Videos Open Competence Region

Lecture series "Teaching in Change. New forms of teaching and learning with a view to competence orientation".

The aim of the series is to provide information on current developments in university teaching and to support teachers of all disciplines in orienting their teaching and study programmes towards competence orientation and the design and monitoring of learning processes. The requirements for a stronger competence orientation result, for example, from accreditation procedures, but also from the increasing self-learning orientation, especially in part-time or distance learning formats.

Further information on the project "Open Competence Region Western Palatinate" can be found on the project homepage.


Lecture 1

Competence-oriented learning during studies - Where do you have to start in order to promote competencies effectively?
Prof. Dr. Niclas Schaper, University of Paderborn

Monday, 05.11.2012

A central demand of the Bologna reform is to make programmes, courses and examinations competence-oriented.
In many places, those responsible for the study programmes and teachers are uncertain or not sufficiently informed about how this demand can be realised.
The question therefore arises as to where to start and which concepts are suitable for effectively promoting competence-oriented teaching and learning in studies.
Examples will be used to show how effective learning opportunities for the acquisition of competencies can be effectively created and designed in different course formats.
It is also important to clarify how the roles of teachers and students change or how the teaching/learning process can be designed as a cumulative competence development. Furthermore, a decisive element of competence-oriented learning is examination. To this end, an approach is presented on how examination tasks and requirements can be systematically aligned with competence goals and embedded in appropriate forms of learning in a meaningful way.
It also shows which formats are particularly suitable for the realisation of competence-oriented examinations and how competence-oriented examinations can be designed to promote learning.

Lecture in mp4 format:


Lecture 2

Competence orientation in the context of new learning technologies
Prof. Dr. Per Bergamin, Head of the Institute for Distance Learning and
eLearning Research, Swiss University of Applied Sciences (FFHS)


Lecture 3

Development of self-learning skills
Prof. Dr. Hermann J. Forneck, Director of the University of Education of Northwestern Switzerland

Monday, 03.12.2012

It is undeniable that pedagogical professionalism requires a certain amount of knowledge and professional practices. But how do you manage a university in order to prevent this knowledge from becoming solidified? And how can a university succeed in ensuring that its courses are not canonized and parceled out, but always remain fluid? The latter, according to the thesis of the lecture, is a necessary condition for a credible university teaching, if an essential professional goal is that students have high self-learning competencies at the end of their studies. To this end, concrete examples will be used to provide insight into strategic university development, which aims at the most diverse levels to impart not canonized stocks of knowledge but the ability to become capable of experiencing, solving and developing in a contingent pedagogical reality.


Lecture in mp4 format:


Lecture 4

Competence orientation and heterogenity
Prof. Dr. Barbara Schwarze, Professor for Gender and Diversity Studies,
Osnabrück University of Applied Sciences


Lecture series "Challenge: Competence-Oriented University"

On this page you will find all lectures of the series "Challenge: Competence-Oriented University". The aim of the series of lectures is to support university lecturers of all disciplines in designing and accompanying problem-oriented, competence-based learning processes. This is based on the conviction that competence orientation ultimately improves the quality of teaching and thus enhances the reputation of a university. However, the demand for competence orientation also arises pragmatically from the requirements for accreditation procedures. Furthermore, competence orientation is becoming increasingly important as universities open up to non-traditional target groups (professionally qualified people, distance learning students, etc.), for example in the context of the recognition of competencies acquired in practice.

Lecture 1: Education through Science: Questions for Competence Research (Arnold)

Lecture 2: Measurement, crediting and development of competences (Hartmann)

Lecture 3: Metacognition as key to competence development (Kaiser)

Lecture 4: Multiple competence - Paths and errors in the transition from vocational to "academic" education (Rauner)

Lecture 5: The triumph of competence thinking (Erpenbeck)

Lecture 6: Effects of the Bologna Process: An expertise of university didactics (Harteis)

Further information on the project "Open Competence Region Western Palatinate" can be found on the project homepage.


Lecture 1

Education through Science: Requests to Competence Research
Prof. Dr. Dr. h.c. Rolf Arnold, Technische Universität Kaiserslautern

Monday, 04.06.2012

The need to open up higher education institutions and increase permeability between vocational and academic education and training is linked to the need to design transitions between education systems and between individual phases of educational life. From an educational science perspective, the teaching of problem-solving skills, i.e. the ability to survive in a wide variety of work and life contexts, and the development of the competence to acquire skills independently, thus moves to the centre of the educational mission. In conjunction with the strong efficiency and effectiveness perspective on the quality of educational processes, one can thus speak of a paradigm shift in university teaching. The question now arises as to how these demands can be met in practice in higher education. On the one hand, it is necessary to answer the fundamental questions associated with this path towards competence orientation. On the other hand, the strengthening of the students' self-learning competence is a critical success factor in the conception of learning arrangements.

