Introduction
When one wants to outline the content of a qualification, it can be very useful to organise the specific learning outcomes in a competence matrix. By doing this, it is easy for both the learner and the educator to see what is expected from the learner. By using the European frameworks of EQF and ECVET, one can easily create such a matrix. For the BeWell project, a significant number of matrices are either developed or in process of development. The matrices will cover three main areas: Digital Competence, Green Skills, and Emerging Occupations. For the Digital Competence, one main matrix was created, and ten sub-matrices which were linked to the training programmes from the project. This article will use the main matrix for Digital Competence as an example.
In principle, there are two main ways to create a qualification matrix. The top-down approach consists of starting with an already-existing course, training programme or curriculum and extracting the learning outcomes from that material. The bottom-up approach is based on task descriptions, occupational analysis, qualification requirements for certifications as well as practitioner input. The matrix will then serve as the basis for a future training programme, course or curriculum. It is also possible to combine the two approaches, especially if one wants to update already existing courses with new material. For the main matrix, we chose to go for the bottom-up approach. One important source of material used was the DigComp 2.2 Framework[1].
Learning outcomes
The first step when creating a matrix is to define the learning outcomes, as they are the building blocks. They have to be written as statements of what a learner knows, understands and is able to do. Using the ECVET/EQF framework, they also have to be defined as either “Knowledge”, “Skills” or “Competence (Responsibility and Autonomy)”. Our approach was then to create one learning outcome with a title, and divide that into sections covering “Knowledge”, “Skills” and “Competence”.
For the BeWell learning outcomes, we started with the learning goals connected to each competence from the DigComp. For example, the DigComp point 1.1 Browsing, searching, and filtering data, information, and digital content: “To articulate information needs” was re-written to the Knowledge “Knows how to articulate the relevant information needs for a specific situation”, found in the matrix under learning outcome 1.1. The issue with DigComp is that it lacks detail. Therefore, we had to use the given framework to create more specific learning outcome parts.
When writing learning outcomes, it is important to keep in mind the intended EQF level. This might be different from the EQF level of the education of the person the learning outcomes are intended for. For example, an educator might have a master’s degree (EQF 7) but is taking a course on digital competence which corresponds to EQF 5. For the BeWell matrix, we decided that the level of the learning outcomes should be around 4 and 5. This is solved by having some of the units of learning outcomes marked as EQF 4 and some EQF 5. The reason for this, is to better reflect what level we want the learners to be on that specific topic.
Units of learning outcomes
The second step is to organise all of the learning outcomes into units. The main criterion for this organisation is that the learning outcomes have to be similar or relevant to each other. By creating these units, one gets a better structure in the matrix. It also facilitates the creation of training material, as one can use the units as a foundation for a module. They also work well within the framework of Micro-credentials.
In BeWell, we decided to use the main structure from DigComp for our units. This made sense as all of the competences within one area were already similar or had the same basic logic. However, some adaptations had to be made to better fit the goals of BeWell. Therefore, the DigComp area of “Digital Content Creation” was substituted with “Digital tools, content creation and copyright”. The titles of the units in BeWell are therefore these:
- Information and data literacy
- Digital teambuilding and communication
- Digital tools, content creation and copyright
- Safety and cybersecurity
- Digital problem solving
Uses of the matrix
The main use for such a matrix is to create training programmes. One can use the units as a basis for modules, and each learning outcome for lessons. Of course, the teaching material has to be adapted to the specific use, but the matrix can be a source of inspiration. More importantly, the matrix is crucial for assessment procedure. A learner that has finished a training programme based on this matrix will have to have apprehended each learning outcome. Therefore, using the learning outcomes for assessment would ensure that all is covered.
Because the learning outcomes are statements of what a learner knows, they are excellent for the recognition of prior learning. This means that they can be used for self-assessment procedures, validation of prior learning, proof of informal or non-formal learning etc. In these cases, the “learner” will just have to use the learning outcomes as proof of competence, without having to go through formal learning procedures.
In the BeWell project, the matrix was used as a framework for the development of the sub-matrices specific for each of the training programmes developed. In addition, the learning outcomes form part of the basis for the Recognition of Prior Learning procedures which are under development.
[1] https://joint-research-centre.ec.europa.eu/scientific-activities-z/education-and-training/digital-transformation-education/digital-competence-framework-citizens-digcomp/digcomp-framework_en
