The EAGLE project aims to bring an holistic solution for Public Administration employees at all levels in rural local government across the EU, for integrating learning into the work practice. Gaeta et al. (2015) remark that relationships, networks and feedback become the main source for learning experiences beside of working practice itself. EAGLE solution will provide an informal open learning space where employees can create and interact with resources and people that will include learning content, learning communities, collaborating experts and peers with similar problems or interests. For that, it will provide community building technologies and tools for searching, creating and adapting Open Educational Resources (OER), as well as options for rating, endorsing and giving value to contributions and profiles. However, regardless of the options and tools offered by the system, the appropriation of this technology will highly depend on the digital literacy and culture of the users.
Digital competences in general goes beyond the functional use of technologies (Ferrari, Punie, & Brečko, 2013), but in the frame of open learning, users should be also able to understand the relevance of options like commenting on an OER, answering others questions, rating other users’ answers, endorsing other’s profile or even completing their own profile, for building meaningful connections and giving value to the network. It is fundamental the possibility of assess the expertise (or value) of the people users are interacting with, as well as to show others one’s own expertise, i.e. the ability to build and manage your digital identity. All in all, open learning take place when people are able to learn instead of only browse, define their own questions or problems; and engage in learning conversations (Buckingham Shum & Ferguson, 2012) within an open space.
Within the EAGLE project, the concept of “open learning expertise” levels has been created to characterize an open learner depending on his or her ability to use the open learning platform. By characterizing the user’s level of expertise the system will be able to make decisions in regard to the ability of the user to actually use tools and options for learning in an open learning platform. Among the decisions the system will make are also suggestions for learning experiences that will scaffold the development of the missing user’s open learning competencies.
During the proposed session the characterization of “open learning expertise” levels will be discussed in the light of open learning at the workplace and some strategies and mechanisms for leveling up the open learning expertise of the users will be also discussed.
Buckingham Shum, S., & Ferguson, R. (2012). Social learning analytics. Journal of Educational Technology and Society, 15(3), 3–26.
Ferrari, A., Punie, Y., & Brečko, B. N. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office. Retrieved from http://ftp.jrc.es/EURdoc/JRC83167.pdf
Gaeta, M., Loia, V., Orciuoli, F., & Ritrovato, P. (2015). S-WOLF: Semantic Workplace Learning Framework. IEEE Transactions on Systems, Man, and Cybernetics: Systems, 45(1), 56–72. http://doi.org/10.1109/TSMC.2014.2334551