1 Competency is what is required for the job, and a competence is what you have.

This document is being developed to guide learners in the NCU doctoral specialization for elearning. Each of the competencies can be scaled to represent accomplishment expected at various academic levels; college level, technician, Undergraduate, Masters and Doctoral. At the technician level the concern is more with digital competence and less with theory. With the doctoral level the expectation still exists for a high degree of digital competence but all activities are oriented around a scholarly approach beginning from an accepted theoretical perspective
THEORETICAL PERSPECTIVE Doctoral level competence means that each issue is approached first from a recognized theoretical perspective. Doctoral learners should be conversant with the main theories and systems in their discipline Summarize and/or critique a theory Identify and use work by authors from diverse, broad perspectives, including under-represented groups Develop and test implications of a theory Resolve, synthesize, and/or critically evaluate contradictions among theories. Use the skills of analysis and synthesis to develop epistemologically sound ideas which make an original contribution to one's field.

RESEARCH Doctoral level competence requires that learners use current ( within the last 3-5 years) relevant, peerreviewed, published academic resources for 85 % of their citations. Older citations are for seminal and foundational works in the discipline. Other resources must be cited using the appropriate APA 6th Ed. formatting. Because the field of elearning is developing so rapidly it is important to use the most current information and resources. Identify research traditions, authors, and issues of importance to diverse communities Conceive and plan action-oriented research Apply research design and methods Use current digital resources

Practice ethical principles of research

CRITICAL THINKING

Approach all issues from a clearly articulated theoretical perspective. Summarize, evaluate, and critique an argument Identify and critique the assumptions behind cognitive positions Critique theory from practice and practice from theory Distinguish between pragmatic efficacy and scientific validity of identified theories and practices Understand and mitigate against logical fallacies. Suspend judgment, monitor/analyze one's own thinking process and emotions, and apply healthy self-criticism Examine all academic theories and scholarly publications with the appropriate attitude of skepticism.

PROFESSIONAL DOCTORAL LEVEL DIGITAL COMPETENCIES Identify potential research and theoretical implications of events and phenomena in the domain of online learning Evaluate implications of current research for one's practice

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Translate theoretical concepts and research findings into the language and culture of professional practice and of laypersons Translate concepts and concerns of professional practice and of laypersons into the language and culture of research and scholarship Draw upon appropriate scholarly knowledge and resources in clarifying practical and professional issues and in making practical and professional decisions

Demonstrate the ability to work within an institutional learning management system Demonstrate to the ability to construct and maintain a personal online learning environment
Demonstrate ability to work and learn collaboratively online synchronously and asynchronously. Demonstrate effective leadership skills

Demonstrate competence with and imaginative use of multimedia and trans-media formats Demonstrate competence with Information and Communication Technology Demonstrate competence with the read/write web. Demonstrate competence with Social media
Facilitate change processes in the adoption of best practices in online learning based on current pedagogical models. Develop an online network of people and resources Develop the ability to lead change processes Develop a professional online identity Contribute to collaborative knowledge building and knowledge mobilization efforts Participate in a global information society Embrace the role of public intellectual and publish your thoughts in a public forum, using a blog wiki or website that enable feedback and dialog. Use digital competence to promote equity and equality of access.

DIALOGUE Participate in critical dialogue and discussion Demonstrate a clear, coherent academic writing style and in one's own voice applied across all communications affordances. Demonstrate respect for one's dialogue partners Be receptive to multiple perspectives Be able to withhold judgment Be receptive to not having the answer or being an expert Participate in ongoing self-reflection

RESOURCES Use the appropriate resources in one's field including original sources, research studies, journals, conferences, associations, databases, annual reviews, listserves, and internet sites Be knowledgeable in the use of the equipment, hardware, and software applications that support scholarly work, bibliographic applications, data analysis applications and electronic reporting software Demonstrate understanding of classic research studies and seminal works in the field Have a clearly demonstrable strategy for staying current with online resources, Use RSS and aggregation servies

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Use the APA formatting style Practice the institutions' policies on academic honesty

KNOWLEDGE IN THE FIELD Be familiar with foundational theories through original texts

Transactional distance, Guided Didactic conversations, constructivism, collaborative learning, equivalency theory, situated learning,minimally invasive education Engage in current debates, open questions, and discourse Demonstrate an understanding of the history of the institutions and social practices under consideration Be aware of and contribute to future trends in the field Contribute new knowledge to one's field

See also the articles at

Mackay, T., & Jacobson, T. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. Retrieved fromhttp://crocodoc.com/H7VLmJx Moreira, M. (2010). Information and digital competencies in higher education. Revista de Universidad del Concimiento, 7(2). Retrieved fromhttp://crocodoc.com/94ckiIm Scholarly Competencies for Doctoral Learners in the eLearning Specialization. https://docs.google.com/a/ggatin.com/document/d/1PvrnDa4fLfpuTKZUpSf0U-OAMaI1qgdu9zP934R9mbw/edit?hl=en_US