"If you're walking on thin ice you might as well dance": Making the most of available technologies to promote student choice, ALT-C 2011, Kirstie Coolin
The University of Nottingham’s JISC-funded SALAMI project is asking the question ‘How can Labour Market Information be collected and used in ways that cut costs, enable shared services and achieve more for less effort? ‘. Many different users are collating and viewing LMI, each downloading, interpreting and describing data for their own purposes resulting in significant duplication of effort (Booth and Coolin 2010). The educational landscape is changing. These challenges offer an opportunity for creativity to thrive in a new business environment where hitherto peripheral technological approaches are considered as long term viable business solutions.
"If you're walking on thin ice you might as well dance": Making the most of available technologies to promote student choice, ALT-C 2011, Kirstie Coolin
1. “If you’re walking on thin ice you might
as well dance” *
Making the most of available
technologies to promote
student choice
Alt-C 2011, Leeds
Kirstie Coolin
Centre for International ePortfolio
Development
University of Nottingham
www.nottingham.ac.uk/eportfolio * Polish Proverb
2. UK Policy Context
Higher fees, higher stakes
Students as consumers
Education as commodity
Browne Review
HE White Paper
Key Information Set
All Age Careers Service
Globalisation
7. “The greatest potential value for users
comes in linking different datasets and
tracking typical students through their
journey from school, through higher
education, into a career.”
HE White Paper June 2011
8. Enter… The SALAMI Project
Shared Aggregation of LAbour Market Information
“Develop a shared information service to streamline the collection and
interpretation of Labour Market Information”
Hugo’s, Munich
9. The SALAMI Project
For:
Education Providers
•Reduce duplication in collating and using Labour Market
Information
•Plan courses, demand-led
Individuals
•Add value to information about courses and choices, presenting it
alongside and in comparison with other data
•Improve access to information used to make choices
Regional planning
•Planning course against regional skills demand
10. Navigating through the ice floes
Linking silo’d information
The Neighbourhood Apprenticeships hergé
Courses
Education institutions Job profiles
Career resources
The Industry
Businesses
Vacancies
11. Rig these together Apprenticeships
using common
nodes
The Neighbourhood http://manowarbrewery.blogspot.com
Classifications e.g. Career resources
JACS
LDCS
QCA
Qualification codes
Education institutions
Sector Codes (SIC)
Occupational codes (SOC) Courses
Lat/Long/postcode
UKPRN
ontologies
Businesses Sector
Job profiles Vacancies
12. Working on the Infrastructure
Working on the Infrastructure
Data layer
Open data
Other available
Personal data Institutional data E.g. Maps/transport
data
Social networking E.g. courses data Government
E.g. OER,
Profiles Curriculum maps data/stats
social/professional
ePortfolio Iresearch Labour market
networks,
Training Destinations Businesses
Service layer – linked data, new combined data sets, open standards, service-based accessed
XCRI LEAP2A Competence LTI RSS HR-XML
New data created via system use
– sent back to the service layer
Application layer
Education
Education Any Other Consuming
Any Other Consuming
research
research Career orgs
Career orgs Course finders
Course finders business
business
institutions
institutions services / mobile
services / mobile
Richer personal connections, course
data, career information, business
intelligence, CRM, marketing, employer Kirstie Coolin
engagement, alumni, graduate University of Nottingham
May 2011
destination, employability etc.
13.
14. Fig 2. Derby College’s Mara ILP student system. Proposed layout. Derby College have also incorporated the linked Job Profiles into Mara
15. Rethink the scope of a Shared Service
Not just outsourcing or sharing an organisational
function.
Sharing information needs for the benefit of the end
user, not just the organisation.
Enhanced information Service Layer to supply
accessible, contextual and meaningful data.
SALAMI project
http://www.nottingham.ac.uk/eportfolio/salami/
17. Thank you for listening
Kirstie Coolin
Kirstie.Coolin@nottingham.ac.uk
Centre for International ePortfolio Development
University of Nottingham
The Centre for International ePortfolio Development (CIePD) are an
autonomous Centre within the University of Nottingham’s Information
Services.
Our aims are to deliver projects that maximise the efficiency of information
flow in order to support educational stakeholders access seamless ICT
services and quality information.
www.nottingham.ac.uk/eportfolio
Editor's Notes
The UK educational landscape is currently undergoing major changes. New fee regimes and a reduction in state funding are marketising Higher Education and ushering in learner as customer. UK Government ideology is positioning education as a commodity, selling a product which promises customer satisfaction in terms of employability
The choices individuals make about their future learning pathways and careers are ever more important as the job market becomes increasingly competitive and uncertain. At the same time, services to support learners to make choices about their careers are being cut back, leaving a vacuum which has yet to be filled.
Icy wastes ahead…. The road ahead remains uncertain for the time being. No one really knows how the introduction of fees and reduction in career information at a school level will affect the demographic of those able to study at higher levels. However…
We need to be Enterprising! Creative! About how we connect and use these tools. Opening up our data so as others can create new, useful tools for sharing, connecting and distilling information. New cost-effective solutions need to ensure that individuals have access to personalised information about careers and employment. The stakes are high, with an ill-conceived decision having lifelong ramifications. Distributed technology and learner-owned tools have a major role to play in providing a platform to choreograph and aggregate personal, open and institutional data and to display it in an interpretable format, relevant to the particular user.
This is the world we live in… The growth in open data initiatives, open standards, semantic web, webservice enabled websites and applications, mobile technology and applications means that there are opportunities to be creative with IT used for learning. These tools are available for individuals (with access to the web). How can these best be utilised to support implicit or explicit “lifelong learning”? Open data is a growing initiative worldwide, and more and more holders of data are becoming aware of the benefits of opening up their information in machine-readable formats. Education lags behind the pace of mobile app development, but there is a lot to be learned from this approach in terms of ‘hooking’ people into ultra-usable systems.
Some surprising glimmers? Here is a recent quote espousing the benefits of using joined data sets for learning. Does anyone recognise this?
Common themes running through all this work include opening up data silos through use of open standards (such as Leap2A and XCRI) and web-service technology, and making use of seemingly peripheral open data sources available on the web. Educational institutions and government departments contain vast amounts of knowledge-related data, including learner-owned content. These data sources include courses information, ePortfolio-related data, research expertise, competence profiles and learner-destination data. Opening these up and applying open standards and service-oriented techniques and combining these through common vocabularies and ontologies with open data sources such as geographical positioning services, labour market information and trends, employment opportunities, transport and business information allows a powerful, and empowering, sub-strata of related information to be aggregated in numerous and unpredictable ways.