Skills And Competence A Lifespan Perspective Public

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Presentation to INTO group in Tullamore Co Offaly 23rd of October 2008

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Skills And Competence A Lifespan Perspective Public

  1. 1. Skills and Competence A Lifespan Perspective
  2. 2. LEO CASEY INTO 22 OCTOBER 2008 Centre for Research and Innovation in Learning and Teaching National College of Ireland
  3. 3. Centre for Research and Innovation in Learning and Teaching National College of Ireland
  4. 4. 8-10 Digital Literacy in Primary Schools (DLIPS) Centre for Research and Innovation in Learning and Teaching National College of Ireland
  5. 5. 8-10 25-45+ Digital Knowledge Literacy Economy in Skills Primary Passport Schools (KESP) (DLIPS) Centre for Research and Innovation in Learning and Teaching National College of Ireland
  6. 6. 8-10 25-45+ 45-65+ Digital Knowledge Pathways to Literacy Economy Competence in Skills (Know IT) Primary Passport Schools (KESP) (DLIPS) Centre for Research and Innovation in Learning and Teaching National College of Ireland
  7. 7. Knowledge Economy Skills Passport (KESP )Target Group
  8. 8. Knowledge Economy Skills Passport (KESP )Target Group Pat Nolan
  9. 9. Knowledge Economy Skills Passport (KESP )Target Group Age 29 Pat Nolan Production operator for 12 years Now section supervisor Intermediate/Junior Certificate Computer competent Has 36 more years at work
  10. 10. Knowledge Economy Skills Passport (KESP )Target Group Age 29 Pat Nolan Production operator for 12 years Now section supervisor Intermediate/Junior Certificate Computer competent Has 36 more years at work Think what has changed in the 36 years since 1972!
  11. 11. Aims & Objectives • General knowledge and concepts of the knowledge economy and business environments • The ability to use a range of technical and business skills, tools and know-how • The ability to gather, assemble and display data in structured business scenarios • The ability to communicate, collaborate and present effectively using information and communication technologies • Some theoretical concepts and abstract thinking
  12. 12. You will get: HETAC Level 6 Special Award (10 credits)
  13. 13. Content 5 Modules What is the Knowledge Information and Knowledge in Economy the Knowledge Economy Innovation in the Knowledge Business Fundamentals of the Intrapreneurship/Entrepreneurship in the Economy Knowledge Economy Knowledge Economy Enterprise
  14. 14. New Skills for a New Economy Solution oriented thinking Gathering information Communicate Collaborate Present Centre for Research and Innovation in Learning and Teaching National College of Ireland
  15. 15. 5 Competences Solution Oriented Thinking Present Gather information Collaborate Communicate
  16. 16. 5 Competences Solution Oriented Thinking Present Gather information Collaborate Communicate
  17. 17. Inquiry Cycle Centre for Research and Innovation in Learning and Teaching National College of Ireland
  18. 18. Inquiry Cycle ASK Centre for Research and Innovation in Learning and Teaching National College of Ireland
  19. 19. Inquiry Cycle ASK Investigate Centre for Research and Innovation in Learning and Teaching National College of Ireland
  20. 20. Inquiry Cycle ASK Investigate Create Centre for Research and Innovation in Learning and Teaching National College of Ireland
  21. 21. Inquiry Cycle ASK Investigate Discuss Create Centre for Research and Innovation in Learning and Teaching National College of Ireland
  22. 22. Inquiry Cycle ASK Reflect Investigate Discuss Create Centre for Research and Innovation in Learning and Teaching National College of Ireland
  23. 23. 3 Learning Modes Tutorials – 20 hours On-line modules – 60 hours – built-in assessment (50% of marks) Assignments – set by tutors – 50% of the marks – must demonstrate use of the 5 competences • For example create a SWOT analysis of your business; work with two other colleagues. In presenting your outcome show how you searched for information, communicated and collaborated to produce the document.
  24. 24. You will change: “Maybe, I now have an appreciation, which I didn’t have before; of how the world of business has changed and will continue to change and that we need to change with it. Maybe, I think differently about my job and the role I play within the organisation. Maybe, I don’t have any formal qualifications but I’ve got nearly thirty years of experience. Maybe, that has a value. Maybe, I’ve got more to give. Maybe, I need to open my mind to the world around me and the opportunities it offers. Maybe, I need to change my attitude. Maybe, I need to be more open to new experiences and ways of doing things. Maybe, I am!”
  25. 25. DLIPS KESP Know IT Inquiry Cycle and Inquiry/Problem Theory Social Practice Social Practice Based Learning Primary class Blended learning in e-learning plus Context projects the workplace tutorials What are the Conceptual Why do adults choose Knowledge Economy framework? digital competence ? Questions Skills? Engagement? What mechanisms do How can we teach Print literacy they use? them?
