Automatic validation of learning object compositions

Course construction using reusable learning objects is becoming ever more popular due to its’ efficiency. The course creator who uses this methodology may face problems due to the fact that he or she is not as intimately involved in the creation of every element of the course. In this paper we discuss one such problem faced by course creator known as “the competency gap”. Here, we define the competency gap, explain how it can be identified and suggest ways of correcting the problem

Planning strategically, designing architecturally : a framework for digital library services

In an era of unprecedented technological innovation and evolving user expectations and information seeking behaviour, we are arguably now an online society, with digital services increasingly common and increasingly preferred. As a trusted information provider, libraries are in an advantageous position to respond, but this requires integrated strategic and enterprise architecture planning, for information technology (IT) has evolved from a support role to a strategic role, providing the core management systems, communication networks, and delivery channels of the modern library. Further, IT components do not function in isolation from one another, but are interdependent elements of distributed and multidimensional systems encompassing people, processes, and technologies, which must consider social, economic, legal, organisational, and ergonomic requirements and relationships, as well as being logically sound from a technical perspective. Strategic planning provides direction, while enterprise architecture strategically aligns and holistically integrates business and information system architectures. While challenging, such integrated planning should be regarded as an opportunity for the library to evolve as an enterprise in the digital age, or at minimum, to simply keep pace with societal change and alternative service providers. Without strategy, a library risks being directed by outside forces with independent motivations and inadequate understanding of its broader societal role. Without enterprise architecture, it risks technological disparity, redundancy, and obsolescence. Adopting an interdisciplinary approach, this conceptual paper provides an integrated framework for strategic and architectural planning of digital library services. The concept of the library as an enterprise is also introduced

Doing Well and Doing Good: Pioneer Employers Discover Profits and Deliver Opportunity for Frontline Workers

A new study of business practices reveals powerful ways to create strategic and financial gains. Lower-wage workers, when supported by effective policies, boost productivity, quality, innovation, and revenues from new markets. In the process, the value added by frontline employees rises and they garner significant and sustained wage gains and career advancement. The successful formulas of these firms are models adoptable by thousands of similar businesses

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work

A four-stage model for lifelong competence development

Schoonenboom, J., Tattersall, C., Miao, Y., Stefanov, K., Aleksieva-Petrova, A. (2007). A four-stage model for lifelong competence development. In D. Griffiths, R. Koper, O. Liber (Eds.). Proceedings of the 2nd TENCompetence Open Workshop 'Service Oriented Approaches and Lifelong Competence Development Infrastructures' (pp. 131-136). January, 11-12, 2007, Manchester, UK. ISBN: 0-907311-22-9This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process, with distinct stages, and that the assessment forms, and the roles taken on by those involved in the process, depend on the stage in which learning occurs. More specifically, as a learner starts with competence development, self-assessment will be the most prominent, if not the only, form of assessment. This orientation stage is followed by a stage of evidence collection, which is supported by e-portfolio building. In a third stage, the learner is judged by others, and in this stage organisations make use of assessment forms such as on-the-job assessment, 360-degree assessment and assessment centres. In the fourth stage, the learner perform competence development activities. This process is supported by self-assessment and peer assessment. With each stage, examples of e-assessment are provided.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

GAP ANALYSIS OF DEPARTMENT OF DEFENSE PROGRAM MANAGEMENT COMPETENCY STANDARDS IN PREPARATION FOR THE SHIFT TO PORTFOLIO MANAGEMENT IN DEFENSE ACQUISITIONS

The purpose of this study is to perform a gap analysis on the existing Department of Defense (DOD) program management competency standards to determine if changes are required to fully adopt product portfolio management (PPM) strategies in defense acquisitions. We do this by comparing the current DOD standards to the Project Management Institute's Portfolio Management Professional certification standards. We ask where the gaps in the standards exist and where the standards align, and assign a Barrier to Implementation (BTI) score to each gap in the DOD standard. The study found that the DOD is on average 41% aligned with industry standards. In the higher weighted domains of Governance and Strategic Alignment, alignment percentages are significantly lower. The composite BTI score for the DOD is 1.45, indicating low to medium BTIs for most of the gaps. Results do not suggest that the DOD is incapable of conducting PPM, but rather that the current competency standards do not align with industry best practices. Defense acquisitions professionals should review our analysis and formulate Portfolio Management Career Field Functional Competencies to further professional standards, develop the necessary job skills and evaluation criteria, and further the process of achieving congressional mandates for portfolio management implementation.Outstanding ThesisMajor, United States Marine CorpsMajor, United States Marine CorpsMajor, United States Marine CorpsApproved for public release. Distribution is unlimited

