Competency, capability, complexity and computers: Exploring a new model for conceptualising end-user computer education

British Journal of Educational Technology

Volumn 36, Issue 1, 2005, Pages 67-84

  Phelps, Renata ^a   Hase, Stewart ^a   Ellis, Allan ^a  

^a SOUTHERN CROSS UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

COMPETENCY-BASED TRAINING (CBT); COMPUTER EDUCATION; EDUCATIONAL THEORY;

COMPUTATIONAL COMPLEXITY; INFORMATION TECHNOLOGY; LEARNING SYSTEMS; PERSONNEL TRAINING;

COMPUTER AIDED INSTRUCTION;

EID: 27644467004     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/j.1467-8535.2005.00439.x     Document Type: Review

References (71)

1. Australian Council for Computers in Education (1999). Teacher learning technology competencies. ACCE. Available: http://www.acce.edu.au/tltc/index.htm [2001, 1 June]
2. Australian National Training Authority (c.1998). A bridge to the future: Australia's National Strategy for Vocational Education and Training 1998-2003. Brisbane: ANTA.
3. Bawden, R. (2000, April). The capability movement and its enemies: notes from a friendly critic. Paper presented at the Australian Capability Network Conference, Sydney.
4. Bloom, J. W. (1998, April). The implications of evolutionary patterns on learning: issues of variation, non-linearity and non-progressivism. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego. http://jan.ucc.nau.edu~jwb2/research/Complexity/ Evol&Lrng.html
5. Bloom, J. W. (2000). Patterns that connect: rethinking our approach to learning and teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
6. Bloom, J. W. (2001a, April). Chaotic and complex systems in children's thinking and learning. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, Washington. http://jan.ucc.nau.edu/ ~jwb2/research/Complexity/chaosinthinkingpaper.html
7. Bloom, J. W. (2001b). Discourse, cognition and chaotic systems: an examination of students' argument about density. The Journal of the Learning Sciences, 10, 4, 447-492.
8. Bossomaier, T. & Green, D. (1998). Patterns in the sand: computers, complexity and life. St Leonards, NSW: Allen & Unwin.
9. Bowden, J. A. & Masters, G. N. (1993). Implications for higher education of a competency-based approach to education and training, Canberra: Australian Government Publishing Service.
10. Cairns, L. (1996a). Capability report: launch of capability in Australia. Capability, 2, 1, 82. http://www.lle.mdx.ac.uk/hec/journal/2-1/3-2.htm
11. Cairns, L. (1996b). Capability: going beyond competence. Capability, 2, 2, 80. http://www.lle.mdx.uk/hec/journal/2-2/3-5.htm
12. Cairns, L. (1997a). Capability and core competencies: a review and discussion. Unpublished discussion paper no. 2. Washington, DC.
13. Cairns, L. (1997b). Defining capability for education, training and industry: a discussion paper. Unpublished.
14. Cairns, L. (2000). The process/outcome approach to becoming a capable organisation. Australian Capability Network Conference (pp. 1-14). Sydney.
15. Capra, F. (1982). The turning point: science, society and the rising culture. London: Flamingo.
16. Carr, W. & Kemmis, S. (1990). Becoming critical: education, knowledge and action research. Geelong: Deakin University.
17. Chandler, P. D. (2000, July). Learning from self-taught computer-using teachers. Paper presented at the ACEC2000: Learning Technologies, Teaching and the Future of Schools, Carlton Crest Hotel, Melbourne. http://www.cegv.vic. edu.au/acec2000/paper_ref/p-chandler/paper26/index.htm
18. Davis, B. & Sumara, D. J. (1997a). Cognition, complexity and teacher education. Harvard Educational Review, 67, 1, 105-125.
19. Davis, B. & Sumara, D. J. (1997b). Enactivist theory and community learning: towards a complexified understanding of action research. Educational Action Research, 5, 403-422.
20. Davis, B., Sumara, D. & Kieren, T. (1996). Cognition, co-emergence, curriculum. Journal of Curriculum Studies, 28, 151-169.
21. Davis, B., Sumara, D. & Luce-Kapler, R. (2000). Engaging minds: learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum.
22. Davis, P. (1999). How undergraduates learn computer skills: results of a survey and focus group. THE Journal. http://www.thejournal.com/magazine/vault/ A2099.cfm
23. Dick, B. (2000). Approaching an action research thesis: an overview. Available: http://www.scu.edu.au/schools/gem/ar/arp/phd.html [2000, 1 July]
