VET4APPS
“Research methodology for elaboration
on training needs and definition of
learning outcomes”
(O1-A1)
EXELIA
October 2014
Contents
1
Introduction .......................................................................................................................................... 3
1.1
2
Data Collection and research methods................................................................................................. 6
2.1
Questionnaire ............................................................................................................................... 6
2.1.1
Purpose of the questionnaire ............................................................................................... 7
2.1.2
Survey population and sampling ........................................................................................... 7
2.1.3
Process .................................................................................................................................. 9
2.1.4
Data processing and analysis ................................................................................................ 9
2.2
3
Mobile application field ................................................................................................................ 3
Desk research / Literature review............................................................................................... 12
Learning outcomes based on the European Qualification Framework .............................................. 13
3.1
Levels of the EQF’s learning outcomes ....................................................................................... 15
3.2
Instructions for the formulation of the Vet4Apps learning outcomes ....................................... 17
3.3
Units of learning outcomes ......................................................................................................... 20
4
Action plan and roadmap.................................................................................................................... 22
5
Annex A: Questionnaire ...................................................................................................................... 24
6
Annex B: Cover letter from project partners to stakeholders (example) ........................................... 29
2
1 Introduction
The first intellectual output of the project comprises a series of activities that work towards defining the
requirements and specifications for the developed VET program. This report is the outcome of O1-A1,
namely “Development of research methodology for elaboration on training and definition of learning
outcomes”, which involves the definition of a research methodology to elaborate on the most valued
and needed business and design skills in the mobile app field, and to define the learning outcomes of
the VET4APPS curriculum.
The methodology proposed by the present report will guide the subsequent data gathering activities of
VET4APPS project partners, by addressing:
1. The definition of knowledge, skills, and competences required in mobile apps segment;
2. The selection of the appropriate research methods and techniques per target group (e.g.
questionnaires, desk research);
3. The sampling and target groups of the research activities; and
4. How to frame the data gathered according to the European recognition tools (e.g. EQF, ECVET,
and CEDEFOP).
Also, this document will provide a series of instructions and guidelines for the formulation of the
VET4APPS learning outcomes in terms of statements of what a learner knows, understands and is able
to do upon completion of the learning process.
Overall, the report is structured as follows: section 2 describes the research methods to be employed for
data collection and addresses key considerations for data analysis; Section 3 offers an insight into how
to frame the data gathered according to European education standards and provides instructions for the
formulation of the VET4APPS learning outcomes; and section 4 presents a coherent roadmap and action
plan for the data collection.
1.1 Mobile application field
The industry of mobile apps is one of the fastest growing segments in the information technology
market in Europe, with more than 750,000 individuals employed in apps economy. As of 2013, smart
phone adoption among mobile users in the EU is around 50% and growing at around 10% per year, the
3
EU mobile app market is expected to be in the lead by 2015 with a 30% share of the global market
estimated at US$ 32 to 35 billion1.
At the same time, this increasing adoption of smart phones and tablets has brought fundamental
changes on job profiles, competence needs and training requirements related to mobile apps. Mobile
apps entrepreneurs and employees, apart from technical excellence and up-to-date software
development skills, require business skills to adapt their idea to users’ needs, and advanced design skills
to make the mobile app attractive and easy to use.
In this context, the supply of new skills and training is necessary to enable EU app workforce to respond
to the new sector requirements. Indicatively, the development of successful mobile applications
requires a new set of design and business skills (instead of purely technical and coding skills), which are
either in lack among professionals and job seekers or their demand is going to grow in the near future
given the expansion of the sector. The table below outlines the most valued design and business skills as
identified in the analysis phase of the project234.
Design Skills
User interface design
- Organise
information to
interface in a
user-friendly,
elegant
lots of complex
be contained on the
way that is simple,
logical, clear and
- Incorporate user preferences into
basic models of design
- Create an eye catching icon and
visually appealing front page
Usability testing
Emotional design
- Author usability test scenarios to
uncover key problems in the current
design
- Use animation, humoristic
notifications, create a strong, fun
personality to accompany the app,
connect it with the unique identity
of the product
- Review, analyze and interpret
behaviour patterns and feedback
from target users
- Adjust the development process to
reduce usability problems in the
future
- Create habits about the use of the
mobile app to improve user
retention, e.g. gamification, curated
content, sense of involvement
1
Deloitte Consulting, Citadel Consulting, Tech4i2, The Castlegate Consultancy, (2011) Pricing of Public Sector
Information Study Apps market snapshot.
2
European e-Competence Framework 2.0, A common European framework for ICT Professionals in all industry
sectors (2010).
