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| | [[File:Group-size.png | 20px | Group Size ]] 8-30 people | | [[File:Group-size.png | 20px | Group Size ]] 8-30 people |
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| − | [[File:Created-by.png | 20px | Created By ]] [[User:Nils.zimmermann | nez]]
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| | [[File:Keywords.png | 20px | Keywords ]] key competencies, concept, planning | | [[File:Keywords.png | 20px | Keywords ]] key competencies, concept, planning |
| | <hr class=simpleline> | | <hr class=simpleline> |
| | ===Related:=== | | ===Related:=== |
| − | *[[Planning]] | + | *[[Before]] |
| − | *[[Identification of Learning Outcome]] | + | *[[Identification and Recognition of Learning Outcome]] |
| | <hr class=simpleline> | | <hr class=simpleline> |
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| | <div class=methodpage-content> | | <div class=methodpage-content> |
| | ==Goal== | | ==Goal== |
| − | Organizations and facilitators understand how their mission, purpose and learning activities relate to key competencies. They gain information on how they already include competency orientation in their activities. They get an insight about the potential of competency orientation for their activities. | + | Organizations and facilitators understand how their mission, purpose and learning activities relate to key competences. They gain information on how they already include competency orientation in their activities. They get an insight about the potential of competence orientation for their activities. |
| | + | |
| | + | <div class=left-box> |
| | + | [[File: Competence-explorer.png | link= Competence Explorer | right | 120px]] |
| | + | ===Competence Explorer=== |
| | + | * Our tool for an overview of different competence frameworks: [[Competence Explorer]] |
| | + | * Browse the competence models and their definitions |
| | + | * Learn which of these are relevant to your work |
| | + | </div> |
| | + | <hr class=boldline> |
| | | | |
| | ==Steps== | | ==Steps== |
| − | '''Connecting to your social purpose'''
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| | | | |
| | + | <div class=left-box> |
| | + | ===Connecting to your social purpose=== |
| | Ask in four smaller groups or in a moderated plenary setting what your mission or purpose is. | | Ask in four smaller groups or in a moderated plenary setting what your mission or purpose is. |
| | * Why are you important for the society? | | * Why are you important for the society? |
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| | Write down or notice your findings. | | Write down or notice your findings. |
| − | | + | </div> |
| − | '''Introduction of Key Competencies'''
| + | <div class=left-box> |
| − | | + | ===Introduction of Key Competences=== |
| − | Key Competencies are such abilities, understood as the whole set of knowledge, attitudes and skills, that are useful for individuals in a lot of different situations and social contexts. Therefore we look on our activities from two perspectives: | + | Key Competences are abilities, understood as the whole set of knowledge, attitudes and skills, which are useful for individuals in a lot of different situations and social contexts. Therefore, we look on our activities from two perspectives: |
| | * the learner, participant or visitor: What gain of knowledge skills and attitudes could this person expect thanks to your activities? | | * the learner, participant or visitor: What gain of knowledge skills and attitudes could this person expect thanks to your activities? |
| − | * the different social sectors: What competencies are very important and relevant in these social contexts; | + | * the different social sectors: What competences are very important and relevant in these social contexts; |
| | **1. economical wellbeing, | | **1. economical wellbeing, |
| | **2. cultural expressing, | | **2. cultural expressing, |
| | **3. social engagement and | | **3. social engagement and |
| | **4. personal/personality development? | | **4. personal/personality development? |
| | + | </div> |
| | + | <div class=left-box> |
| | | | |
| − | '''Sector Groups'''
| + | ===Sector Groups=== |
| − | | |
| | Divide the group in four groups or keep the four groups from the beginning. Give every goup one of the following questions: | | Divide the group in four groups or keep the four groups from the beginning. Give every goup one of the following questions: |
| − | * What competencies can a learner/participant/visitor take out for personality/personal development? | + | * What competences can a learner/participant/visitor take out for personality/personal development? |
| − | * What competencies can an ''employee'' gain in your activities for economic wellbeing? | + | * What competences can an ''employee'' gain in your activities for economic wellbeing? |
| − | * What competencies for their cultural expression could learners/visitors/participants gain in our activities? | + | * What competences for their cultural expression could learners/visitors/participants gain in our activities? |
| − | *What competencies for involvement in social groups and public discussions and decisionmaking processes can a citizen gain in our activities?
