluate instruction.
  e.. It was interesting to note that quiet a few respondents (61) feel that
the instructional designers need not be familiar with the process of video
production which will help them to interact with the producers.
  f.. Almost all (99) respondents feel that the instructional designers
should be able to demonstrate organizational, time management and problem
solving skills. Respondents (82) also agree with the ability of applying
fundamental research skills to instructional design projects.
  g.. Analysis regarding the ability to design textual messages and apply
principles of page layout design by the designers revealed that majority
agreed and strongly agreed with these competencies.
  h.. Using Internet, developing educational web sites and using web based
course management tool are the competencies which most of the respondents
feel that a designer should be able to do. They should also analyze the
characteristics of emerging technologies.
  i.. Majority respondents (97) feel that the designers should communicate
effectively by visual, oral and written form and is good in establishing
rapport with individuals and groups.
In terms of teacher competencies online, here are a few that I deveoped a
couple of years ago in order to determine what type of faculty development
activities we needed to do.  Those below are only those that are different
from, or in addition to, the regular teaching competencies as defined by
IBSTPI above:

1.  Think "out of the box" about how to deliver courses (sequencing,
technology, control, etc.).

2. Match objectives with appropriate delivery mechanisms, instead of
starting from the premise of "adapting" a traditional course to an online
environment.

3.  Display techniques for teaching/mentoring without any visual cues.

4.  Demonstrate comfort with being a mentor/coach/facilitator instead of an
information disseminator or content provider.

5.  Effective time management of communication activities (e.g., email
response, scheduling of synchronous activities, working with "problem"
students, handling hardware/software support issues, etc.)

6. Problem-solving basic technology issues (how to use the technology tools
required within the online course).


Also check out: Thach, E., and K. Murphy, "Competencies for Distance
Education Professionals," Educational Technology Research and Development
43, No.1, (1995): 57-79.

I'm sure there are many other papers written in this area as well that could
be found with a web search and through libraries and journals.

Maggie

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

In answer to Gianni's original question, there are some competence lists
provided at http://ultibase.rmit.edu.au/Articles/nov02/kenny1.htm#dls
(very context-specific, but interesting).

<<<<<<<<<<<<<<<

Ciao Gianni,
We are currently looking at competency frameworks for e-professionals as
well and I've come across some interesting resources that might be useful:

- http://www.elearningprofessional.com/certification/index.asp (look for
their frameworks)
- http://www.csu.edu.au/division/celt/html/deveds.html (specific skills &
knowledge for educational designers)
- http://www.uclan.ac.uk/e-learning/s/skills.htm (link collection of sites
about tutor / instructor competencies)
- http://www.spjc.edu/eagle/BEEP/BEEP4.htm (again, mainly about instructor
skills but also student skills)
- http://www.learningcircuits.org/2001/mar2001/competencies.html (ASTD
article about competencies for e-professionals)

If you are interested in a skills framework for Instructional Designers,
there is the IBSTPI (International Board of Standards for Training,
Performance and Instruction) publication "Instructional Design
Competencies: The Standards" (ERIC Clearinghouse on Information &
Technology 2000, 3rd edition).

I hope this helps, and I look forward to hearing about your outcomes.

Saluti,
Regina

<<<<<<<<<<<<<<<<<<<<<<<<<

Colleagues may find something related and useful within the FENTO ILT
standards - http://www.fento.org/ and follow 'ILT'.

These have been used in various ways, including as the basis for a
self-assessment tool which has been under development and will be available
shortly.

And look at http://www.e-skills.com/ for the IT Sector Skills Council's
work.

Kevin Donovan

<<<<<<<<<<<<<<<<<<<<<<<

Gianni:

Take a look at the ASTD Models for Workplace Learning and Performance which
includes a chart comparing several online instruction job titles:

http://www.astd.org/virtual_community/comm_careers/competencies/competencies
.html

<<<<<<<<<<<<<<<

There are a number of organisations that have developed competencies for new
technologies.

Here are a few examples:

Institute of IT Training Competencies - which include those for trainers,
developers, designers, e-tutors, and e-learning materials development
including best practice and codes of practice
http://www.iitt.org.uk/public/standards/individuals.asp

TechLearn provides more advice and assistance: http://www.techlearn.org.uk/

Ferl main site at http://ferl.becta.org.uk
has links to the Ferl Practitioners Programme details, including
competencies
for ILT Champions at
http://ferl.becta.org.uk/display.cfm?page=150, a Skills checklist at
http://ferl.becta.org.uk/display.cfm?page=152
and also to a wealth of information on Managing Inspection and ILT
 http://ferl.becta.org.uk/display.cfm?page=478

There are downloadable FENTO standards on ILT at http://www.fento.ac.uk/ -
follow link to ILT.

Hope this is helpful in getting you started.

Best wishes.

Dorothy Morgan
Bucks Adult Learning

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

The best available in the UK are:

General FENTO Standards [Development from NVQ 4]
http://www.fento.org/staff_dev/teach_stan.pdf

FENTO ILT standards http://www.fento.org/staff_dev/iltstandards.html


FENTO competencies for e-tutors:
http://www.techlearn.org.uk/NewDocs/Skills%20and%20competences.doc


"These competencies cover a broad range of possible e-tutoring activities,
only a sub-set of which are likely to be required in a particular instance.
The roles required of e-tutors vary enormously depending on the design and
application of the overall learning programme to which the tutor contributes
and on the hardware and software tools available to support e-tutoring. The
following areas of general expertise are assumed as prerequisites and
provide a basis for the competencies:
subject-matter
pedagogical
information and communications technology

These competencies specifically exclude those relating to the overall design
and development of an online learning programme, which are covered in the
Institute's Competencies for e-Learning Developers.


Contents:
Plan how e-tutoring will be employed
Establish the technical facilities necessary to support e-tutoring
Establish relationships with new learners
Communicate appropriately with learners
Provide administrative support
Provide learners with technical and subject matter expertise
Initiate activities that will facilitate learning
Provide learners with support and encouragement
Assess learners' performance
Use Web pages for communication with and between learners
Use e-mail for communication with learners
Use bulletin boards and discussion forums for communication with and between
learners
Use text, audio and video conferencing for communication with and between
learners
Evaluate and continuously improve e-tutoring support"

<<<<<<<<<<<<<<<<<<





New





Gianni,

Some time ago EIFE-L (European Institute for E-Learning)were looking
developing e-Learning Standards. They are now asking for reviewers.
You may be interested.

http://www.eife-l.org/e-standards/default.htm

Best regards

John Miller

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I will be researching this very topic for my EdD since this field is
my specialism also.

Functional analysis (in terms of software procedures) may well
result in a technologically determined competency framework.
Since technology is always placed in social environment is
necessary to take into account other factors such as the
pedagogical and social context in which the technology is
expected to function. So a softer approach is probably the better
option.

You may like to look at ETNA: The Enhanced Training Needs
Analysis.  A report on the training needs of staff in Scotlands FE
colleges produced by the JISC RSCs in September 2003.  This
suggests that there is a need to develop academic staff and extend
the ICT skill set above that of ECDL directly into the core business
of teaching and learning.

http://www.rsc-ne-scotland.ac.uk/home.html

I would be grateful if you could share your findings with me.

Thanks

Shirley

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