3 EU Skills Panorama (2012) Information and Communications Technologies (ICT) Sector Analytical Highlight,
prepared by ICF GHK for the European Commission
4 Monitoring e-skills demand and supply in Europe (2009)
4
Business Skills
Knowledge and application of
sustainable revenue models
- Understand and assess the
different revenue models, and
select the most appropriate model
to apply
- Estimate monetization activity and
take informed decisions about
revenues based on statistics
Mobile app’s core definition
Marketing and promotion
- Define the identity of the
application and create a core
statement that makes the basic
value of the idea explicitly
understandable by clients
- Effectively manage and administer
social media accounts
- Optimise the app content with
specific keywords to make the
mobile application more searchable
- Run a private beta to promote the
app from the very early stage
- Create an attractive video
- Track and analyze the mobile app
using analytics
5
2 Data Collection and research methods
The data collection of sector training requirements in the VET4APPS partnership countries will be a
combination of a questionnaire survey and desk research. For the conduction of the field survey, an
online questionnaire will be created and disseminated to relevant stakeholders so as to depict their
views on the new skill requirements in the mobile app segment. As activity leading organisation, UCBL
will be responsible for the coordination of activity as well as the gathering of collected data from all
other partners’ countries through the use of an online survey software platform. Desk research will be
conducted as a supplementary mean for gathering information and evidence. The data will be gathered
from secondary relevant sources of information like existing mobile app training curricula, similar
national and European projects, and surveys conducted for business organisations, and public
organisations. To conclude, the input received by partners through the questionnaire and desk research
will effectively serve as the requirements in terms of learning outcomes that the developed VET
program will need to accomplish.
2.1 Questionnaire
According to the Application Form, a structured questionnaire should be the main instrument for
gathering the survey data. In that context, a web-based approach was chosen for reasons of
practicality, and to facilitate the data collection, coding, and analysis process. The questionnaire was
decided to comprise mostly of closed-ended questions as they are easier and quicker for respondents
to answer; offer better coding, analysis and comparison possibilities; can clarify question meaning for
respondents through response choices, etc. Open-ended questions are not included, as they pose the
risk of obtaining different degrees of detail in answers; responses may be irrelevant; comparisons and
analysis become difficult.
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2.1.1
Purpose of the questionnaire
The purpose of the proposed methodology, according to the VET4APPS Application Form, is twofold:
first, to determine the most valued and needed business and design skills in the mobile apps field, and
second, to identify the specific skill mismatches in the sector, which will effectively serve as the
requirements and specifications in terms of learning objectives that the developed VET program will
need to achieve. To this end, the mission of the questionnaire is defined as the quest for the views of
key stakeholders (senior executives in mobile app companies, sector’s representatives, field experts) on
two topics:
1. The estimation of business and design skill short comes in the mobile apps segment and
2. The classification of these skills in terms of importance and priority (ranking).
Hence, the present survey aims to address the following questions:
-
What are the current and emerging requirements for advanced design and business skills for
mastering in mobile application development?
-
How tailored to the real needs of the mobile app segment is the current supply of design and
business skills related to the mobile application development and commercialisation process?
The scope of the survey is defined in the VET4APPS Application From in terms of geographical location,
target population, and themes covered, as follows:

Geographical scope: Focus on the countries represented in the project consortium (France,
United Kingdom, Slovenia and Greece), and a secondary focus on the rest of the EU countries
(where data can be made available).

Target population: Mobile apps stakeholders (e.g. entrepreneurs, employees, freelancers, etc. –
see also section 2.1.6).

2.1.2
Thematic scope: Skill requirements in the field of mobile apps.
Survey population and sampling
Taking into account the scope and objectives of the survey, its sampling population can be defined as
the key stakeholders and experts in the field of mobile apps who have a clear insight into what design
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and business skills are required by professionals in the field of mobile apps and to what extent the
existing skill supply satisfies the growing demand for these capacities. An indicative list, but perhaps not
exhaustive, of who is considered to be the population of this survey includes the following individuals
from the mobile app segment:

Senior executives in the most successful mobile app companies;

Trainers on ICT and business related topics;

Representatives of the sector (e.g. social partners, labour market representatives and
professional associations);

Field experts and consultants.
As it is of course impossible to observe the entire population, due to constraints of geographical
accessibility, time, and resources, this survey needs a) to gather the replies of a statistical sample of the
population and b) to rely on methods of non-probability sampling (which are non-ideal in terms of
generalization). The VET4APPS Application Form foresees that the sample is to be drawn:
a. Primarily from the countries represented in the project consortium (France, United Kingdom,
Slovenia and Greece); and secondarily from the rest of EU countries;
b. From the following fields and sectors: ICT companies, VET providers, representative entities of
the sector.
