E-Competence - Versionsgeschichte

Aloha: /* about e-Competence */

2012-05-28T11:38:20Z

about e-Competence

← Nächstältere Version		Version vom 28. Mai 2012, 13:38 Uhr
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	[[Datei:Ehl10 04-S246.png\|500px\|Abb. aus [EHL10_04, pg. 246]]]		[[Datei:Ehl10 04-S246.png\|500px\|Abb. aus [EHL10_04, pg. 246]]]

	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we ~~aubsequently~~ propose a generic model for e-Competence, which takes the ~~potenial~~ performance options of teachers in digital learning ~~enviroments~~ into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we subsequently propose a generic model for e-Competence, which takes the potential performance options of teachers in digital learning environments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

	* Teachers also need to select ICT tools that are adequate for use in given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use in given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

	* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]		* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

Aloha am 23. Mai 2012 um 08:19 Uhr

2012-05-23T08:19:19Z

← Nächstältere Version		Version vom 23. Mai 2012, 10:19 Uhr
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	[[Datei:Ehl10 04-S244-b.png\|500px\|Abb. aus [EHL10_04, pg. 244] ]]		[[Datei:Ehl10 04-S244-b.png\|500px\|Abb. aus [EHL10_04, pg. 244] ]]

	* Van der Blij (2002) coherently defines action competence as ~~the”~~... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]		* Van der Blij (2002) coherently defines action competence as the ”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]

	* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. (...) Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]		* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. (...) Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]
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	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

	* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use in given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

	* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]		* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

Aloha am 13. Mai 2012 um 16:20 Uhr

2012-05-13T16:20:42Z

← Nächstältere Version		Version vom 13. Mai 2012, 18:20 Uhr
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	* Van der Blij (2002) coherently defines action competence as the”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]		* Van der Blij (2002) coherently defines action competence as the”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]

	* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. [...] Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]		* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. (...) Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]

	* Competence always implies that a sufficient degree of complexity is required in the act of performance to meet given demands and tasks. Those dispositional factors, which can be in principle automatised in performance situations, are more adequately characterized as skills. [[quellen#ehl10_04\|[EHL10_04, pg. 243]]]		* Competence always implies that a sufficient degree of complexity is required in the act of performance to meet given demands and tasks. Those dispositional factors, which can be in principle automatised in performance situations, are more adequately characterized as skills. [[quellen#ehl10_04\|[EHL10_04, pg. 243]]]

Aloha am 27. April 2012 um 16:45 Uhr

2012-04-27T16:45:09Z

← Nächstältere Version		Version vom 27. April 2012, 18:45 Uhr
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	<div style="color:grey">Hier ~~wind~~ Aussagen zu einem Handlungskompetenzmodell (model of action competence), auf dessen Basis ein Konzept zu e-Kompetenz (e-Competence) ~~gegeben wird~~, gesammelt. Dazu ausschlaggebend ist der Beitrag [[quellen#ehl10_04\|[EHL10_04]]]</div>		<div style="color:grey">Hier sind Aussagen zu einem Handlungskompetenzmodell (model of action competence), auf dessen Basis ein Konzept zu e-Kompetenz (e-Competence) entwickelt wurde, gesammelt. Dazu ausschlaggebend ist der Beitrag [[quellen#ehl10_04\|[EHL10_04]]].</div>

	== model of action competence ==		== model of action competence ==

Aloha am 27. April 2012 um 16:43 Uhr

2012-04-27T16:43:32Z

← Nächstältere Version		Version vom 27. April 2012, 18:43 Uhr
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	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

	* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning ~~enciroments~~ - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

	* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]		* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

Aloha: /* about e-Competence */

2012-04-27T16:16:57Z

about e-Competence

← Nächstältere Version		Version vom 27. April 2012, 18:16 Uhr
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	* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enciroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enciroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

			* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

Aloha: /* about e-Competence */

2012-04-27T16:14:58Z

about e-Competence

← Nächstältere Version		Version vom 27. April 2012, 18:14 Uhr
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	* e-Competence defines in general terms the ability to use ICT in a meaningful way. The personal e-Competence of faulty describes their ability to use learning technologies for teaching and course delivery in the context of e-Learning integration in universities. [[quellen#ehl10_04\|[EHL!0_04, pg. 245]]]		* e-Competence defines in general terms the ability to use ICT in a meaningful way. The personal e-Competence of faulty describes their ability to use learning technologies for teaching and course delivery in the context of e-Learning integration in universities. [[quellen#ehl10_04\|[EHL!0_04, pg. 245]]]