Lecture in mp4 format:

Lecture 2

Measurement, crediting and development of competencies
Dr. Ernst Andreas Hartmann, VDI/VDE Innovation + Technik GmbH, Berlin

Monday, 11.06.2012

The "measurement" of vocationally acquired competencies has become considerably more important in recent years with regard to permeability in the education system, especially between vocational and higher education. This is also reflected in corresponding political initiatives and programmes at federal and state level and in common federal-state measures.

Beyond the measurement of competencies, competence development is also a central goal of higher education formats. The following questions, among others, arise in this context:

  • How can learning outcomes in general and competencies in particular be assessed in credit transfer procedures? What role do portfolio procedures play here?
  • Which learning formats are suitable within the framework of "open" higher education programmes aimed at non-traditional students?

These questions will be addressed against the background of experiences from the BMBF's ANKOM initiative and the federal-state competition "Advancement through education: open universities".

Lecture in mp4 format:

Lecture 3

Metacognition as a key to competence development
Prof. Dr. Arnim Kaiser, University of the Federal Armed Forces Munich

Monday, 18.06.2012

Metacognition focuses on thought strategies in problem solving rather than on the concrete task itself. Besides the declarative aspect (knowledge of thought processes), the executive steps of planning - managing - controlling play a central role in problem solving. Metacognitive accesses are carried out with the help of affine techniques, such as self-questioning, problem solving in pairs, learning diary or portfolio. They are used to process complex, problematic tasks. The extent to which this is successful determines the level of competence that the respective learner currently has. We distinguish four increasingly complex levels: (1) Recognition, (2) Application of algorithms, (3) Organising, (4) Elaboration. Only the interaction of metacognition and competence assessment based on performance can lead to the optimisation of learning. Diagnostic and advisory support is provided by the computer-supported diagnosis and advisory tool CiLBE (computer-supported individualised learning diagnosis and advice for adults).

Lecture in mp4 format:

Lecture 4

Multiple competencies - Paths and errors in the transition from vocational to 'academic' education
Prof. Dr. Felix Rauner, University of Bremen

Monday, 18.06.2012

At the latest with the binding introduction of bachelor and master degrees in "academic" education (in the EU), the international discussion on "vocationalism in higher education" has arrived in the European educational debate. This also involves the theoretical development of the concept of multiple competence in education and its integration into an architecture of permeable education systems. The contradictions and problems that arise in this connection can be shown on the basis of empirical studies of competence development in vocational training programmes. An architecture of parallel educational pathways is one way to clarify (and solve) the difficulties in the transition from "vocational" to "academic" education.

Lecture in mp4 format:

Lecture 5

The triumph of competence thinking
Prof. Dr. John Erpenbeck, Steinbeis University Berlin

Monday, 25.06.2012

For me, one of the impressive messages of the last weeks: "Physicists Seek To Lose The Lecture As Teaching Tool. The lecture is one of the oldest forms of education there is. But lecturing has never been an effective teaching technique ..." the conclusion: Listening is not an effective way of learning. Intuitively, many good educators knew this, but physicists, in collaboration with cognitive scientists, provided hard evidence against traditional teaching. Teachers must become "guides on the side", understanding coaches for students, not knowledge transporters. There is no large company in Germany today without its own competence model as well as its own competence management. Why should this not apply to large universities? The path to such models, to such management, must be clearly marked out. Competencies are democratic because, informally acquired, they reduce institutional barriers to entry. In contrast to purely professional knowledge, competencies are polyvalent and practical. Competencies can be recorded just as well and just as inaccurately with a so-called ProfilPASS as with other certificates of achievement, as long as they exceed purely reproductive limits. The triumphal procession of competence thinking is unstoppable.

Lecture in mp4 format:

Lecture 6

Effects of the Bologna Process: An expertise in university didactics
Prof. Dr. Christian Harteis, University of Paderborn

Monday, 09.07.2012

The lecture will present the results of a 2010 Delphi study on the effects of the Bologna Process from a didactic perspective. Over a period of nine months, 31 selected experts in higher education didactics were interviewed in four rounds of interviews about the changed didactic requirements as a result of the Bologna Process. The central question was about the changed competence requirements for lecturers and the role of higher education didactics in the reformed higher education environment. The Delphi study developed a model of professional university didactic competence. On the basis of scenario work, the negative effects of the reform and options for intervention in higher education didactics were outlined. Overall, the experts assessed the objectives of the Bologna Process positively, but they named numerous implementation problems and deficiencies due to the lack of competence of university teachers. Finally, they developed approaches to solutions through didactic training and counselling for higher education institutions.

Lecture in mp4 format:

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