24. Doll, B. (1997-8). A question of which metanarrative. Chaos and Complexity Theory Special Interest Group Newsletter, 2. http://www.udel.edu/ aeracc/news.html
25. Doll, W. E. (1989a). Foundations for a post-modern curriculum. Journal of Curriculum Studies, 21, 3, 243-253.
26. Doll, W. E. (1989b). A post-modern perspective on curriculum. New York: Teachers College.
27. Doll, W. E. & Alcazar, A. (1998). Curriculum and concepts of control. In W. F. Pinar (Ed.), Curriculum: toward new identities (pp. 295-323). New York: Garland.
28. Doolittle, P. E. (2000, December). Complex constructivism: a theoretical model of complexity and cognition: draft. Available: http://www.tandl.vt.edu/ doolittle/research/complexl.html
29. European Computer Driving License Foundation (2002, October). ICDL: The International Computer Driving License. Available: http://www.icdlus/com/
30. Eve, R. A., Horsfall, S. & Lee, M. F. (1997). Preface. In R. A. Eve, S. Horsfall & M. F. Lee (Eds), Chaos, complexity and sociology: myths, models and theories (pp. xxviii-xxxii). Thousand Oaks: Sage.
31. Gare, A. (2000). Systems theory and complexity theory. Democracy and Nature, 6, 3, 327-340.
32. Griffin, P. & Gillis, S. (1998). Competency based assessment of structured workplace learning. VOCAL: The Australian Journal of Vocational Education and Training in Schools, 1, 5-8.
33. Grundy, S. (1995). Action research as professional development. Murdoch, WA: Innovative Links Project.
34. Hase, S. (2000). Action research, action learning and developing capability (p. 6). Unpublished.
35. Hase, S. & Davis, L. (1999, August). From competence to capability: the implications for human resource development and management. Paper presented at the Association of International Management, 17th Annual Conference, San Diego.
36. Hase, S. & Davis, L. (2002, April). Workplace learning: what's the rate of return? Paper presented at the American Education Research Association Conference, New Orleans.
37. Hase, S. & Kenyon, C. (2000). From andragogy to heutagogy. UltiBASE. Available: http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm [2001, 20 September]
38. Iannone, R. (1995). Chaos theory and its implications for curriculum and teaching. Education, 115, 4, 541-546.
39. Jorg, T. (2000). About the unexpected: complexity of learning based on reciprocity and human agency. Chaos and Complexity Theory Special Interest Group Newsletter. http://www.udel.edu/aeracc/library/Fall00.htm
40. Kauffman, S. (1995). At home in the universe: the search for laws of complexity. London: Penguin.
41. Knezek, G. & Christensen, R. (2000). Key instructional design strategies (KIDS) project findings for 1999-2000. Institute for the Integration of Technology into Teaching and Learning. Available: http://dataweb.cecs.unt. edu/KIDS2000/kidsfndgsbook.htm [2002, 20 June]
42. Limerick, D. & Cunningham, B. (1993). Collaborative individualism and the end of the corporate citizen. In D. Limerick & B. Cunningham (Eds), Managing the new organisation (pp. 114-152). Chatswood: Business & Professional Publishing.
43. Lissack, M. (1999). Complexity: the science, its vocabulary audits relation to organizations. Available: http://emergence.org/Complexity l.htm [2000, 2 December]
44. Marion, R. (1999). The edge of organization: chaos and complexity theories of formal social systems, Thousand Oaks: Sage.
45. Mulcahy, D. (2000). Turning the contradictions of competence: competency-based training and beyond. Journal of Vocational Education and Training, 52, 2, 259-280.
46. NSW Board of Studies (2001). Computing skills assessment at Year 10: mapping of information and communications technologies in Mandatory Stages 4 and 5 Syllabuses. Unpublished manuscript, Sydney. http://www.boardofstudies.nsw. edu.au/docs_sc1998/computingskills_assessment.html
47. NSW Board of Studies (2002, January). Computing skills assessment updates, NSW Board of Studies. Available: http://www.boardofstudies.nsw.edu.au/ docs_sc1998/computingskills_assessment.html
48. NSW Ministerial Advisory Council on the Quality of Teaching (1997). Computer proficiency for teachers. Available: http://www.det.nsw.edu.au/ publications/minister/teacher l.htm [1999, 30 June]
