Integrating roadmapping and disagreement management methodologies for coordinating development of competency-driven education standards: The ICOPER case

Although roadmapping methodologies are widely used a standard methodology for roadmapping does not exist and customization of the process is required depending on the community of practitioners developing the roadmap. A common problem when designing standards for education is that a top-down approach is used by the learning technologists that often doesn't take into account recent developments coming from research or the actual practice. This paper examines a particular methodology, processes and tools used for developing a roadmap for the standards community (CEN WS-LT) with application on competency-driven education. A series of models and activities were developed to describe how community requirements are fed into the specification design process and valorized in the standards consensus process. Our roadmapping methodology made extensive use of foresight analysis methods, including visioning, futuring, and gap analysis. In addition, we have used semantic modeling tools for capturing and extending the knowledge and modeling activities of the target group communities. A Special Interest Group was created under the CEN WS-LT workshop umbrella in order to facilitate disagreement management and modeling activities among the groups working in the field. The created roadmap served as a tool for collaborative strategic planning for the involved community.