Possible sources to identify relevant stakeholders’ can be:
 National
and
European
directories
of
mobile
application
developers
(e.g.
https://clutch.co/directory/mobile-application-developers-europe;
http://www.mobyaffiliates.com/blog/the-best-mobile-app-developers-directory/)
 National associations of mobile application companies (e.g. www.hamac.gr)
 Publications
on
the
most
downloadable
mobile
applications
(e.g.
http://www.digitaltrends.com/mobile/best-android-apps/;
http://playboard.me/android/channels/5087b2b9b6e446f986000074;)
 Participants list from conferences, forums and workshops (e.g. http://mobile20.eu/speakers/)
8
2.1.3
Process
The process for administering the questionnaire has been agreed by VET4APPS partners as follows:
I.
The survey is prepared and agreed among the partners according to the description in the
Application Form.
II.
EXELIA delivers the first draft of the methodology report by the 10th of October 2014. Feedback
regarding the deliverable is expected from UCBL by the 20th of October 2014. The final draft of
the methodology will be distributed to all project partners by the 22nd of October.
III.
Each partner identifies a list of relevant stakeholders and develops promotion channels (direct
email campaign, social media, publications, etc.) by the end of October;
IV.
If required, each partner translates the survey questions into their local language in a document
by the 27th of October;
V.
UCBL develops online versions of the questionnaire and upload them on an online survey
software platform (e.g. LimeSurvey, AdobeForms Central, FluidSurveys, Qualtrics, etc.) by the
end of October.
VI.
Each partner contacts the stakeholders to communicate the nature of the survey and to
request their collaboration in completing the survey. Overall, the survey will be running until
the mid of December;
VII.
UCBL follows up with respondents to clarify doubts and ensure completion of the survey.
VIII.
UCBL is responsible for the coordination of the activity, the gathering of collected data from all
other partners as well as the data analysis. The estimated end date for the consolidation of data
collected from all partners is the 20th of December.
2.1.4
Data processing and analysis
This section presents the steps for aggregation and processing of the data gathered through the survey
questionnaire. UCBL as the lead partner and coordinator of the activity is responsible for data validation
and processing and the analysis of the data collected.
Preparation stage: Data validation and consolidation
Upon the completion of the survey, the gathered data will be validated and consolidated. Data
validation refers to the process of determining the accuracy of data. Such process will be to ensure that
9
data conforms to specifications. In order to consolidate data, information needs to be merged by
summarising the large amount of data into one large worksheet that will reflect all of the involved data.
A pivot table report in MS Excel is highly recommended to be created.
1st Step: Identifying variables and scales
Statistical computations and analyses assume that the variables have a specific level of measurement
and are properly defined. Consequently, for the purposes of this specific research and following the
questionnaire structure, variables will be defined as nominal, ordinal or interval to avoid nonsensical
result.
- Nominal or categorical variables are based on mutually exclusive but not ranked or ordered categories.
Yes / no, multiple choice or demographic questions (e.g. country, job description etc.) are usual
examples of nominal variables.
- Ordinal variables are based on categories that can be ordered or ranked and therefore questions could
include a rating scale. Offering an ordered set of choices, ordinal variables are more flexible than
nominal variables and allow for the evaluation of priority issues, opinions or levels of agreement.
- Interval variables are based on categories which are ordered and the intervals between the values of
the interval variable are equally spaced. For example a question with rating scales from one to ten.
2nd Step: Mapping and coding of responses
Prior to data processing, valid responses will be reviewed and mapped into specific variables based on
the type of the question. In order to investigate possible relations between variables, more than one
field can be combined. In case of ordinal variables and where required, responses can be recorded in
numerical values to facilitate quantitative processing.
3rd Step: Statistical data processing
The Microsoft Excel program can be used to process collected data for survey analysis. Also, a pivot
table data summarization tool can be used to automatically sort and combine data and return
descriptive statistics and frequencies of the predefined data fields.
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4th Step: Data analysis
Basic tools of descriptive statistics like counts, means, and percentages should be employed (where
questions permitted) to extract interesting information and conclusions from stakeholders’ replies. For
rank order questions, the creation of a statistics table including for each skill its minimum and maximum
ranking, mean ranking variation, standards of deviation and total responses is highly recommended.
Moreover, graphs such as pies, columns and bars should be generated to analyse and present the
results of the questionnaire. It is certainly easier to observe any pattern emerging from a set of data
when it is visually depicted than by just staring at a branch of numbers.
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2.2 Desk research / Literature review
Desk research will be conducted by EXELIA as a complementary mean of information collection.
Evidence on training needs and job requirements in the mobile apps field will be gathered as cases of
reference according to the Application Form, and will be utilized to identify the skills mismatches and
formulate the VET4APPS curriculum learning outcomes in terms of statements of what a learner knows,
understands and is able to do upon completion of the learning process.
Initial desk research will aid to identify existing mobile app training programs, design and business
related modules, as well as existing literature and articles on the required skills for mobile apps
producers. This information will be gathered and used complementary to the primary research data in
order to establish a satisfactory degree of basic and comprehensive pre-analysis to be used by the
activity leader (UCBL) for delivering the final data analysis and synthesis report. Possible sources of
information can be the outcomes of other relevant European programmes, the context of existing
national, European-level and international analyses, existing academic and commercial mobile
application development and design courses, case studies and surveys conducted for business
organisations, governments and training providers.
12
3 Learning outcomes based on the European Qualification Framework
The diversity of educational and training systems in Europe hampering the transparency, comparability
of national qualifications as well as the need for education and training to be based on explicit standards
prompted the EU to adopt a pan European educational framework that will link national qualification
systems together.
The European Qualification Framework (EQF) constitutes the common European reference framework,
which connects countries’ qualifications systems increasing the transparency of qualifications
throughout Europe. It acts as a translation device to make national qualifications more readable and
comparable across Europe, aiming to promote workers' and learners' mobility between countries and
facilitate their lifelong learning.
In particular, the EQF relates different countries’ national qualifications systems and frameworks
together around a common European reference – its eight reference levels based on “learning
outcomes” (defined in terms of knowledge, skills and competences). This approach shifts the emphasis
from input (type and duration of learning experience) to actual learning i.e. to what a person is able to
do upon the completion of a learning process. By shifting the focus to learning outcomes, the EQF
manages to:

Match the needs of the labour market with education and training offerings;

Facilitate the transfer and use of qualifications across different countries and education and
training systems;

Enable the validation of non-formal and informal education;

Transfer units of learning outcome, based on a credit system (ECVET).
The development of national qualifications frameworks with descriptors based on learning outcomes is
a step towards making qualifications and levels of learning explicit for all users. According to the EQF,
“learning outcome” is defined as a statement of what a learner knows, understands and is able to do
upon the completion of a learning process. Moreover, learning outcomes are used as a basis for credit
transfer and accumulation (ECVET) and are specified in three categories dimensions (descriptors) – as
knowledge, skills and competence, which can be described as follows:
13
‐
Knowledge: The outcome of the assimilation of information through learning. Knowledge is the
body of facts, principles, theories and practices related to a field of work or study. According to
the EQF, knowledge is described as theoretical and/or factual.
‐
Skill: The ability to apply knowledge and use know-how to complete tasks and solve problems.
According to the EQF, skills are described as cognitive (involving the use of logical, intuitive and
creative thinking) and practical skills (involving manual dexterity and the use of methods,
material tools and instruments).
‐
Competence: The proven ability to use knowledge, skills and personal, social and/or
methodological abilities, in work in study situations and in professional and personal
development. According to the EQF, competence is described in terms of responsibility and
autonomy.
In the context of the VET4APPS project, the creation of a VET curriculum for professionals in the mobile
apps field requires that acquired knowledge, skills and competences are recognised through an
independent process based on accepted European standards. To this end, the VET4APPS project aims to
relate the developed VET program for mobile apps with the European Qualification Framework to
facilitate mutual recognition and transfer of learning outcomes across EU.
This subsection frames the data gathered with the EQF, ECVET and CEDEFOP standards providing
specific guidelines and instructions on how to formulate the learning outcomes in terms of statements
of what a learner knows, understands and is able to do upon completion of the learning process and
how to link them to EQF levels.
14
3.1 Levels of the EQF’s learning outcomes
The core of the EQF is its eight reference levels describing what a learner knows, understands and is able
to do - their 'learning outcomes' -. To ensure compatibility with EQF standards, the VET4APPS learning
outcomes need to be described in terms of knowledge, skills and competence and be placed at one of
the EQF central reference levels, ranging from basic (Level 1) to advanced (Level 8). Partners in charge
should link the learning outcomes to specific EQF levels to indicate the level of difficulty and
demonstrate what the learner will know, understand and be able to do upon the completion of the
learning process in the VET4APPS context. Table 1 depicts the European Qualification Framework for
lifelong learning whereas each of the 8 levels is defined by a set of descriptors indicating the learning
outcomes (or else what a learner is able to do, knows and understands) relevant to qualifications at that
learning level in any system of qualifications. Indicatively, taxonomy in national qualifications
frameworks demonstrates that non-higher post upper secondary training aiming to qualify learners for
the job market usually refers to the 4 EQF level (potential 5 EQF level)5.
