 How many people here know what competencies are? Okay, so competencies are one of those weird things. I think this is a simplest explanation, so it's an ability to do a specific task correctly. And since many tasks can be done many ways, sometimes competencies get a bit fluffy in that respect. But what do competencies sort of, what are they used for? Well, if you can think about, let's say, you're being able to present, then as part of presenting you're obviously able to engage people, so that's one of the behaviors that you might be looking around at various people in the audience. So you have a set of behaviors which will indicate whether you are meeting that competency. So it starts becoming what's called a framework. And this means that someone else can actually say, are you competent at that skill or not by assessing you and identifying what those behaviors are, and also seeing what you might have to develop. Because if you have a list of 10 things which might make you a good presenter, then if you only have eight of them, then clearly that's something which you can say, okay, well that's my development plan or what they often call a learning plan. So what we're going to do is, like I did in one of my other presentations, how many people here have the mobile app? Okay, can you all go into it, please, and you're going to vote? So I've got three examples there, which I'm going to go through one of them. If you can go into the mobile app, and if you can vote, please. So one of them is around competency frameworks for sales representatives. This is really interesting. Another one is the ICE competency framework, and this is actually one of the more advanced frameworks. And then you also have one which is the pharmacy framework, which is in Ireland, which is a typical but modern three-tier competency framework. So this is just a simple script using the mobile web services that were developed on Moodle just to pull the results directly out of Moodle itself. It's something which hopefully we'll end up seeing in core as a teacher view of choice. Okay, so pretty close, give you 30 more seconds. Final votes, please. Okay, all right, this is certainly one of the more interesting competency frameworks. So if you can think about an individual working in a company, you're going to have core competencies. These are ones about being a good employee, being a good human, being an effective person, turning up to work on time, might be being able to write emails correctly, communicate with customers, communicate with your workers. All of these are generally regarded as core competencies. But equally, if you're going to be a salesperson, you might have a set of very specific ones. So the Intercontinental Exchange have come up with their framework, which is a double-sided framework, one where they have these suite around communication, teamwork, professionalism, and problem solving. And these are the generic ones that every employee should have. So for example, let's have a look at teamwork. Offers assistance to colleagues, well, that depends on what sort of team you're in. Collaborates and interacts with that regard to title, level, and position. It's very much the kind of community which Moodle has. I mean, you can see that these kinds of points, these behaviors, if somebody has them, then you can say, yeah, this person is good at teamwork. But once you start going into functional stuff, you go, okay, well, what about different jobs? Because we're going to have different things, apart from being a good employee. And what they broke them down into actual frameworks at this stage. So for example, product development. Well, in their product development area, you have their technical knowledge, your productivity, and also your design and innovation side. So if we select one of them and go deeper, we take design and innovation. And now we're down at another level where it's getting more specific. And this is the kind of detail which competencies really work very well with. Because a two or three layer, you can start getting into something that is measurable. Remember we go back to that slide at the beginning? Identification, development, and assessment. Remember those, because they're the key underlying principles about why you would use a competency framework. So let's have another look at one end. If you look at the bottom there, it's like identifies and effectively applies emerging technologies. I mean, clearly if you're doing design and innovation, that's a skill that you would have. But even still, how would you measure that? A lot of frameworks go into detail at this point of exactly how they would be measured. What is the way they're measured? What is the evidence? Who is the one who actually will assess that? So it goes beyond just lists. It literally goes into the equivalent of a curriculum or assessment strategy against each behavior. Some of these competency framework documents can run to hundreds of pages. So just before we go on to sort of the more moodle related aspect. So what are your thoughts? Can we have that catch box? Is there one in here? Where is it? Is that the front? Has anyone got any thoughts? Yeah, throw it at somebody. Anybody? Anyone? I was going to comment on whether there's a difference between competencies in kind of a corporate setting to an academic setting in your experience. Yeah, there's actually none. That's the real interesting thing. Because one of the examples that I do in my one hour version of this is actually a programming course where they have taken, I think it's 50 different steps of the skills that a programmer has to have and then breaks them down into behaviors, how they have to do that. So for example, if you were to say good practice with source code control or version control, then you go, OK, well, they have to understand get, they have to understand branching and you start getting into these learning outcomes and go below that. How do they demonstrate them? It's the exact same philosophy. So actually, I can give you a link to that afterwards. There's an example from the states where they have this really well defined curriculum exactly based on a competency framework. And it goes down into the students must be able to do this. The teacher has to assess them this way. So it literally becomes prescribed learning and prescribed teaching because they're teaching to the competency framework. And in the corporate world, these are used for actual assessing whether people on a yearly basis are actually achieving what they're supposed to in their job or even in interview stages. The one which I was showing earlier, so I'm just going to show one screenshot from. This is one of the kind of visualizations that you can get for competency frameworks. So this is a three tier framework where each one of those can show the level of competency you have at the different levels in the different areas. So this is a way that they visualize it. This is the way they think about it. And over time that you are expanding your knowledge. So what about Moodle? So who here has used outcomes in their courses in the last few years? OK, well, you're in for a huge pleasant surprise when you start downloading 3.1 and play with the new competency-based education system. It is just so cool. But let's very quickly go through what outcomes are. These are more learning outcomes than competencies, although lots of people use them for it where you can define them. You set a scale and then they appear as items in the grade book. And this was one of the confusing things, but there's