The overall objective of the ICOPER Roadmap is to provide information on the current, desired and emerging situation of competency-based learning in Europe. The ICOPER Roadmap and the roadmapping process aim to empower our target communities to chart and speed implementation and use of standards in developing and delivering competency-based learning. At the same time the views, requirements and practices of these groups are brought to the standardization community in ways that help to circumvent the stumbling blocks from the standards’ adoption in this area.
The Roadmap Stakeholders
- Technology suppliers: publishers, vendors, integrators, tool developers
- Management & policy makers: higher education managers, Information and Communication Technologies (ICT) departments in Higher Education (HE) and Lifelong Learning (LLL) institutions, government organizations, HR professionals, trade union leaders etc.)
- Standardization experts: researchers, domain experts, Special Interest Groups (SIGs)
- Learning professionals using or developing learning material: teachers, learners
- University support centres and instructional designers: advanced end users and researchers, advanced learners
- Curriculum developers: study programme committees
The Roadmapping Stages
- ICOPER Big Picture and thematic orientation of the domain: Definition of the challenges, scope and landscape of competence development (collecting user requirements as well as key concepts or issues that synthesize the big picture of competence development and analysing as well as modelling their key relationships).
- Visioning: Development of future scenarios and identification of critical elements needed to realize them.
- Weak signal analysis: Identification of the key uncertainties that could play a critical role as drivers for change, in the case they should be realized, and of their possible impact in the future directions.
- SWOT analysis of current standards: Identification of strengths, weaknesses, opportunities and threats.
- Actions and recommendations: Creation of a plan of actions that would bring us closer to the desired future.
These five foresight capacity building activities produced the following outcomes (for further details see deliverable D-8.5).
Outcomes of the Foresight Capacity Building Activities
- Information on the ICOPER Big Picture of outcome based education as this was captured, modelled and described by the partners of ICOPER, the European Competency SIG and other experts.
- Several desired future scenarios developed in specialised Technology-Enhanced Learning (TEL) projects (e.g. the current projects for the EU’s Framework Programme for Research and Technological Development [RTD]) and by other experts in the field. The goal of this activity was to externalize and express the projects’ visions according to their awareness of the results of their research.
- A set of four plausible context scenarios, based on a scenario matrix that provided an overview of the outcome based education in different contexts, against which the identified visions and topics of interest of the desired future scenarios and the ICOPER Reference Model (IRM) ongoing development would be assessed and played out.
- Information on weak signals and trends that track the changing educational and technological fields with reference to the larger political, social, economic and technical forces that drive them (see workshop's site or section 4 of deliverable D-8.5).
This site contains the following sub-sites: