Supporting Technology-enhanced Learning through Semi-automatic Detection and Management of Skill and Competence Structures

A paradigm shift from a knowledge to a competence society is going on, which also becomes increasingly important for educational and vocational training purposes. Skills and competences are employed to describe learning content, students’ capabilities, learning processes, and the like. Creating descriptions of skills and competences and assigning them manually is usually an exhausting task. Thus technology-enhanced support is needed. This paper presents a solution approach which enables both the semi-automatic detection of skills and competences comprised in learning content, as well as their assignments to learning content, students, and learning processes, and the exploitation of these relational structures. The methodology is based on a skill model which incorporates both a conceptual and an action component.