			*The action competence model and its inherent implications are used for discussion of the e-Competence model. [[quellen#ehl10_04\|[EHL10_04, pg. 246]]]

			[[Datei:Ehl10 04-S246.png\|500px\|Abb. aus [EHL10_04, pg. 246]]]

	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

			* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enciroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

Aloha: /* about e-Competence */

2012-04-27T16:08:48Z

about e-Competence

← Nächstältere Version		Version vom 27. April 2012, 18:08 Uhr
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	== about e-Competence ==		== about e-Competence ==

			* e-Competence needs to be interpreted in a wider mode. It includes not only the technical aspects but is also understood as the educational ability to use ICT [Anm. Information and communicate technology] in teaching and learning in a meaningful way. [[quellen#ehl10_04\|[EHL!0_04, pg. 245]]]

			* e-Competence defines in general terms the ability to use ICT in a meaningful way. The personal e-Competence of faulty describes their ability to use learning technologies for teaching and course delivery in the context of e-Learning integration in universities. [[quellen#ehl10_04\|[EHL!0_04, pg. 245]]]

			* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

Aloha: /* model of action competence */

2012-04-27T15:59:17Z

model of action competence

← Nächstältere Version		Version vom 27. April 2012, 17:59 Uhr
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	== model of action competence ==		== model of action competence ==

			[[Datei:Ehl10 04-S244-b.png\|500px\|Abb. aus [EHL10_04, pg. 244] ]]

	* Van der Blij (2002) coherently defines action competence as the”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]		* Van der Blij (2002) coherently defines action competence as the”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]

	* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. [...] Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]		* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. [...] Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]

			* Competence always implies that a sufficient degree of complexity is required in the act of performance to meet given demands and tasks. Those dispositional factors, which can be in principle automatised in performance situations, are more adequately characterized as skills. [[quellen#ehl10_04\|[EHL10_04, pg. 243]]]

			* Motivation is a final key component for understanding of action competence. It explains the difference between the ability to act and the concrete action. [[quellen#ehl10_04\|[EHL10_04, pg. 243]]]

			* We can identify the following components as main building blocks of action competence: (1) learning at the inner core of the model; (2) a system of dispositions including knowledge, skills, and attitudes; (3) the four key competences, which combine into performance; (4) the visible outer action competence shell; (5) the independent factor of intrinsic and extrinsic motivation; and (6) the context of performance (Fig. 19.2). [[quellen#ehl10_04\|[EHL10_04, pg. 243]]].
			**<div style="color:grey">Siehe obige Abbildung.</div>

			* Table 19.1 summarizes the basic assumptions for each key component of the action competence model. [[quellen#ehl10_04\|[EHL10_04, pg. 243]]].
			**<div style="color:grey">Tabelle hier: [[:Datei:Ehl10 04-S244-a.png\|Table 19.1, pg. 244]]</div>

	== about e-Competence ==		== about e-Competence ==

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2012-04-27T15:39:14Z

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<div style="color:grey">Hier wind Aussagen zu einem Handlungskompetenzmodell (model of action competence), auf dessen Basis ein Konzept zu e-Kompetenz (e-Competence) gegeben wird, gesammelt. Dazu ausschlaggebend ist der Beitrag [[quellen#ehl10_04|[EHL10_04]]]</div>

== model of action competence ==

* Van der Blij (2002) coherently defines action competence as the”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04|[EHL10_04, pg. 242]]]

* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. [...] Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04|[EHL10_04, pg. 242-243]]]

== about e-Competence ==

← Nächstältere Version		Version vom 28. Mai 2012, 13:38 Uhr
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	[[Datei:Ehl10 04-S246.png\|500px\|Abb. aus [EHL10_04, pg. 246]]]		[[Datei:Ehl10 04-S246.png\|500px\|Abb. aus [EHL10_04, pg. 246]]]

