Lernkompetenz für die Wissensgesellschaft

Recent social developments towards a "knowledge society" require
the ability to engage in life-long 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-Maximilians-University of Munich is described that 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