Table 1: Descriptors defining levels in the EQF
Level
Level 1
Knowledge
Basic general knowledge
Skills
Basic skills required to carry out
simple tasks
Competence
Work or study under direct
supervision in a structured
context
Level 2
Basic factual knowledge of a
field of work or study
Basic cognitive and practical
skills required to use relevant
information in order to carry
out tasks and to solve routine
problems using simple rules
and tools
Work or study under
supervision with some
autonomy
Level 3
Knowledge of facts, principles,
processes and general
concepts, in a field of work or
study
A range of cognitive and
practical skills required to
accomplish tasks and solve
problems by selecting and
applying basic methods, tools,
materials and information
Take responsibility for
completion of tasks in work or
study; adapt own behaviour to
circumstances in solving
problems
5
http://www.mecd.gob.es/mecu/en/que-es/que-es.html; (Spanish Qualifications Framework)
http://en.nqf.gov.gr/The8Levels/tabid/164/Default.aspx (Hellenic Qualifications Framework)
15
Level
Level 4
Knowledge
Factual and theoretical
knowledge in broad contexts
within a field of work or study
Skills
A range of cognitive and
practical skills required to
generate solutions to specific
problems in a field of work or
study
Competence
Exercise self-management
within the guidelines of work
or study contexts that are
usually predictable, but are
subject to change; supervise
the routine work of others,
taking some responsibility for
the evaluation and
improvement of work or study
activities
Level 5
Comprehensive, specialised,
factual and theoretical
knowledge within a field of
work or study and an
awareness of the boundaries
of that knowledge
Advanced knowledge of a field
of work or study, involving a
critical understanding of
theories and principles
A comprehensive range of
cognitive and practical skills
required to develop creative
solutions to abstract problems
- Highly specialised
knowledge, some of which is
at the forefront of knowledge
in a field of work or study, as
the basis for original thinking
and/or research
- Critical awareness of
knowledge issues in a field and
at the interface between
different fields
Knowledge at the most
advanced frontier of a field of
work or study and at the
interface between fields
Specialised problem-solving
skills required in research
and/or innovation in order to
develop new knowledge and
procedures and to integrate
knowledge from different fields
Exercise management and
supervision in contexts of
work or study activities where
there is unpredictable change;
review and develop
performance of self and others
Manage complex technical or
professional activities or
projects, taking responsibility
for decision-making in
unpredictable work or study
contexts; take responsibility
for managing professional
development of individuals
and groups
Manage and transform work
or study contexts that are
complex, unpredictable and
require new strategic
approaches; take
responsibility for contributing
to professional knowledge and
practice and/or for reviewing
the strategic performance of
teams
Demonstrate substantial
authority, innovation,
autonomy, scholarly and
professional integrity and
sustained commitment to the
development of new ideas or
processes at the forefront of
work or study contexts
including research
Level 6
Level 7
Level 8
Advanced skills, demonstrating
mastery and innovation,
required to solve complex and
unpredictable problems in a
specialised field of work or
study
The most advanced and
specialised skills and
techniques, including synthesis
and evaluation, required to
solve critical problems in
research and/or innovation and
to extend and redefine existing
knowledge or professional
practice
16
3.2 Instructions for the formulation of the Vet4Apps learning outcomes
The following instructions are intended to support project partners in applying the learning outcomesoriented EQF - ECVET approach in the design and development of the VET4APPS curriculum for mobile
apps.
What are the key characteristics of learning outcomes?
When formulating learning outcomes, a number of important aspects should be considered to ensure
that the developed learning outcomes are understandable and consistent with the EQF standards.
1. Learning outcomes should refer to qualifications, not to individual learners’ specific
development of skills and competence. This is because learning achievements may vary from
learner to learner considering the different levels of progress and skill development.
Consequently, when learning outcomes are to be described, they should refer on the learning
achievements of an average learner.
2. Learning outcomes should be student-centred. Learning outcomes need to be described in such
a way that their focus is on the onus of the learner and not on the teacher or the objectives that
the curriculum needs to achieve.
3. All learning outcomes should be externally verifiable and measurable. They should be
formulated in such a way that an evaluation process can be employed to determine whether the
learner has actually achieved the learning outcomes. Moreover, orienting learning outcomes
towards occupational activities and tasks makes it easier to determine assessment criteria.
4. Learning outcomes should refer to what the student knows and is able to do at the end of the
learning process. In other words, learning outcomes should not describe the learning path or
activity but the outcome following the completion of a learning process.
5. The type of learning methods and processes used to accomplish specific learning outcomes are
not relevant with the description of learning outcomes.
6. There should be as many learning outcomes as needed to clearly reflect what students will learn
from the course.
