English Competence Overview
A competency is a combination of knowledge + attitude + skills needed to perform a professional task.

The 5 CMD competencies:
  1. Research The CMD student investigates the problem and tests, improves and implements the solution.
  2. Create The CMD student develops concepts which form the basis for the design and creation of multimedia products.
  3. Communicate The CMD student communicates orally and in writing in Dutch and English with peers, experts and stakeholders in the project.
  4. Organise The CMD student works together in a multidisciplinary team and coaches both him/herself and the team.
  5. Learn The CMD student reflects on his/her own work and actions and shares his/her own knowledge and skills for renewal and development.

Learning Goals vs Competencies vs Learning Outcomes
  • A learning goal is the ambition to learn a particular theory, attitude and/or skill not yet present.
  • A competency is the combination of knowledge, attitude and skills you need to perform a particular professional task.
  • A learning outcome is the level of the competence: at what level you should demonstrate your competence at propaedeutic level (N1), main phase level (N2) and graduation level (N3).

Learning outcomes per level
A learning outcome is a measurable result of learning experiences that allows you to be sure on what level a competency has been formed or improved. Learning outcomes are not unique characteristics of a student, but statements that enable the teacher to measure whether students have developed their competencies to the required level or can demonstrate a correlation between knowledge, understanding, skills and attitude.

Learning Aid
We have created a canvas that helps you navigate your own unique learning process:
PPO Canvas English

Below are the complete learning outcomes for each level:

  1. You investigate a given (well-defined) problem with the aid of methodologies offered for desk and field research. You involve the target group in this process. You formulate a practical solution, based on the research results and the needs/interests/values of the target group.
  2. You explore a given (semi-defined) problem. You place this in a broader context to better understand the unique context of the assignment. You choose a research method/format and can justify this choice. You analyse the research results, being alert to the reliability and applicability of your insights; you use existing theory for this purpose. You clarify the problem and formulate recommendations for possible solutions, considering various - sometimes conflicting - factors. You involve the various stakeholders in this process
  3. You identify a complex (undefined, possibly wicked) problem and develop a research direction. You interpret the different (conflicting) aspects, interests and values in your research results. You elaborate the issue with a self-selected mix of research methodologies. You develop a broad vision on the issue and the context in which it plays, and you place it in a social framework. In doing so, you will work closely with the various stakeholders.

  1. You will design a suitable solution for a given (well-defined) problem. You involve the target group in the creation process at regular intervals and make use of (offered) basic knowledge/skills. You base the solution on insights and examples from research. This results in a usable product, in which you have adapted (key elements of) an existing idea to the application context.
  2. You design a thoughtful solution to a complex problem. You regularly involve various stakeholders in the creation process and make use of extensive- self-selected- and self-created professional knowledge and skills. You base the solution on insights and examples from research. This results in a product in which existing ideas are combined in your own way and the possible impact on the target group and its immediate environment is considered.
  3. You design an inspiring solution for a complex (undefined, possibly wicked) problem with conflicting aspects. You continuously involve various stakeholders in the (co) creation process and use broadly integrated, general and specialist skills and knowledge. You base the solution on insights from your own experiments and existing research. This results in a product in which these insights are translated into something new in your own way, the social impact is considered, and the meaning reaches further than just the application context and/or that which is immediately experienced.

  1. You take responsibility for your own work and (partial) products. You look ahead to plan your own activities. You make a clear project planning for your team and together with your teammates you make a division of tasks, in which the various activities are interrelated. Because you keep the overview, your team members can focus on their tasks. You help team members with their planning, motivate them and speak to them when necessary. In addition, you monitor the atmosphere in - and the functioning of - the group and you make problems negotiable.
  2. You have an eye for different talents within your team and use them to strengthen the work process and the result. You take care of the organization of the work processes and of a constructive atmosphere in the group. You create and monitor an overview. You are assertive, when necessary, but leave responsibilities as much as possible with the team members. As main contact you are well informed about what is happening in the group. You can respond to changing circumstances and take responsibility for adjustments in the planning (or transfer tasks to the right person). You take responsibility for your own work, as well as that of your teammates.
  3. You take the lead in the design, the determination of the working method and the mission and vision of a team. In doing so, you make effective use of the (cultural) diversity within the group. You take (joint) responsibility for your own work and that of others. You can assess work processes from different perspectives and choose the right interventions to optimize your own effectiveness and that of the group. You have an external focus, aimed at synergy with external parties. You anticipate changing circumstances and take appropriate action.

  1. You have basic knowledge of (intercultural) communication. On this basis you communicate in a focused way with a particular target group or stakeholder. You adapt your message in form, tone and content to this and listen actively so that the message of both the sender and the receiver come across as good(clearly/correctly/attractively/professional) as possible.
  2. You have nuanced knowledge of (intercultural) communication and consciously choose the right approach to communicate systematically with different target groups or stakeholders. This leads to a series of expressions that are attuned to and/or a series of contact moments in which there is harmony with the target group or stakeholders in order to achieve 'common ground' and/or an optimal product or commercial result.
  3. You are sensitive to the interests and values of the other and can place these in a broader (cultural) framework. Based on this, you develop an integral communication strategy that sets the right course to achieve the desired image among your own chosen target groups or stakeholders.

  1. You set task goals and create pressure and support to motivate yourself. You choose an appropriate time and place for learning. You ask for specific help in finding the right knowledge and skills and in assessing whether you have mastered them sufficiently. You monitor progress towards task objectives, reflect on your actions and formulate points of improvement for the continuation of the learning process. Within a (multidisciplinary, diverse) team you can help peers and ask for help.
  2. Your learning is application oriented. You identify limitations in Knowledge & Skills (K&S) and set tasks and learning goals. You search for missing skills and choose a learning strategy to acquire them effectively. You reflect on what and how you have learned. You assess whether you have mastered the required K&S sufficiently and you can ask for help with in-depth knowledge processing in order to be able to apply it. You also compare your own learning and working behaviour with that of others and become aware of your own comfort zone and what lies beyond it. Within (multidisciplinary) teams you can effectively transfer K&S to your peers and vice versa.
  3. You learn from intrinsic motivation. You make a coherent set of learning goals, matching your interests and ambitions. You can process information deeply to make distant knowledge transfers. You look for sparring partners, other views and talents to enrich your self-knowledge, your vision and the learning and acting of yourself and others. You reflect on what and how you have learned. In doing so, you choose your own criteria and standards. Within (multidisciplinary, diverse) teams you can direct the common learning process, creating a Community of Learning (COL) in which collective and integral knowledge is constructed.