Miscellaneous

Everything is a Competence?

In Europe, learning outcomes are defined by competences. Competence consists of knowledge, skills, and attitudes. This is typical for School Education and practiced this way during the last decade(s).

But is it really always that easy? Are competencies always the result of a learning process?

Various Definitions

In the ESCO definition of the European Commission (European Skills, Competences, Qualifications and Occupations) you will find:

“The term competence is broader and refers typically to the ability of a person – facing new situations and unforeseen challenges – to use and apply knowledge and skills in an independent and self-directed way.”

The ESCO definition of a competence looks like this:

“competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.”
Source: https://ec.europa.eu/esco/portal/escopedia/Competence

If you have a look to the ECVET Toolkit (https://www.ecvet-toolkit.eu/) you will find:

“statements of what a learner knows, understands and is able to do on comple­tion of a learning process, and which are defined in terms of knowledge, skills and competence”.
Source: https://www.ecvet-toolkit.eu/introduction/ecvet-and-learning-outcomes

Reading all this the question occurs: Is not competence always the same? And – are in Vocational Education and Training learning outcomes, defined as knowledge or skills, valid?

The answer is YES, and I’ll give you an example:

An Example

Type description of a tyre

The is the company “Tyre Fit” selling and fitting tyres for cars. A customer is entering the selling room and asks for winter tyres of his car. He is showing the car certification to the salesman. The salesman only must have the knowledge to classify the various parameters of the needed tyre – nothing else.

During his specific education he got the knowledge to decide which tyre will fit to which car and which parameters or regulations must be kept ensuring safe driving with this tyres.

The customer has bought the tyres and enters the workshop of the tyre reseller to get the tyres fixed on his rims. The worker there has learned how to take down the old tyre and to mount the new one. This are skills – nothing else. The worker must be able to handle the machine to disassembly the tyres from the rim and after this to mount the new ones and finally to balance the wheel.

This is an example that in specific cases competences are not versatile to be used decryption for learning outcomes, but in each case, it is necessary to analyse and evaluate how the learning outcomes can be described best. This can be simple knowledge as well as simple skills.

 

Learning, Training & Teaching Event in Dublin

Learning, Training & Teaching Event in Dublin
Peter Mazohl has taken part at the learning, training & teaching event in Dublin as a trainer. The event aimed to increase the competences of the participants to create multimedia-based learning tools, to care for a well-fitting documentation and an appropriate implementation guidelines.
The event took place at the Adamstown Community College. Partners from Sweden and Spain also were present at this workshop-based training.

Science Teaching Project Meeting

Science Teaching Project Meeting

The EBI participated in the intermediate meeting of the “Science Teaching” project (from October 3 until October 4) in Umeå, Sweden.

At this meeting the first products of the project have been presented. The multimedia-based tools will supply teachers in teaching science as well as help students to get a deeper understanding of complex scientific context.

 

Preparation work for new projects

Preparation work for new projects

Currently the EBI is preparing a new project proposal in the frame of ERASMUS+. It’s a project focussing on flipped learning with several schools in Europe.

Peter Mazohl visited one of the future partner schools in Trujillo, Spain. He met the headmaster of the school and gave a precise description of the project.

A second school is located in Austria, near Wiener Neustadt. Peter Mazohl and Harald Makl had a meeting with the responsible teacher for the future project, Gabriele Ernst. They discussed open issued and cleared several items in the application.

The application will be submitted in March. Here are some pictures from the preparation work!

SEMIFIT Seminar for Intercultural Trainers

SEMIFIT Seminar for Intercultural Trainers

Stefanie Mayrwöger attended the SEMIFIT Seminar for intercultural trainers, on Project Design under Erasmus+, from 1st to 6th of December 2018 in Almuñécar, Spain. The week was structured in panel discussions, presentations and workshops, which were all designed and held by the participants. During the seminar all participants found themselves in different roles, such as documentarists, speakers, workshop leaders and marketers. Tools and methods were shown, projects presented, and ideas shared. The aim of the seminar was to create an open space for youth trainers, learning designers and educators to talk about difficulties, tips and ways to improve their skills in project design and management of (inter)national projects.

Here is a video from the event (produced by Steffi)

The variety of topics, that were covered and discussed, was extensive. Therefore, workshops took place, in which the group focused on difficulties in international projects, active learning through games, and how to calculate important factors in project management. In several presentations certain project management methods, successfully designed projects, and the work with open source and free licences were showed. Also, panellists talked about the topic of managing projects including groups with different or difficult social backgrounds. All in all, it was a very enriching week with a big amount of useful knowledge and interesting minds.

Here are some impressions from the work and the working environment.

What does ACAT mean?

What does ACAT mean?

This is the acronym for the “Analogous Comparison and Transfer” Method. This pedagogical approach to teaching STEM subjects was developed by Peter Mazohl (EBI/EIE Austria) and published at the ICERI 2017 (International Conference for Education, Research, and Innovation in Seville).

An example for the ACAD transfer in Quantum Physics (What are quantum objects?)

This method means a new pedagogical approach to strengthen female learners in STEM subjects. The method was developed in School Education and focuses on the age of 16 to 18 years old students. The method uses analogous comparisons by taking examples or situations from everyday life and in consequence the logical or analogous transfer to the scientific problem. The method uses the development of imaginations or “pictures in the head” to develop a view of the analogy; this picture is transferred as a problem-solving idea to the concrete scientific problem. Multimedia material like animations are used to provide a higher level of imagination and to develop the understanding for the discussed problem. The method was developed in the disciplines physics, mathematics and computer science and was tested in physics at high school level.

It turned out that male learners also benefit from this approach and get a deeper understanding in the fields of science.

To proof the ACAT method and to test the usability and get some reference to the published study an ERASMUS+ KA2 School Project was started (with December 2018). The project’s outcomes will be several examples of the implementation of the ACAT method, tested and evaluated in a Spanish, an Irish, and finally in a Swedish school.

Kathi – our new head of the training department

Kathi – our new head of the training department

Kathrin Zehrfuchs

Kathi Zehrfuch, the new head of the training department

Kathrin just finished her Master study (business) with focus on business administration and controlling at the University of Applied Studies. During her studies, she has been working for the EBI assisting in courses and in the planning, implementation and performing of the “Blended Learning Conference” in Wiener Neustadt in 2014.

In the last three years, she was also working in application writing and she coordinated the scientific publications done by the EBI.

 

 

Stefanie – our new head of the technical department

Stefanie – our new head of the technical department

Stefanie Mayrwöger

We proudly present our new head of the technical department!

Stefanie just finished her Bachelor studies (BSc) in Media Technology with focus on Interactive Media at the St. Pölten University of Applied Sciences. During her studies, she lived in The Hague, The Netherlands for one semester where she studied Photography and Internet Marketing.

In the last two years, she participated in the LeaD in Practice blended-learning project for which she also traveled to Athens, Greece and took part in the STEPS Education Practitioners Seminar in Potsdam, Germany.

Stefanie started her Master studies in Digital Design & Graphic Design in September and will attend the 3rd ASEF Young Leaders Summit on Ethical Leadership in October in Belgium, Brussels.

Stefanie will be responsible for technical production of intellectual outputs and the technical background for the learning platform. She also is engaged in interface development in the frame of EBI’s project involvement.