Inquire Competence for Better Practice and Assessment (iComPAss)

iComPAss investigates how competence modelling, open learner models, learning analytics, and visualisation can support decision-making by learners, instructors, and organisation leaders, and evaluates the impact.

Main activities:

  1. Apply the 4C/ID approach to complex learning (van Merriënboer) to articulate competence maps/skills hierarchies of required knowledge, skills, and attitudes in our fields of practice (Masters in Health Leadership & Fire Fighter Training).

  2. Develop tools and methods for data collection, learner modelling, learning analytics, and visualisations.

  3. Investigate the application of EPA (Entrusted Professional Activity) to the fire fighting domain.

  4. Explore the use of new technologies for fire fighting training.

Project web page at Uni Research Helse

Nov 2015 - Oct 2018
Funded by FINNUT
Research Council of Norway
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Project Leader
Barbara Wasson
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EU policy objectives promote standardisation of competences through the European Framework for Key Competences for Lifelong Learning, which is a reference tool for EU countries and their education and training policies, and reflects an increasing trend towards an evidence-based policy. Norway is no exception, and has a focus on competence development within several sectors, including education, health and safety (NOU, 2012; NDCP, 2013).  Collecting and analysing information from learners for the purpose of making decisions about individuals, groups, and organisational development is not new, but it is often not done in a systematic or thorough way. Many institutions and organisations experience logistic challenges in collecting this kind of data, analysing it, and maintaining an overview of competence status and development.

As a FINNUT Competence project, iComPAss addresses the needs of two professional education situations: A Masters programme for Organisation and Management (Health and Welfare) at Høgskulen på Vestlandet (HVL, Sogndal); and, the training of fire fighters organised by Sotra Brannvern IKS (SFR).


HVL needs to evaluate and further develop their curriculum to include 1) competences that are relevant for their students’ future practice, and 2) competences that enable the students to have a critical reflection over their on-going and future practice, and the ability to improve it. Furthermore, they need to be able to maintain an overview of each student’s competence development.


SFR needs to maintain an overview of the competences of individual fire fighters, teams, and the brigade as a whole in order for 1) individuals to have an overview of their competence, for example, certification; 2) for team leaders to make daily decisions about their team, and 3) for the organisation leadership to both ensure that they meet all the national rules and regulations, and to carry out strategic development.