Education guide 'Eindhoven designs' - Technische Universiteit ...

Eindhoven designs / volume two
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related knowledge, skills and attitudes, as well
as knowledge about learning: knowing why,
how, when and what to learn. In our case the
context is framed by the department’s focus
on designing intelligent systems, products and
services for social or societal transformation.
The conceptual learning model below clarifies
the definition of a competency and its
relationship with knowledge. Each rung of
the ladder is considered to affect the rungs
above and below. The model, including the
explanation of the terms used, is taken from
Voorhees (2001):
• Traits and Characteristics are the foundation
for learning, the innate make-up of individuals
on which further experiences can be
built. Differences in traits and characteristics
help explain why people pursue different
learning experiences and acquire different
evels and kinds of knowledge and skills.
• Knowledge, skills and attitude are developed
through learning experiences, broadly
defined to include study, work, participation
in community affairs, etc.
• Competencies are the result of integrative
learning experiences in which knowledge,
skills and attitude interact to form bundles
that have currency in relation to the task for
which they are assembled.
• Demonstrations (demos) are the result of
applying competencies. It is at this level that
performance can be assessed.
• The competency definition also shows that
competencies are developed in a specific
context and that the assessment of competency
development is performance-based.
demos
assessment
of performance
competencies
aquired knowledge,
skills and attitudes
integrative learning experiences
knowledge, skills
and attitude
developed in the
learning process
learning experiences
traits and characteristics
foundation
Conceptual learning model / Adapted from: R.A. Voorhees (2001)