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9th World Conference on Information Systems and Technologies

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Designing Competence-Based Learning Course With Digital Tools In Higher Education

The educational community increasingly recognises the benefits of applying competence-based learning (CBL) in formal and informal training. Both learner-oriented and goals-oriented, competence-based learning encourages flexibility, adaptation and customisation of the learning process to the specific learning context and individual preferences. At the same time, various digital environments and ICT tools emerge, successfully supporting design, implementation and evaluation of CBL educational activities. However, competence-based learning approaches in Higher education (HE) are still underdeveloped, demonstrating the need to share and accumulate more academic experiences. This article aims to outline how using digital tools can promote and facilitate design and implementation of competence-based course in the context of higher education. It emphasizes the potential of the learning management systems to track the progress and to be used in the assessment of achievement of different levels of competence development, applied in the course design of the 21st Century Skills digital environment. The course is developed as part of the Erasmus project Catch-21 and has to be multiplied in a number of universities and HE institutions across EU. The study is focusing on practical steps for the design and implementation of learning activities with digital tools. Finally, the practical recommendations and lessons’ learned for adopting technological tools for the design and implementation of CBL course activities in higher education are identified and explained.

Pencho Mihnev
Sofia University, Faculty of Mathematics and Informatics
Bulgaria

Albena Antonova
Sofia University, Faculty of Mathematics and Informatics
Bulgaria

Atanas Georgiev
Sofia University, Faculty of Mathematics and Informatics
Bulgaria

Krassen Stefanov
Sofia University, Faculty of Mathematics and Informatics
Bulgaria

Eliza Stefanova
Sofia University, Faculty of Mathematics and Informatics
Bulgaria

Nikolina Nikolova
Sofia University, Faculty of Mathematics and Informatics
Bulgaria

 


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