  26. 26. DLIPS KESP Know IT Inquiry Cycle and Inquiry/Problem Theory Social Practice Social Practice Based Learning Primary class Blended learning in e-learning plus Context projects the workplace tutorials What are the Conceptual Why do adults choose Knowledge Economy framework? digital competence ? Questions Skills? Engagement? What mechanisms do How can we teach Print literacy they use? them?
  27. 27. Making Computers Part of your Life
  28. 28. Making Computers Part of your Life
  29. 29. Making Computers Part of your Life “I always had to get my daughter to type my letters and emails, I had no idea how easy it would be. Now I do the odd one for her as well”
  30. 30. Making Computers Part of your Life “I always had to get my daughter to type my letters and emails, I had no idea how easy it would be. Now I do the odd one for her as well” Jimmy, 41, Builder
  31. 31. Making Computers Part of your Life “I always had to get my daughter to type my letters and emails, I had no idea how easy it would be. Now I do the odd one for her as well” Jimmy, 41, Builder “Not only can I book my holiday online, I can email the kids when I’m travelling and send them photos. These computers are marvellous” Bernadette, 38, Cleaner
  32. 32. Making Computers Part of your Life “I always had to get my daughter to type my letters and emails, I had no idea how easy it would be. Now I do the odd one for her as well” Jimmy, 41, Builder “I'd always wanted to use the internet but I didn't know how to use a computer. Now I can see how easy it was to learn, computers are an important part of my life now” “Not only can I book my holiday online, I can email the kids when I’m travelling Mark, 45, Carpenter and send them photos. These computers are marvellous” Bernadette, 38, Cleaner
  33. 33. Course Structure Know IT Computer Using Using Using Basics the Web email Word
  34. 34. Course Structure Know IT Computer Using Using Using Basics the Web email Word
  35. 35. Economics and Skills Centre for Research and Innovation in Learning and Teaching National College of Ireland
  36. 36. Economics and Skills Skills supply is dictated in part by the individual returns to investing in those skills and by the general level of awareness of those potential returns. Economic theory, however, is predicated on the assumption that individuals will always make rational decisions. Centre for Research and Innovation in Learning and Teaching National College of Ireland
  37. 37. Economics and Skills Skills supply is dictated in part by the individual returns to investing in those skills and by the general level of awareness of those potential returns. Economic theory, however, is predicated on the assumption that individuals will always make rational decisions. In reality, an individual’s decision to undertake investment in education or training is often influenced by non-economic considerations including personal and family circumstances, gender and class background P 31, The Expert Group on Future Skills (2007) 5th Report Tomorrow’s Skills Towards a National Skills Strategy Centre for Research and Innovation in Learning and Teaching National College of Ireland
  38. 38. Economics and Skills Skills supply is dictated in part by the individual returns to investing in those skills and by the general level of awareness of those potential returns. Economic theory, however, is predicated on the assumption that individuals will always make rational decisions. In reality, an individual’s decision to undertake investment in education or training is often influenced by non-economic considerations including personal and family circumstances, gender and class background P 31, The Expert Group on Future Skills (2007) 5th Report Tomorrow’s Skills Towards a National Skills Strategy Centre for Research and Innovation in Learning and Teaching National College of Ireland
  39. 39. Economics and Skills Skills supply is dictated in part by the individual returns to investing in those skills and by the general level of awareness of those potential returns. Economic theory, however, is predicated on the assumption that individuals will always make rational decisions. In reality, an individual’s decision to undertake investment in education or training is often influenced by non-economic considerations including personal and family circumstances, gender and class background P 31, The Expert Group on Future Skills (2007) 5th Report Tomorrow’s Skills Towards a National Skills Strategy Centre for Research and Innovation in Learning and Teaching National College of Ireland
  40. 40. Economics and Skills Skills supply is dictated in part by the individual returns to investing in those skills and by the general level of awareness of those potential returns. Economic theory, however, is predicated on the assumption that individuals will always make rational decisions. In reality, an individual’s decision to undertake investment in education or training is often influenced by non-economic considerations including personal and family circumstances, gender and class background P 31, The Expert Group on Future Skills (2007) 5th Report Tomorrow’s Skills Towards a National Skills Strategy Centre for Research and Innovation in Learning and Teaching National College of Ireland
