E-Portfolio+Competencies

​toc These competencies involve providing creative solutions to emerging problems in the field of Distance Education now and in the future. Examples of these competencies are listed below. 1.1. Recognize problems. 1.2. Define the aspects of problems. 1.3. Formulate questions. 1.4. Find and access information. 1.5. Evaluate the relevance of information for a given situation. 1.6. Compare alternatives. 1.7. Make reasoned arguments leading to rational solutions. 1.8. Justify these solutions. 1.9. Present them to others. 1.10. Recognize the wider implications of specific knowledge. 1.11. Adapt solutions to suit varied situations.
 * 1. Problem Solving, Analysis, & Decision Making**

2. Instructional Design & Development
These competencies involve applying instructional design models, concepts and skills to solve instructional problems in Distance Education. Examples of these competencies are listed below. 2.1. Discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process. 2.2. Apply systems theory and systems analysis techniques to instructional design situations in distance education. 2.3. Describe and apply a range of learning and motivational theories to instructional design situations in distance education. 2.4. Describe the activities of the instructional design process and the advantages and disadvantages of using them in distance education. 2.5. Develop instructional products or learning objects in distance education. 2.6. Discuss the common criticisms and controversies relating to the use of traditional and emerging instructional design models in distance education. 2.7. Apply instructional design principles and models in distance education, in your workplace, or in other instructional contexts.

3. Communication Technologies and Networking
These competencies involve the critical analysis and the application of communications technologies and networking in Distance Education. These technologies might include: asynchronous technologies, synchronous technologies, social software, “push” technologies, mobile technologies, and computer-assisted instruction. Examples of these competencies are listed below. 3.1. Use a variety of communication and document sharing tools to create, reflect, and communicate with others. 3.2. Analyze and evaluate the various applications and implications of these technologies. 3.3. Justify the applications of these technologies in real-life contexts on the basis of theory and research. 3.4. Compare the relative advantages and disadvantages of these technologies in various distance education contexts. 3.5. Apply these technologies in distance education and in real-life instructional contexts.

4. Communication & Interpersonal Skills
These competencies involve demonstrating your ability to communicate, interact, and collaborate effectively in various contexts. Examples of these competencies are listed below. 4.1. Write clearly and in a style appropriate to purpose (e.g. assignments, essays, published documents, and theses). 4.2. Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally, through a variety of techniques. 4.3. Justify and defend your ideas orally and in writing in meetings, forums, seminars, exams and other contexts. 4.4. Support the learning of others when involved in teaching, mentoring, moderating, or demonstration activities. 4.5. Participate effectively in collaborative group activities.. 4.6. Demonstrate effective design, delivery and evaluation of presentations, computer conferences, or seminars. 4.7. Work cooperatively with diverse groups and individuals both within the university and/or in the workplace. 4.8. Organize, and convey your ideas effectively through a range of communication skills and work collaboratively and in teams.

5. Research
These competencies involve applying effective research knowledge and skills in order to understand and analyze instructional contexts, problems and issues in Distance Education. Examples of these competencies are listed below. 5.1. Frame research questions. 5.2. Apply theoretical considerations to proposed research. 5.3. Access and critically evaluate sources and content for quality, applicability and relevance. 5.4. Critically review literature both broadly and in-depth. 5.5. Formulate questions and reasoned arguments, leading to rational conclusions. 5.6. Summarize and synthesize information with a view to pursuing deeper understanding. 5.7. Effectively communicate information, arguments, and analyses in the discipline of distance education, in a variety of forms, to suit different contexts and audiences. 5.8. Critically analyze the issues and discuss the wider implications affecting the use of information. 5.9. Conduct effective interviews for research purposes. 5.10. Demonstrate the use of communications and other technology-based research tools. 5.11. Describe and adhere to ethical practices and institutional policies throughout the research process.

6. Management, Organization and Leadership
These competencies involve knowledge and skills pertaining to the management and leadership of organizations with regard to Distance Education considerations. Examples of these competencies are listed below. 6.1. Analyze the current and future climate of the distance education and distance learning industry, and formulate strategies to respond to that climate. 6.2. Describe the business and administrative functions in distance education organizations and discuss how business decisions affect financial and non-financial work results. 6.3. Make recommendations regarding the selection of learning technologies and assure that these selections meet organizational needs. 6.4. Outline the relative costs of appropriate technology-based communications methods in distance education and assure that the organization is receiving a good return on investment. 6.5. Manage workload, other commitments, and information needs within time and structural constraints (in both personal and team management situations).