7. Each learning outcome statement should have a single primary purpose rather than a dual or
compound purpose. A dual outcome may be problematic if a student demonstrates
17
achievement in one area but not in another. In such a case, it is better to formulate two distinct
learning outcomes.
How are good learning outcomes formulated?
‐
Use active, clearly comprehensible verbs: It should be ensured that active verbs (e.g. “explain”,
“develop”, “select”, “analyse”) will be used in the formulation of learning outcomes. Such verbs
should describe measurable and observable actions and tasks and can be supplemented and
combined with sector specific verbs. Ambiguous verbs such as “to be familiar with” should be
avoided. Box 1 provides a list of active verbs that can be used for the descriptors of knowledge, skills
and competence.
‐
Specify and contextualise the active verb: Learning outcomes should be specified and
contextualized in terms of what the knowledge and ability refer to. The formulation of learning
outcomes should consist of a verb and the related object as well as an additional sentence
describing the context. Example: He is able to analyze the function of cloud computing.
‐
Avoid vague and indefinite formulation: Learning outcomes should be neither too general that they
become indistinct nor too concrete so that modules becoming inflexible. Simple and unambiguous
terminology that is easily comprehensible to learners should be used. Academic jargon should be
avoided. Last, learning outcomes should not contain evaluating words such as “good”, “simple”,
“efficient”, “successful” etc.
‐
Set minimum requirements for achieving learning outcomes: Learning outcomes should
comprehensibly describe the minimum demands for achieving/validating a unit of learning
outcomes, i.e. all learning outcomes which are necessary for fulfilling the tasks in the sense of a
complete vocational activity should be listed.
18
Box 1. List of active verbs
1. “Knowledge”:
Arrange, define, describe, duplicate, identify, label, list, name, match, memorise, outline, order, select, determine,
present, have knowledge of, gather, classify, explain, write, recognise, measure, emphasise, repeat, report, know,
state, reproduce, recall, relate, recognize, etc.
2. “Skills”:
Draft, infer, analyse, alter, apply, argue, assemble, itemise, split, demonstrate, express, choose, influence,
substantiate, provide examples, name, report, describe, designate, judge, assess, present, diagnose, discuss,
illustrate by example, conduct, classify, categorise, assign, discover, design, develop, elucidate, recognise, explain,
calculate, compile, expand, tell, manufacture, evaluate, produce, find, conclude, formulate, contrast, devise,
generate, question, indicate, identify, illustrate, integrate, interpret, clarify, criticise, teach, praise, solve, modify,
rearrange, recreate, rewrite, use, arrange, organise, plan, practice, justify, regulate, represent, collect, create,
appreciate, deduce, write, refer to, structure, synthesise, divide, separate, test, translate, shape, rephrase, outline,
paraphrase, differentiate, investigate, subdivide, transform, visualise, connect, compare, verify, defend, utilise,
predict, prepare, display, project, suggest, select, appraise, show, summarise, etc.
3. “Competence”:
Lead a team, instruct trainees, act independently, monitor work processes, assume responsibility, etc.
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3.3 Units of learning outcomes
What is a unit of learning outcomes?
A unit is a component of a qualification, consisting of a detailed set of knowledge, skills and competence
that can be evaluated, validated and certified. Units enable progressive achievement through transfer
and accumulation of learning outcomes defined in knowledge, skills and competence terms. Units of
learning outcomes can be specific to a single qualification or common to several qualifications and may
also describe so-called additional qualifications which are not part of a formal qualification or
curriculum. They are subject to assessment and validation which verify whether the learner has
achieved the learning outcomes expected. Furthermore, ECVET requires the use of units to facilitate the
transfer, recognition and accumulation of assessed learning outcomes of individuals who are aiming to
achieve a professional profile.
How are units of learning objectives determined?
A unit of learning outcomes should provide a comprehensive and consistent learning process. The
criteria that should be taken into consideration when determining the units of learning outcomes are
the following:
‐
Units of learning objectives should be completed as independently as possible of other units of
learning outcomes.
‐
Units of learning objectives should be structured in such a way that the relevant learning
outcomes can be achieved in a specific time interval.
‐
Units of learning outcomes should include all necessary learning outcomes.
‐
Units of learning outcomes should be assessable.
How should the learning outcomes and units be described in VET4APPS?
To ensure compatibility with EQF standards, the Vet4Apps learning outcomes should be described
“holistically” in the context of a coherent description as a matrix, subdivided into individual elements of
knowledge, skills and competence. This description mode is clearly structured as regards the subsequent
assessment of learning outcomes and enables the comparison with the respective national curricula.
20
The title of the unit of learning outcomes should be clear and comprehensible and reflects the content
of the unit. Table 1 gives an example of how learning outcomes should be described following the above
instructions.