nowhere else really to put them at the moment. So it sort of made sense. And you can see here that they look different. They have this little pie rather than a radar kind of thing. And then you can have a specific report against them. And when you're doing an assignment, if you add in these outcomes, you can then select whether they are actually meeting them or not in that assignment. It doesn't really add up in the same way as a framework. And that was one of the challenges because it didn't feed back into a learning plan or into a framework. Are they fully competent being a salesperson? Oh, by the way, I think that salesperson one has just over 1,000 behaviors that a salesperson has to display to be a competent salesperson. So, very simply, when you're thinking about a competent framework, the first one is you think about what the levels are. And within Moodle, you're being able to bulk-upload these, sort of build up that framework. And then you can define templates and you can start assigning competencies to a learning plan and say, here's a full framework with that 1,100 competencies. But actually, for first year in sales training, they're only going to tackle these 100 competencies. You create a learning plan for that. Now, with that, they might already have done stuff to prove it. So, who here uses RPL at all? It's a recognition of prior learning. Okay, it's not really something in the UK. It is supposed to be endemic in higher education across Europe, but I see very few places doing it because it's so difficult. But here, a student can go in and say, you know what, I've already achieved this and upload the documentation or a certificate. And then the lecturer can go, yeah, that's fine and excuse them of an assignment that they might have to do. Or they can link it into an assignment. So, that's the kind of basic 101 around it. But let's have a look at it. Martin did show a few screenshots of this. So, this is a way you can visualize that 3D framework or three-level framework if you want. You can go further deeper if you want. We can start building out the levels, competencies, sub-competency, behaviors, however far you want. And the system is really straightforward. Because once you do that, you can then build a learning plan. And you do that, and once you have a learning plan and assigned it to a student, they get to come in and have a look and they can see something like this. So, they see their learning plan and when they go into it, they'll get a list of competencies. Or they can start adding their evidence. And that piece of evidence, let's say they did a three-week training course last year in the summer. That might actually be multiple competencies. So, what they can do is they can, then once they've added the evidence in, they can assign it to as many competencies as they feel relevant. Now, the assessor might say, nah, don't think so on that one, but yeah, this one demonstrates it there. Because they can look into it. One of the things I think will be very interesting here, and it's referencing things like badge frameworks, which can prove what that course was. And that's where the whole evidence criteria thing. But this is just standard evidence gathering of prior learning. But from a student point of view, they can get to view all of the competencies that are in their learning plan. You can see if they've been rated yet, which is important. Because if they've already achieved it, they know they don't need to focus on that area necessarily. So, competency frameworks and learning plans help guide the students, like a time management system. If a student's doing eight modules and they really wanna work on one, it's good to help them know which one they're currently not achieving their level. And once they've got it sufficiently done, they can just go over here and request a review. Teacher gets prompted, and then they can give them feedback. So, that's it. What are your thoughts? Okay, enough for you over to Ray. So just a quick question on uploading. You mentioned about uploading certain aspects of it. A lot of what we see in Australia with competencies is obviously the evidence that you're competent. So if you're working in a machine shop, you might take a video of yourself being able to assemble or disassemble something, and that's your evidence. Is that part of this framework being as a student being able to upload that evidence to this? Yeah, I mean, it's a file. I mean, the thing is, what is evidence? Evidence is what is it? If you have a framework, and it details out what kind of evidence is allowed, that is how the lecturer or assessor or teacher will measure what is submitted. So if that is a video, I wouldn't see why not. There was an interesting case where competencies were being used in cooking and being a chef. And part of that was they would take a video of them actually making something and cooking something. So it wasn't the outcome, it wasn't the cake. It was the techniques that they used and the fluidity of their technique. And I think I remember a story of these two students just constantly recording each other back and forth until they got it perfect. So they brought in a bit of peer review and they're going, no, no, you got that wrong halfway through. So, yeah. I certainly think videos will be a huge part of it. Yeah, I was just waiting for the functionality allowed. Yeah, it's just a file. Where's Ray? Yeah? Come on, overhead straw, man. I made it. I was so concerned about making a fool of myself for not catching that. Two questions, please. I may have missed the first one. Where's the evidence uploaded? It's uploaded into Moodle. So it's uploaded again by the students into their sort of learning plan. They add the evidence in and then they tag it with which competencies in that learning plan that it's related to. Okay, and the reason I asked this because another system I'm familiar with is that the issue with that is that the student has to go to a different part of the system to upload their evidence and then they can come back to the learning plan and access it and associate it. Okay, and so I just think about this. It's only automation here. It's all done on a case by student basis. So if there's no automation, it gets it coming later. Right, obviously some of it is activity-based. Some of it is evidence-based. So there is so much you can automate. I would imagine that, I mean, this is the underlying framework. I already know a few of the Moodle partners that have been discussing this and sort of had asked me a question about it. They're planning to change some of their plugins to use this. And so people will start building activities on top of this perhaps to make some more automated aspects. But it really depends what you're looking at because the majority of competency type assessment is either just purely automated off an activity or it's often self-assessed as well. So a student goes, hey, I now believe I've got it and that needs verification, which is what that claim is or verify. Yeah, I was thinking more about to be like a role. So if in my user profile, it said I was, well, the example was over here, you know, whatever it was, well, let's say I was a forklift truck driver, that would I automatically have a certain set of competencies in my learning plan? It isn't that kind of assignment of learning plans is something which certainly would be in the roadmap for it as it stands, it is a base level framework. Martin, is there anything for you to add on that or? Uh-huh, okay. Oh, I'm sorry, but anyway, but thanks very much.