Volume Two - Academic Conferences

Zaffar Ahmed Shaikh and Shakeel Ahmed Khoja
Overall, the participants reached to a high consensus and formulated a broad list of 73 skills for five
competencies (see Table 4). In terms of the desirability weight, there were a number of skills with very
high consensus. Sixteen skills were identified for teachers planning and design competency. The
highly desirable skills include: (a) defining and designing personalized learning processes and activities
for learners, (b) course design that trust in students’ self-managing ability of learning, (c) harnessing
outside learning resources, (d) adapting the curriculum that includes learner focused forms of
feedback and assessment, and (e) guiding students in setting their PLEs. Teachers’ instruction and
learning competency received the largest skills set: (a) embracing learner-centered but providerdriven
approach to education, (b) fostering students’ self-actualized skills of learning, (c) managing
non-formal and informal learning of students, (d) having knowledge of collaborative, connective, active,
constructive, reflective aspects of learning, (e) understanding of how humans learn, and (f) providing
students an adaptable and flexible learner and task scaffolding, were considered to be the
highly desirable skills.
Table 4: Teachers’ skills set for personal learning environments
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