	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we ~~aubsequently~~ propose a generic model for e-Competence, which takes the ~~potenial~~ performance options of teachers in digital learning ~~enviroments~~ into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we subsequently propose a generic model for e-Competence, which takes the potential performance options of teachers in digital learning environments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

	* Teachers also need to select ICT tools that are adequate for use in given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use in given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

	* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]		* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

← Nächstältere Version		Version vom 23. Mai 2012, 10:19 Uhr
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	[[Datei:Ehl10 04-S244-b.png\|500px\|Abb. aus [EHL10_04, pg. 244] ]]		[[Datei:Ehl10 04-S244-b.png\|500px\|Abb. aus [EHL10_04, pg. 244] ]]

	* Van der Blij (2002) coherently defines action competence as ~~the”~~... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]		* Van der Blij (2002) coherently defines action competence as the ”... the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes.” Similar definitions of action competence are given by a number of other researchers (Dejoux 1996; Erpenbeck and Heyse 1999; Euler and Hahn 2004; Weinert 1999). [[quellen#ehl10_04\|[EHL10_04, pg. 242]]]

	* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. (...) Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]		* The concept of action competence combines cognitive and motivational components into one holistic system of knowledge, skills, and attitudes. It assumes a learning process at the core of competence development and it puts an emphasis on action or on performed behaivor. (...) Apart from cognitive dispositions, action competence includes individual, role-specific, and collective conditions for the successful development of competences within a group or an institution. Action competence represents in this perspective the ability to react in an adequate way to challenges that occur in complex situations. [[quellen#ehl10_04\|[EHL10_04, pg. 242-243]]]
Zeile 31:		Zeile 31:
	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

	* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use in given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

	* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]		* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

← Nächstältere Version		Version vom 27. April 2012, 18:43 Uhr
Zeile 31:		Zeile 31:
	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

	* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning ~~enciroments~~ - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]		* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enviroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

	* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]		* The final key component for the model is the e-Competence of the students who interact with teachers or with each other in specific teaching and learning scenarios. [[quellen#ehl1_04\|[EHL10_04, pg. 247]]]

← Nächstältere Version		Version vom 27. April 2012, 18:14 Uhr
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	* e-Competence defines in general terms the ability to use ICT in a meaningful way. The personal e-Competence of faulty describes their ability to use learning technologies for teaching and course delivery in the context of e-Learning integration in universities. [[quellen#ehl10_04\|[EHL!0_04, pg. 245]]]		* e-Competence defines in general terms the ability to use ICT in a meaningful way. The personal e-Competence of faulty describes their ability to use learning technologies for teaching and course delivery in the context of e-Learning integration in universities. [[quellen#ehl10_04\|[EHL!0_04, pg. 245]]]

			*The action competence model and its inherent implications are used for discussion of the e-Competence model. [[quellen#ehl10_04\|[EHL10_04, pg. 246]]]

			[[Datei:Ehl10 04-S246.png\|500px\|Abb. aus [EHL10_04, pg. 246]]]

	* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]		* The following model includes a range of layers for e-Competence which is, at the micro-level, part of the general action competence development measures that universities create to foster the adoption of e-Learning; and the motivation of faculty is influenced by wider institutional e-Learning rewards, which universities establish to encourage the use of learning technologies. The portfolios of direct and indirect competence development measures for faculty are a part of institutional innovation strategies at the macro-level of universities which aim to exploit the pervasive potential of ICT for educational purpouses (Fig. 19.3). <br> Based on this argument, we aubsequently propose a generic model for e-Competence, which takes the potenial performance options of teachers in digital learning enviroments into account. [[quellen#ehl10_04\|[EHL10_04, pg. 245]]]

			* Teachers also need to select ICT tools that are adequate for use i given pedagogical scenarios. The available ICT options represent a spectrum of electronic variables which range in their complexity from single electronic documents - for example the storage of .pdf files on a website for download, to highly complex electronic learning enciroments - for example the setup and use of a virtual classroom with complex applications for interaction and communication. [[quellen#ehl10_04\|[EHL10_04, pg. 247]]]

E-Competence - Versionsgeschichte

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Aloha: Die Seite wurde neu angelegt: „Hier wind Aussagen zu einem Handlungskompetenzmodell (model of action competence), auf dessen Basis ein Konzept zu e-Kompetenz (e-Compe…“

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