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            <title xml:lang="en">From Context to Competencies</title>
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                <forename type="first">Ira</forename>
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            <idno type="halRefHtml">&lt;i&gt;IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC)&lt;/i&gt;, Sep 2010, Brisbane, Australia. pp.67-77, &lt;a target="_blank" href="https://dx.doi.org/10.1007/978-3-642-15378-5_7"&gt;&amp;#x27E8;10.1007/978-3-642-15378-5_7&amp;#x27E9;&lt;/a&gt;</idno>
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                <title xml:lang="en">From Context to Competencies</title>
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                    <forename type="first">Ira</forename>
                    <surname>Diethelm</surname>
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                    <forename type="first">Christina</forename>
                    <surname>Dörge</surname>
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                <title level="m">IFIP Advances in Information and Communication Technology</title>
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                  <title>IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC)</title>
                  <date type="start">2010-09-20</date>
                  <date type="end">2010-09-23</date>
                  <settlement>Brisbane</settlement>
                  <country key="AU">Australia</country>
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                <editor>Nicholas Reynolds; Márta Turcsányi-Szabó</editor>
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                  <publisher>Springer</publisher>
                  <biblScope unit="serie">Key Competencies in the Knowledge Society</biblScope>
                  <biblScope unit="volume">AICT-324</biblScope>
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                <term xml:lang="en">Informatics education</term>
                <term xml:lang="en">key skills</term>
                <term xml:lang="en">competencies</term>
                <term xml:lang="en">Informatics in Context</term>
                <term xml:lang="en">Educational standards</term>
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              <p>For classes in informatics it gets more and more important to develop a sustainable curriculum because computer technology and its related items are subject to frequent changes. This leads to the problem that the content of informatics courses suffers from fast decay time. And to make things worse: What we are teaching our pupils and students is far from sustainable knowledge. The scientific community has reacted on that by developing concepts like "key skills" and "competencies". But what does this mean for a teacher or lecturer? How can those skills be acquired by courses? In which way has the course to be constructed to meet these means? This paper discusses the relationship between educational standards in informatics and the development of teaching units to meet them. The concept of "context" will be introduced and used to show a way to plan courses by a context related approach on the one hand and to give an idea on how to find a different way to develop educational standards, how to improve and how to evaluate them on the other hand.</p>
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