Chapter 4: Learning Competence for the Knowledge Society

Recent social developments toward the “Knowledge Society” require the ability to engage in lifelong learning, (i.e., learning competence). The term learning competence is elucidated in this paper, including its constituents “learning” and “competence.” Against the background of a moderate constructivist approach, learning is perceived as an active, constructive, self-regulated, situated, and interactive process. Competence is defined as the ability to act successfully. As to learning competence, a subdivision into three components is suggested: self-regulatory competence, cooperative competence, and media competence. These sub-competencies are illustrated and suggestions are made for their support by means of problem-oriented learning environments.

As an example, a problem-oriented virtual seminar at the Ludwig Maximilian University of Munich is discussed, which intends to enhance competencies in self-regulated, cooperative, and Web-based learning. Finally, factors are indicated that should be taken into account while implementing new concepts of learning for the support of learning competence.