Skill Clouds Project Briefing Sept08

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  • + carolshergold SkillClouds Project 2 years ago
    If we move on to the University perspective – the following slides outline the advantages and disadvantages of pulling in the skills data from different sources. Note that the information theoretically becomes more fine-grained and that the sources are not mutually exclusive.
  • + carolshergold SkillClouds Project 2 years ago
    She wants to talk about her leadership skills. She clicks on the tag “leadership in her SkillCloud

    She sees links to a number of posts she has made for which she has used the skill tag “leadership”. One of these posts is the reflection on the mentoring scheme she took part in. Jo finds it useful to re-read the reflection and remember how much she learned during that volunteering activity.
  • + carolshergold SkillClouds Project 2 years ago
    At the start of her 3rd year, Jo has used her Sussex Plus graduation review summarising her reflective activity and achievements at Sussex and she is now applying for a place on the NHS Graduate Management Training Scheme.
  • + carolshergold SkillClouds Project 2 years ago
    Conceptually, this is how the two could be linked.

    As part of the Sussex Plus process, ‘Jo’ is writing up her reflections about what she has learned from working as a mentor. On the web page where she is posting her reflections, she is encouraged to think about the skills she’s developed and to view a display of skills with accompanying materials from a career expert.

    She feels that she’s developed her leadership skills, her team-work and her interpersonal skills, so she tags her post with these three skill tags and includes this in her end of year Sussex Plus personal development review.

    She can then “tag” her post with these skills.
  • + carolshergold SkillClouds Project 2 years ago
    The next slides focus on the option to record data as part of Sussex Plus
  • + carolshergold SkillClouds Project 2 years ago
    We need to consider how we might generate the information that populates the cloud - consider this from the student and the institutional perspective.
  • + carolshergold SkillClouds Project 2 years ago
    So what do students think of it so far?

    The personalisation of the information is powerful
    A sense of being empowered to use a vocabulary in which you take yourself seriously
    A sense that the tool might help to open up and expand their confidence
  • + carolshergold SkillClouds Project 2 years ago
    Section “How can I demonstrate this skill on my CV ..”

    Mostly maps to stage 4 of the user journey.

    This is designed to help students approach their CVs confidently and creatively. The verb lists are designed to kick-start their own creative descriptions of what they have achieved.
    This was important to us, because one of the issues that CDEC career experts highlighted with us was the need to make the tool something that expanded and opened up students’ thinking about their skills, rather than closed it down around a limited set of texts.

    In particular this section was very positively described by early testers
  • + carolshergold SkillClouds Project 2 years ago
    Section for “Where did I practice this skill?”

    Pulling in information from student database on courses taken, overall marks, particular assessments that map to the skill “research”

    For the Autumn term pilot, we are going to make it much clearer that the assessments and marks we are showing may be useful examples, but that the marks are not necessarily directly based on an assessment of the particular skill.
  • + carolshergold SkillClouds Project 2 years ago
    Section “What does this skill encompass”

    Can contain images, video footage etc. We’d like to make this as rich as possible.

    Mostly maps to stage 3 of the skills journey.

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Notes on slide 1

The context for this work is that SkillClouds is a pilot project, funded by JISC The University will need to decide if it is a good idea to implement it for all UG students, and if so how this will be resourced. We wanted to start addressing these issues, to give some time for thought about it, and also so that your input can shape the pilot phase of the project. Background May 2007 - TQEF action plan item ‘build a skills database’ To address the issue of making it easier for students to understand the transferable skills they are acquiring as part of their degree courses, and how they can use these skills in their future careers. Issue - the INTERFACE to the database would be very important - how could we encourage students to make use of this database?

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Skill Clouds Project Briefing Sept08 - Presentation Transcript

  1. SkillClouds: briefing and next steps
    • The overall aims of today’s session are:
    • An overall briefing on the background, current progress and short term plans of the SkillClouds project
    • To look further ahead and think about its future direction
  2. SkillClouds: briefing and next steps
    • Three types of activities with learners
    User-centred design sessions Tag cloud experiment Card sorting sessions
    • User Centred Design sessions
    • Anthropology
    • Engineering & Design
    • Student Reps from range of subjects
    Students were strongly in favour of the ‘pervasive’, browse-style SkillClouds approach, and the idea that skills information would come to their desktops without them needing to search for it. In general they liked the tag cloud presentation of skills and the ability to drill down to deeper information on a given skill. General consensus away from weighting skills No strong preference for a user-generated content approach
  3. Students’ ability to articulate their skills I think it’s quite hard to think about yourself in terms of your skills, especially when writing a CV and trying to sell yourself  to employers– if someone asks what skills you’ve got - I don’t know! Like I’m friendly and can write an essay !
  4. Students’ experiences of skills information
    • “ It’s quite difficult. We don’t say – right, we’re learning this skill and this skill. We just say we’re writing an essay or doing whatever course - it’s not thought of in terms of skills.”
    •  
    “ They put it in our course documents, our skills or learning objectives or something, but I don’t think anyone ever reads that, because they all say the same thing.”  
  5. Card sorting exercise
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  13. “ Woo! It knows things about me – I’m quite amazed !” “ This looks exciting – keywords [..] I can put in all those words you feel stupid for using like ‘team work’ but then you know [that] these are the words they are  probably looking for” “ [It] gives me ideas of how I can assert skills better on a CV and mention things I wouldn’t have thought of – [I’d] use it more as a springboard than a copy and paste.”   “ I think it’s really useful to have these initial headings and ways you can get across you have these skills and not sell yourself short [..] where it came up with all the synonyms of  how to describe a skill I think that is really useful and something I would use as well”
  14. Next steps
    • Autumn term - pilot the tool
      • Career Development course for Biology & Environmental Sciences
      • A selected large degree programme within HUMS/SOCCUL
    • Work on including student generated content
    • Work with any universities who are interested in exploring the tool
  15. University data Student data
  16. Options for student generated data
    • Students can simply add/remove items from the cloud
    • Students can increase/decrease an individual tag in to reflect current priorities (and can save the cloud in this state)
    • Data recorded as part of Sussex Plus can allow students to record activities as tags that can be drawn into their cloud
  17. How SkillClouds and Sussex Plus could be linked Jo writes a reflective piece on her webpage Can view a display of skills derived from SkillClouds skill database Leadership Team-work Interpersonal
  18. Two years later…
  19. Posted by Jo
  20. Options for University sources of skills data
  21. Source: University-level data
    • Very cheap
    • One set of default resources
    • May lack credibility
    • Ignores importance of authenticity
    • Cheap
    • Bringing in some elements of personalisation
    • Skills not tailored very closely to the individual
    • Careers experts can populate the cloud
    Source: School-level data
  22. Source: Degree-level data Source: Course-level data
    • Potential for high level of personalisation - could reflect actuality of students’ choices i.e. electives, options
    • Cloud could help inform course choice
    • Skills may be similar across courses so could end up with ‘degree-level’ cloud despite substantial investment
    • Expensive to collect for all courses – high level of academic input
    • Positives:
    • Reflects the core degree skills
    • High level of authenticity
    • Negatives:
    • Skills not tailored very closely to the individual
    • Requires more academic input
  23. Map assessment types to skills
    • Relatively inexpensive in terms of resource requirements
    • Links skills with assessment
    • Not all skills will be covered
    • Won’t always know when a skill is in a course
    • Cloud may not be very rich if assessments are similar across courses

+ SkillClouds Project SkillClouds Project , 2 years ago

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