49. Pagels, H. R. (1988). The dreams of reason: the computer and the rise of the sciences of complexity. New York: Bantam.
50. Phelps, R. (2003, October). Developing online from simplicity toward complexity: going with the flow of non-linear learning. Paper presented at the NAWeb 2003: The Web-based Learning Conference, Frederickton, NB, Canada, 73-83.
51. Phelps, R. & Ellis, A. (2002a, December). Helping students to help themselves: case studies from a metacognitive, approach to computer learning and teaching. Paper presented at the International Conference on Computers in Education (ICCE 2002), Auckland, New Zealand. http://icce2002.massey.ac.nz/
52. Phelps, R. & Ellis, A. (2002b). A metacognitive approach to computer education for teachers: combining theory and practice for computer capability. Paper presented at the Linking Learners: Australian Computers in Education Conference (ACEC2002), Hobart, Tasmania. http://www.pa.ash.org.au/acec2002/
53. Phelps, R. & Ellis, A. (2002c, December). Overcoming computer anxiety through reflection on attribution. Paper presented at the Winds of Change in the Sea of Learning: Charting the Course of Digital Education: Australian Society for Computers in Learning in Tertiary Education (ASCI-LITE) 2002, Auckland, NZ. http://www.unitec.ac.nz/ascilite/
54. Phelps, R., Ellis, A. & Hase, S. (2001). The role of metacognitive and reflective, learning processes in developing capable computer users. Paper presented at the Meeting at the Crossroads: Proceedings of the Australian Society for Computers in Learning in Tertiary Education (ASCILITE), Melbourne, http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/phelpsr.pdf
55. Phelps, R. & Hase, S. (2002). Complexity and action research: exploring the theoretical and methodological connections. Educational Action Research, 10, 3, 503-519.
56. Price, B. (1997). The myth of postmodern science. In R. A. Eve, S. Horsfall & M. F. Lee (Eds), Chaos, complexity and sociology: myths, models and theories (pp. 3-14). Thousand Oaks: Sage.
57. Price, C. (1996). An elusive human capacity. Capability, 2, 1, 3-4.
58. Progogine, I. & Stengers, I. (1984). Order out of chaos: man's new dialogue with nature. London: Fontana.
59. Royal Society for the Encouragement of Arts Manufactures and Commerce (1996). Education for capability manifesto. Capability, 2, 2, 81.
60. Sawada, D. & Caley, M. T. (1985). Dissipative structures: new metaphors for becoming in education. Educational Researcher, 14, 3, 13-19.
61. Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
62. Spring, G. (1999, May). National overview of vocational education and training in schools: data and trends. Paper presented at the.Vet in Schools Conference: Strategic Directions for Quality Voca tional Education and Training in Schools: From Policy to Practice to Outcomes, Melbourne. http://www.veco.ash. org.au/events/quality/default.asp
63. Stacey, R. D., Griffin, D. & Shaw, P. (2000). Complexity and management: fad or radical challenge to systems thinking? London: Routledge.
64. Stephenson, J. (1996). Beyond competence to capability and the learning society. Capability, 2, 1, 60-62.
65. Sumara, D. J. & Davis, B. (1997). Enactivist theory and community learning: toward a complexified understanding of action research. Educational Action Research, 5, 3, 403-422.
66. Velde, C. (1999). An alternative conception of competence: implications for vocational education. Journal of Vocational Education and Training, 51, 3, 437-447.
67. Victoria Department of Education Employment and Training (2000). Learning technologies: teacher capabilities guide. Available: http://www.sofweb.vic.edu. au/pd/tchcap/summary.htm [2001, September 16]
68. Waldrop, M. (1992). Complexity: the emerging science at the edge of order and chaos. London: Penguin.
69. Warner, D. (2000). How effective is schooling in developing skills for self-directed learning, including the use of technology? Paper presented at the Education 2000 Conference: Priorities for the New Millennium, Blue Mountains, NSW. http://www.det.nsw.edu.au/aceconf2000/papers/papers/c4-1.htm
70. Watson, G. (1997). Pre-service teachers' views on their information technology education. Journal of Information Technology for Teacher Education, 6, 3, 255-270.
71. Wildman, P. (1996). From student competencies to regional capability. Capability, 2, 1, 85-91.