The Boundary Approach of Competence: A Constructivist Aid for Understanding and Using the Concept of Competence

Stoof, Angela; Martens, Rob; Merriënboer, Jeroen J. G. van; Bastiaens, Theo

doi:10.1177/1534484302013005

Cited by 187 publications

(161 citation statements)

References 15 publications

Supporting

Mentioning

132

Contrasting

Unclassified

Order By: Relevance

“…This problem of definition all too often causes confusion among the many stakeholders, such as teachers and educational developers (Kessels, 1999;Stoof, Martens, van Merriënboer, & Bastiaens, 2002). Often, it is not recognized in good time and because of that it is underestimated.…”

Section: -9-metacognitive Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

New Learning Design in Distance Education: The impact on student perception and motivation

2007

View full text Add to dashboard Cite

Many forms of e-learning (such as online courses with authentic tasks and computer-supported collaborative learning) have become important in distance education. Very often, such e-learning courses or tasks are set up following constructivist design principles. Often, this leads to learning environments with authentic problems in ill-structured tasks that are supposed to motivate students. However, constructivist design principles are difficult to implement because developers must be able to predict how students perceive the tasks and whether the tasks motivate the students. The research in this article queries some of the assumed effects. It presents a study that provides increased insight into the actual perception of electronic authentic learning tasks. The main questions are how students learn in such e-learning environments with "virtual" reality and authentic problems and how they perceive them. To answer these questions, in two e-learning programs developed at the Open University of the Netherlands (OUNL) designers' expectations were contrasted with student perceptions. The results show a gap between the two, for students experience much less authenticity than developers assume.

show abstract

Section: -9-metacognitive Strategiesmentioning

confidence: 99%

“…Thus, what is delivered to students is driven strongly by what is technologically possible rather than what is educationally desirable. Developers tend to focus on the phases of development and implementation and much less on analysis and evaluation (van Merriënboer & Martens, 2002).…”

Section: -9-metacognitive Strategiesmentioning

confidence: 99%

New Learning Design in Distance Education: The impact on student perception and motivation

2007

View full text Add to dashboard Cite

show abstract

“…Utilizando como ejemplo la actividad profesional, diremos que el individuo tiene que ser capaz de interpretar la organización (su misión, valores, estructuración,…) de forma a interiorizar el colectivo en el que está integrado para que, de esta forma, la competencia pueda manifestarse. Corroborando el entendimiento de autores como Stoof, Martens, Van Merriënboer,& Bastiaens (2002) la competencia, como constructo teórico, no existe, pero este hecho no le quita importancia, en la medida en que nos deparamos constantemente con cuestiones relativas a la competencia. Esta circunstancia remite para la necesidad de movilizar más esfuerzos en la realización de trabajos de naturaleza teórica y no para soluciones apresuradas, sobre todo la no utilización o sustitución del término competencia por el término competencias, como sugiere Parente (2003).…”

Section: Nosotros Atribuimos Competencia a Alguien En Una Dada áRea Ounclassified

Competencia entre significado y concepto

Batista¹,

Graça²,

Matos³

2007

Contextos educativos

View full text Add to dashboard Cite

Universidad de Oporto "words or expressions that may always have the same meaning when applied to one kind of thing, but have different meaningwhen applied to another kind of thing" (Flew, 1979: 11) RESUMEN Este trabajo tiene como principal propósito contribuir a la clarificación del concepto de competencia, a la luz de los desafíos que actualmente tienen la formación y el desarrollo de la competencia. Se comienza por reflexionar sobre las cuestiones léxicas, relacionadas con los significado(s) de competencia, luego nos centramos en el debate en torno al concepto(s) de competencia, preferentemente en áreas de formación, evaluación y desarrollo profesional. Tras el análisis efectuado emerge la idea de que no existe un solo constructo teórico de "competencia", sino que coexisten varios en campos conceptuales diferenciados ya que el concepto de competencia es un concepto complejo, holístico, integrador y de naturaleza relacional. La competencia se presenta como algo situacional; ocurre en la acción, no es directamente observable; se relaciona con el éxito, pero no se confunde con el desempeño concreto.ABSTRACT The main purpose of this study is to contribute to the clarification of the concept of competence in light of the new challenges the education and development of competence has to face nowadays. After a brief review of lexical issues related to the meaning(s) of competence, the analysis is focused on the debate concerning the concept of competence occurring within such areas as professional education, evaluation, and development. The analysis support the idea that rather than a unique construct of competence, there are several dissimilar conceptual fields, portraying competence as a complex, holistic, integrative, and relational concept. Competence is situational, it is reflected in action, it is not directly observed, it is related to the outcomes but it should never be confused with any particular performance.

show abstract

“…The papers describe mainly some specific practices of entrepreneurship training [10,11,12], with a special emphasis on particular skills and features of entrepreneurial, creative or innovative activities, rather than representing those competences as a comprehensive integral structure [13,14,15]. It can be stated that despite the abundance of various discourses for creativity, innovation and entrepreneurship, there is no perception of those as a single conceptual integrity.…”

Section: The Theoretical Backgroundmentioning

confidence: 99%

Innovation development in Russia: the value aspect

Chmykhalo

Михайлова

Vtorushin

et al. 2016

SHS Web of Conferences

View full text Add to dashboard Cite

Abstract. The article examines the problems of the transition of modern Russia towards the formation of an innovative economy, with a special emphasis on the investigation of the key challenges that Russian universities face while training engineers equipped for innovative activities. The paper considers the impact of cultural characteristics of the Russian society on the organization and content of an education process in a technical university, on "producing" engineers capable of developing innovation. In our analysis we use a comparative approach, as well as the outcomes of the etnometric studies based on the method by G. Hofstede. The study presents the comparative analysis of the organization and content of engineering training at two universities representing Russia and the United States. The results of the study show that further productive development of the Russian system of engineering education towards integration with Western systems is possible provided that the value orientation of the Russian state and society is significantly revised.

show abstract

The Boundary Approach of Competence: A Constructivist Aid for Understanding and Using the Concept of Competence

Cited by 187 publications

References 15 publications

New Learning Design in Distance Education: The impact on student perception and motivation

New Learning Design in Distance Education: The impact on student perception and motivation

Competencia entre significado y concepto

Innovation development in Russia: the value aspect

Contact Info

Product

Resources

About