Table 2: VET4APPS learning outcome mode of description
Learning unit 1
Application Design
Defines the most suitable ICT solutions in accordance with ICT policy and customer
needs. Selects appropriate technical options for solution design, optimizing the
balance between cost and quality.
Knowledge
Knows / Aware of:
Able to:
‐ Requirements
‐ Identify
modelling
Learning outcomes
correspond to EQF Level 4
Skills
and
need
analysis techniques
‐ Metrics
related
Able to:
customers,
users and stakeholders
‐ Collect, formalize and
to
Competence
‐ Account for own and
others
ensuring
actions
in
that
the
validate functional and
application is correctly
application
non-functional
integrated
development
requirements
complex
‐ User interface design
principles
‐ Existing
‐ Evaluate the use of
prototypes to support
applications
and
and
within
a
environment
complies
with
user/customer needs
requirements validation
related
architecture
Source: European e-competence framework 2.0
Learning
outcomes in
terms of
statements
21
4 Action plan and roadmap
To extract interesting information on sector requirements with regards to design and business skill
needs, an adequate number of data must be collected through field and desk research. Initial and
suggestive targets for the collection of data from the consortium countries are indicated below. These
estimates will be useful for tracking and monitoring the collection process in order to make sure
sufficient evidence will be gathered.
Target number of data to be collected
Partner
Country
Questionnaires filled in and
gathered
UCBL – GIP-FCIP
France
20-25
AELP
United Kingdom
20-25
UoL
Slovenia
20-25
EXELIA
Greece
20-25
TOTAL
Desk Research
Report on training needs and job
requirements
80-100
Methodology, including the data collection tools, will be delivered on the 15th of October 2014 and will
next be uploaded on Wiggio platform. Feedback regarding the deliverable is expected from UCBL by the
20th of October 2014. The final draft of methodology will be disseminated to all project partners by the
22nd of October 2014. Each partner should translate the questionnaire in its own language (if required)
and develop an own database of invitees. Next, UCBL is expected to develop the online versions of the
questionnaire by the end of October 2014. The questionnaires should be forwarded by the partners to
the relevant stakeholders as soon as possible while data collection evidence is expected to be delivered
in an intergraded format at the end of December. Accordingly, EXELIA is expected to draft the report on
training needs and job requirements in the mobile app field and send it via e-mail to UCBL by the 20th of
December 2014.
In the following chart the above planned actions and the deadlines for the implementation of the
VET4APPS survey are depicted.
22
Chart of implementation for the VET4APPS survey on skill requirements in the field of mobile apps
Months
End date
O1
O1-A1
O1-A1
O1-A2
O1-A2
O1-A2
O1-A2
O1-A2
O1-A2
O1-A2
September
05
12
19
October
26
03
10
22
November
27
31
07
14
21
December
28
05
12
20
VET4APPS survey on skill requirements
Develop the research methodology, including the
questionnaire in English
Review of the research methodology, feedback from
UCBL and update of methodology
Translation of the questionnaire in own language
(if required)
Develop online versions of the questionnaire
Relevant stakeholders identified and promotion
channels decided
Questionnaires forwarded from partners to
stakeholders
Desk research
Evidence on training needs and job requirements are
delivered in a report format
Data collection evidence from questionnaire delivered
in an intergraded format
23
5 Annex A: Questionnaire
Job requirements and skill mismatches in the mobile app field
What is the purpose of this survey?
To determine the most valued and needed business and design skills in the mobile apps field and identify
particular skill mismatches that will guide the VET4APPS curriculum design
Who should participate?
Senior executives in mobile app companies, IT staff (app designers, programmers, system architects, etc.), trainers
on ICT and business related topics, representatives of the field, as well as subject matter experts / researchers.
How long does it take?
Approximately 10mins.
Thank you very much in advance for your participation and valuable contribution!
Α. Familiarity
1. How familiar are you with the development of mobile application?
o Very / Extremely familiar
o Slightly / Moderately familiar
o Not at all familiar
2. How many years of experience do you have in the mobile application field?
□ 0-2 years
□ 2-4 years
□ 4-6 years
□ > 6 years
24
B. Skill requirements
B.1. Design skills
According to your experience, to what extent do mobile apps professionals possess the following design skills, to
create successful mobile apps?
