The document outlines the MUPPLE competence continuum, which identifies five core competencies for personal learning environments: planning, reflecting, monitoring, acting, and interacting. It describes each competency in detail based on interviews with stakeholders. The competencies range from basic skills to higher-level abilities like setting goals, creative sense-making, selecting appropriate tools, and collaborative networking. The continuum is intended to help promote strategic digital literacy through personal learning environments. Next steps proposed include further analysis and validation through additional interviews and quantitative studies.

1. The MUPPLE competence continuum Joanna Wild1), Fridolin Wild2), Marco Kalz3), Margit Hofer1), Marcus Specht3) 1) Centre for social innovation – ZSI, Austria 2) The Open University, UK 3) Open University of the Netherlands

2. Outline Context: Literacies Methodology MCC (overview) MCC (details) The MCC and literacies Conclusion & future work

3. Literacies

4. Methodology Qualitative study: Viewpoint of participant Social context Interviews with stakeholders (learners, facilitators, learning designers, researchers) 15 persons in 5 sessions (each 40 min to 1 hour) Transcripts > analytical memos > coding > large display

6. Reflection is creative sense making of the past and enables planning.

7. Monitoring refers to how progress control is performed.

8. Last but not least, the pair acting and interacting group social & collaboration and information & tool competences. Plan Reflect Monitor Act Interact

9. Plan - ability to explicate intentionsand objectives - ability to set priorities to tasks - inquisitiveness - offer-oriented selection - adopting 3rd party planning - ability to design your own portfolio - ability to match formal and personal requirements (Astrid Walter)

11. willingness to change own attitudes

12. ability to identify strengths and weaknesses

13. reviewing traces

15. willingness for public exposure

16. ability to network for feedback

17. ability to compare with others

18. control & direct facilitator(s)

19. self discipline

20. ability to autonomously control own progress

21. adopting external evaluation criteria

23. ability to screen available tools

24. capability to repurpose: change tool context

25. ability to select tools

26. comprehension that information outside print has value

27. willingness to try s.th. New

28. instrumental skills: basic operational ICT skills

29. information gathering skills: content-centred

30. productive and transformative ICT skills

31. ability to assess quality & reliability of (sources of) information

32. process- & content-centred

33. creative construction & maintenance of tool set

34. constant build up of the range of personal experiences

36. willingness to give

37. willingness to not only read, but publish

38. extended social skills: knowing how to handle mediated communication & criticism

39. social interest

40. basic social skills

41. (foreign) language skills

42. networking competence

43. ability to network for feedback

44. decision competence when to work collaboratively

47. PLEs incorporate more recent IT approaches

48. More active role of user in building and maintaining learning environment

50. Thank you. And thanks to the union.