Technical Competency Among Vocational Teachers in Malaysian Public Skills Training Institutions: Measurement Model Validation Using Pls-Sem

It is important for vocational teachers in Malaysian Public Skills Training Institutions (MPSTI) based on the National Occupational Skills Standard (NOSS) modules to be technically competence. This study aimed to validate the measurement model for technical competency (knowledge and skills) consisting of eight constructs: material and application; work planning; handling, maintenance, and inventory of machines and hand tools; handling students at the workshop; practical instructional strategies; practical assessment; theoretical instructional strategies; specific knowledge; and general knowledge. This study is a quantitative research collected data through simple random sampling of vocational teachers from several technical programmes. A total of 1,186 respondents from 31 public skills training institutions were involved in this study. Measurement assessments were used to conduct a Partial Least Squares (PLS) analysis with SmartPLS 3.0 software to assess and validate the eight constructs of technical competency using a reflective model. The results revealed that 36 items on the eight constructs of technical competency had fulfilled the criteria for the validity assessment of the reflective measurement model through convergent validity and discriminant validity. For convergent validity, the value of loadings exceeded 0.708, the AVE values exceeded 0.5, and the CR values were between 0.7 to 0.9 (satisfactory). The discriminant validity of the model was assessed, and fulfilled the criteria of Fornell and Larcker (square root of AVE is larger than the correlations for all reflective constructs) by comparing the cross-loadings between the constructs, and using the HTMT0.9 technique. The finding of this study contributes to the knowledge on technical competency for vocational teachers in the Technical and Vocational Education and Training (TVET) programme. A proposed model, and newly developed technical competency items were employed in this study. &nbsp

Examining the Perspectives of Practitioners and Educators toward a Geospatial Competency Matrix: A Q Methodology Approach

This study intended to provide insight into geospatial practitioners’ and educators’ viewpoints toward the National Geospatial Technology Center of Excellence (GeoTech Center) Geospatial Competency Matrix. These viewpoints are significant since educators and business professionals use workplace competencies for curriculum development, professional certification, and defining workforce requirements. The research question sought to determine the viewpoints toward the geospatial competencies and provides the field an understanding of how practitioners perceive these competency statements. Seventy participants sorted 72 cards (with Geospatial Competency Matrix Statements) on a scale of -6 to 6 and completed two short surveys with demographic and open-ended questions. The data was evaluated using factor analysis, descriptive statistics, and a crib sheet of high, low, and distinguishing statements to provide meaning to the viewpoints. This study found seven viewpoints toward a geospatial competency matrix: Factor 1: We are Cartographers (map evaluators); Factor 2: Vector Data are our Paramount Focus; Factor 3: Analysis is the Key to Addressing Geospatial Problems; Factor 4: Using Programming to Support Analysis; Factor 5: Where in the World is the Data; Factor 6: Data Refinements are a Critical Step in Spatial Analysis, and Factor 7: We have a Love/Hate Relationship with Dat

IS2020 A Competency Model for Undergraduate Programs in Information Systems: The Joint ACM/AIS IS2020 Task Force

The IS2020 report is the latest in a series of model curricula recommendations and guidelines for undergraduate degrees in Information Systems (IS). The report builds on the foundations developed in previous model curricula reports to develop a major revision of the model curriculum with the inclusion of significant new characteristics. Specifically, the IS2020 report does not directly prescribe a degree structure that targets a specific context or environment. Rather, the IS2020 report provides guidance regarding the core content of the curriculum that should be present but also provides flexibility to customize curricula according to local institutional needs