| + | * What competences for involvement in social groups and public discussions and decisionmaking processes can a citizen gain in our activities? |
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| − | Take care, thatparticipants take the perspective of their learners/participants/visitors: | + | Take care, that participants take the perspective of their learners/participants/visitors: |
| | *"As a visitor/participant/learner I'd gain this competence:..." | | *"As a visitor/participant/learner I'd gain this competence:..." |
| | + | </div> |
| | + | <div class=left-box> |
| | | | |
| − | '''Collection in a plenary setting'''
| + | ===Collection in a plenary setting=== |
| | + | Invite each group to present their relevant competences. The facilitator notes them on cards, one card for one competence. |
| | | | |
| − | Invite each group to present their relevant competencies. The facilitator writes them on cards, using one card for one competency.
| + | Cluster the competences on cards of the same color - economy white, culture blue, individual development yellow, engagement red... |
| − | Take care to write the competencies mentioned by one group on cards of the same color. In example: economy white, culture blue, individual development yellow, engagement red.
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| | | | |
| − | Lay the cards on a table or on the floor, separated by the color/groups.
| + | Put the clustered cards on a table or on the floor. |
| − | | + | </div> |
| − | '''Clustering'''
| + | <div class=left-box> |
| | | | |
| | + | ===Clustering=== |
| | After the last group finished their presentation it's time to look on ''similarities''. We could imagine that the following categories are helpful for orientation: | | After the last group finished their presentation it's time to look on ''similarities''. We could imagine that the following categories are helpful for orientation: |
| | * personality development/personal competencies | | * personality development/personal competencies |
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| | * specific methodology | | * specific methodology |
| | ...and others that are important in your context | | ...and others that are important in your context |
| | + | </div> |
| | | | |
| | + | <hr class=boldline> |
| | ==Reflection== | | ==Reflection== |
| − | The more colorful mixed the clusters are, the more this indicates that your work has a strong potential for competency development. | + | The more colorful mixed the clusters are, the more this indicates that your work addresses many transversal competences. |
| | * What is suprising? | | * What is suprising? |
| − | * What is confirming you in your self-perception and own analysis? | + | * What is confirming you in your self-perception and prior analysis? |
| | * What aspects need further exploration? | | * What aspects need further exploration? |
| | | | |
| | Reality check: | | Reality check: |
| − | * Is our competency model adequately communicated? | + | * Is adequately communicated what people learn here? |
| − | * How could competency orientation help us in the aquisition of learners, visitors, participants? | + | * For what kind of new learners, visitors, participants could we become attractive? |
| − | * Are we already doing, what we have explored here?
| + | <hr class=boldline> |
| | | | |
| | ==Variation== | | ==Variation== |
| − | After this collection and clustering a more precise step might follow. The identified clusters can be analyzed by using the key competency model we introduced with Competendo. Distinguish between knowledge, methodological skills, social and personal skills: * | + | After this collection and clustering a more precise step might follow. Analyse the clusters by using the key competence model. Distinguish between knowledge, methodological skills, social and personal skills: |
| − | *[[File:Template-key-competencies.pdf | Template key competencies]] | + | *[https://competendo.net/en/images/3/37/Template-key-competencies.pdf Template key competences] |
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| − | The task can also be a starting point for a concise description of learners' competency development, in example for certificates: | + | The task can also be a starting point for a concise description of learners' competence development, in example for certificates: |
| − | *[[Describing Competency Development]] | + | *[[How to: Describing Competency Development]] |
| | *[[Template:Certificate for Participants]] | | *[[Template:Certificate for Participants]] |
| | + | |
| | + | <hr class=boldline> |
| | + | <noinclude>{{:Block: Author Nils-Eyk Zimmermann}}</noinclude> |
| | + | <hr class=boldline> |
| | | | |
| | <div class=experience> | | <div class=experience> |
| | + | |
| | ==Experience== | | ==Experience== |
| − | This task is useful in diverse contests. It helps organizations and projects intending to have an impact on behavior and behavioral change of citizens to identify the potential of looking on their activities with the perspektive of competency orientation. | + | This task can help organizations and projects to learn how people learn in and through their organisations and, in consequence, to adapt their curricula and programs to the needs of learners. |
| − | | + | </div> |
| − | It helps organizations and facilitators to prioritize and to adapt their curricula and programs to the needs of learners.
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| − | | |
| − | It helps to improve communication by telling more precise how one affects individuals and shows how one addresses social change from a human perspective.
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| − | | |
| − | </div>
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| | </div> | | </div> |
| | __NOTOC__ | | __NOTOC__ |
| | + | [[Category:Method]] |
| | + | [[Category:Assessment]] |