  41. 41. Adult Learners • Learn what they want to learn and what they perceive as useful • and they integrate new learning with past experience Tusting, K. and Barton, D. (2003) Models of adult learning: a literature review, National Research and Development Centre for adult literacy and numeracy. Institute of Education, UK. Centre for Research and Innovation in Learning and Teaching National College of Ireland
  42. 42. Connecting Perspectives Organisational Individual Instructional Centre for Research and Innovation in Learning and Teaching National College of Ireland
  43. 43. Centre for Research and Innovation in Learning and Teaching National College of Ireland
  44. 44. BEN Centre for Research and Innovation in Learning and Teaching National College of Ireland
  45. 45. Ben is 48 years old Works in transport Connects with the office for dockets Sees others using computers Feels left out and alienated Feels he could do his own print BEN outs and wants to be able to book holidays on the net Centre for Research and Innovation in Learning and Teaching National College of Ireland
  46. 46. Tracy’s story I have worked in the same shop for thirty years but it got taken over by a new company three years ago so basically we were in the olden days as in push button tills still writing down orders that type of thing and all of a sudden within this period of three years everything has turned computerised now basically the tills, the ordering system, everything like that is computerised. Centre for Research and Innovation in Learning and Teaching National College of Ireland
  47. 47. Tracy’s story (cont.) So the I work with a great crowd of younger people who were all carrying the can for me ‘Don’t worry about it Tracy we’ll put it through…Don’t worry about this’, that I was still doing faxing where they e-mail, they were so much more knowledgeable than I was... Centre for Research and Innovation in Learning and Teaching National College of Ireland
  48. 48. Deci and Ryan’s Self-Determination Theory Autonomy I decided to try... Belonging We work as a team Competence I can do it myself Centre for Research and Innovation in Learning and Teaching National College of Ireland
  49. 49. AUTONOMY BELONGING COMPETENCE Centre for Research and Innovation in Learning and Teaching National College of Ireland
  50. 50. Inquiry Cycle ASK Reflect Investigate Discuss Create Centre for Research and Innovation in Learning and Teaching National College of Ireland
  51. 51. DLIPS KESP Know IT Inquiry Cycle and Inquiry/Problem Theory Social Practice Social Practice Based Learning Primary class Blended learning in e-learning plus Context projects the workplace tutorials What are the Conceptual Why do adults choose Knowledge Economy framework? digital competence ? Questions Skills? Engagement? What mechanisms do How can we teach Print literacy they use? them?
  52. 52. Goals Draw on emerging theory to develop a framework for conceptualising digital literacy in the context of Irish primary education. Investigate structured digital media practices in classroom contexts in four primary schools in the Digital Hub area. Three questions: (1) the nature of student engagement and participation, (2) the adequacy of the newly developed framework (3) the degree to which such activities foster traditional literacy skills . Centre for Research and Innovation in Learning and Teaching National College of Ireland
  53. 53. Digital Literacy Literacy as social Literacy as skills.... practice..... individual’s have or have associated with situations not not individuals specific to technology or shared meaning software emphasis on tasks and measured by tests activities qualitative research qualitative research Centre for Research and Innovation in Learning and Teaching National College of Ireland
  54. 54. Learning Centre for Research and Innovation in Learning and Teaching National College of Ireland
  55. 55. Pedagogical Content Knowledge CONTENT PEDAGOGICAL KNOWLEDGE KNOWLEDGE C PCK P , MISHRA AND KOEHLER 2006, TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A FRAMEWORK FOR TEACHER KNOWLEDGE TEACHERS Centre for Research and Innovation in Learning and Teaching National College of Ireland COLLEGE RECORD VOLUME 108, NUMBER 6, JUNE 2006, PP. 1017-1054
  56. 56. Technology Pedagogical Content Knowledge (TPCK) CONTENT PEDAGOGICAL KNOWLEDGE KNOWLEDGE C P T TECHNOLOGY KNOWLEDGE Centre for Research and Innovation in Learning and Teaching National College of Ireland
  57. 57. The Framework Ecology of Activities Project Student Teacher Print Media Ask Investigate Create Discuss Reflect Centre for Research and Innovation in Learning and Teaching National College of Ireland
  58. 58. The Framework Ecology of Activities Project Student Teacher Print Media Ask Investigate Create Discuss Reflect Centre for Research and Innovation in Learning and Teaching National College of Ireland
  59. 59. The Framework Ecology of Activities Apple Pie Project Student Teacher Print Media Ask xx x xx Investigate xx xxx Create xxxxx Discuss xxxxx Reflect x xx xx Centre for Research and Innovation in Learning and Teaching National College of Ireland
  60. 60. Outcomes Three questions: (1) the nature of student engagement and participation, (2) the adequacy of the newly developed framework (3) the degree to which such activities foster traditional literacy skills. Centre for Research and Innovation in Learning and Teaching National College of Ireland
  61. 61. Inquiry Cycle ASK Reflect Investigate Discuss Create Centre for Research and Innovation in Learning and Teaching National College of Ireland

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