“User Interface design”
3. Organise lots of complex information to
be contained on the interface in a way
that is simple, user-friendly, and elegant
4. Incorporate user preferences into basic
model of design
5. Create an eye catching icon and visually
appealing front page
Very low
Low
Average
High
Very high
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
“Usability testing”
6. Author usability test scenarios to
uncover key problems in the current
design
7. Review, analyse and interpret
behaviour patterns and feedback from
target users
8. Adjust the development process to
reduce usability problems in the future
Very low
Low
Average
High
“Emotional design”
9. Use animation, humoristic notifications,
etc., to accompany the app and connect
them with the unique identity of the
product
10. Create habits about the use of the
mobile app to improve user retention, e.g.
gamification, sense of involvement
Very low
Very high
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Low
Average
High
Very high
o
o
o
o
o
o
o
o
o
o
25
11. In your experience, what are the most needed design skills for creating a successful mobile application? Please
select the three most important.
Organize lots of complex information to be contained on the interface in a way that is simple, user-friendly and elegant
Incorporate user preferences into basic models of design
Create an eye catching icon and visually appealing front page
Author usability test scenarios to uncover key problems in the current design
Review, analyze and interpret behaviour patterns and feedback from target users
Adjust the development process to reduce usability problems in the future
Use animation, humoristic notifications etc., to accompany the app and connect them with the unique identity of the
product
Create habits about the use of the mobile app to improve user retention, e.g. gamification, sense of involvement
B.2. Business skills
According to your experience, to what extent do mobile apps professionals possess the following business skills, to
create successful mobile apps?
“Knowledge and application of
sustainable revenue models”
12. Understand and assess the different
revenue models, and select the most
appropriate model to apply
13. Estimate monetisation activity
and take informed decisions about
revenues based on statistics
“Mobile app’s core definition”
14. Define the identity of the application
and create a core statement that makes
the basic value of the idea explicitly
understandable by clients
15. Optimise the app content with
specific keywords to make the
mobile application easily searchable
Very low
Low
Average
o
o
o
o
o
o
o
o
o
o
Very low
Low
Average
High
High
Very high
Very high
o
o
o
o
o
o
o
o
o
o
26
“Marketing and promotion”
16. Effectively manage and administer
social media accounts to promote a
mobile app
17. Run a private beta to promote
the app before its release
18. Create an attractive video to
promote the app
19. Track and analyse the mobile app
activity using analytics
Very low
Low
Average
High
Very high
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
20. In your experience, what are the most needed business skills for creating a successful mobile application?
Please select the three most important.
Understand and assess the different revenue models, and select the most appropriate model to apply
Estimate monetization activity and take informed decisions about revenues based on statistics
Define the identity of the application and create a core statement that makes the basic value of the idea explicitly
understandable by clients
Optimize the app content with specific keywords to make the mobile application easily searchable
Effectively manage and administer social media accounts to promote a mobile app
Run a private beta to promote the app before its release
Create an attractive video to promote the app
Track and analyze the mobile app activity using analytics
27
D. Respondent profile
Name
Surname
(Insert Name here)
(Insert Surname here)
Country
(Insert text here)
Organisation
(Insert text here)
Email Address
(Insert text here)
15. What is your job function?
□
□
□
□
□
□
□
Senior executive in a mobile app company
IT staff (app designer, developer/programmer, system architects, etc.)
Trainer on ICT or business related topics
Field expert
Consultant
Researcher
Other (please specify)......................................................................................
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6 Annex B: Cover letter from project partners to stakeholders
(example)
Subject: VET4APPS project – Invitation to participate in a survey on mobile app skills
Dear Sir / Madame
We would like to invite you to participate in a survey on what are the most needed design and business
skills in the field of mobile apps.
The segment of mobile application is one of the fastest growing in the information technology market in
the EU. At the same time, it creates a rising demand for high level job-specific skills of ICT staff, such as
design and development of advanced services, combined with managerial and customer oriented skills.
We consider your help, as a stakeholder / expert in the ICT field, vital in identifying the most valued skills
related to mobile app development. Your contribution will assist us to develop a relevant training
program that will be made freely available to all professionals and citizens in 2015.
The survey takes around 10 minutes to complete and will be open until December 12th 2014.
Click here to participate: {link to the survey}
In case of any difficulties / enquiries please do not hesitate to address them to: {email account to be
used by each partner – e.g. vet4apps.exelia@outlook.com}
Thank you very much for your contribution.
Signature
---------------------------------------------------------------------The VET4APPS project (www.vet4apps.eu) aims to develop a Strategic Partnership that will modernize
VET for mobile apps entrepreneurs, employees and freelancers in terms of relevance of VET provision to
the requirements of the labour market. The VET4APPS project is being funded under ERASMUS+,
projects supporting education and training in Europe and beyond.
--------------------------------------------------------------------If you do not wish to participate in this survey and don't want to receive any more invitations please
send an e-mail with subject “Unsubscribe from VET4APPS list” to {email account to be used by each
partner – e.g. vet4apps.exelia@outlook.com}
29