21st Century Professional Development – AACE E-Learn 2010

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"21st Century Professional Development – Bridging the Gap Between Higher Education and Working Life".

Full paper presentation with Hanna Teräs (www.hannateras.com) at AACE E-Learn 2010, Orlando Florida.

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21st Century Professional Development – AACE E-Learn 2010

  1. 1. 21st Century Professional Development Bridging the gap between higher education and working life Tampere University of Applied Sciences Digital_Alpaca Hanna Teräs Marko Teräs AACE e-Learn 2010 – Orlando, Florida
  2. 2. Emergence of knowledge society Paradigm shift
  3. 3. • Work • Organizations • Communication • Management • Careers • Learning? What is different?
  4. 4. 21st century skills • Subject matter independent skills needed in knowledge society working environment • Learning and innovation skills • Digital literacy skills • Career and life skills Trilling & Fadel (2009) Image: Seier+Seier
  5. 5. Image: bekibartlett The issue of time
  6. 6. &%#!@ Facebook, Twitter, Flickr, YouTube, blog, wiki, whatwasthatagain... Image: megabn
  7. 7. WHO CAN HELP? 1. Inside universities: teachers who are skilled in using new technology and have personal interest towards it (good, but not enough!) 2. Expertise from outside the university: young entrepreneurs and digital natives
  8. 8. ? Writing the project report Preparing and giving a presentation Independent group formation SWOT analysis Topic selection: Project management /webconferencing software Authentic project plan Independent team work, free-choice tools Online teaching and mentoring Project meeting and consultation
  9. 9. Image: DustyReagan Image: Matt Hamm Image: Pink Moose + =
  10. 10. Image: Pink Moose Image: Brittney Bush + Image: DustyReagan Image: Matt Hamm =
  11. 11. An integration of 21st century professional development skills and social media to a study unit on professional development
  12. 12. "Understanding social media and its efficient use is something that should be taught to BBA students, but we don't know how." Why?
  13. 13. The changes have been more rapid outside than inside schools (Downes 2005) Why?
  14. 14. Starting point: Teachers’ workshop – Dec 2009
  15. 15. How: Presentation + Workshop with coaching methods Outcome: "We need to teach this, but don't know how." Conclusion: Study module made by the entrepreneur. University coaches included in the iteration process through shared Google Docs. Starting point: Teachers’ workshop – Dec 2009
  16. 16. The study module – 2010
  17. 17. ~100 BBA students divided into 6 groups, each of them having their own coach from the University The Study Module – 2010
  18. 18. How: 3 presentations + 3 sessions in small groups The Study Module – 2010
  19. 19. Topics: 1. Basics in Social Media & 21st century skills, Self-development 2. Personal branding & Networking 3. Social media in employment & How companies use social media (from marketing to inner communications) The Study Module – 2010
  20. 20. The Study Module – 2010 2 assignment examples from the group sessions
  21. 21. “Gather your group's travel program to a single Google Doc together with the group. You can determine what's in it, who creates it, shares it to others and how you share the responsibilities. Only thing important is that you manage yourself in the trip.” 1. A Field Trip to another country
  22. 22. • In most cases, the students were amazing and fast with the assignment. • Students helped each other in the group. • Some coaches knew what to do and let go of telling or directing the students too much. Some coaches acted like teachers. • Some coaches less familiar with Google Docs were positively surprised how well it worked and wanted themselves to learn it better in the future. Outcomes
  23. 23. “Imagine the job of your dreams. Start planning your strategy how to get it, through building your personal branding base, e.g. showing what your interests are and what you are good at. Possibilities: blogging, searching and networking with people through social media, participating in professional online networks and creating for example LinkedIn profile as your organic CV.” 2. Personal branding
  24. 24. • For some students (and coaches) the assignment seemed a bit vague. • A coach: "For me this kind of openness feels a bit uneasy. People can see, if you are searching for a job and see everything that you are doing." • Some people don't want to create online profiles and leave anything personal in the Internet. Outcomes
  25. 25. Overall conclusions of the study module ? ? ? ?
  26. 26. • The guest trainer was someone from the "real world" and knew the topic well from many angles. • Possibility for the students to get mentoring during the module through email & social media – could’ve used it more. • The coaches learned with the students. • From every group there was someone who had used the technology a bit more than others – group help. Advantages
  27. 27. • Two groups got valuable information from the guest trainer which they implemented in their projects for actual companies. • Some of the students got valuable information for self- development. New contacts through the guest trainer which started new projects. These happened with students who were proactive and had inner motivation Real-life advantages
  28. 28. • The usual teaching method in the department is based on regular teaching and classes. Coaching methods and open ended assignments were sometimes hard to grasp. • "Don't make me think" attitude. • "Are we becoming the tech support?" • Dialogue with the trainer and coaches – more collaborative iteration could’ve occurred. Challenges
  29. 29. Challenges "This method is pedagogically right, but the students need control and someone to tell them clearly what to do."
  30. 30. CONCLUSIONS The change is deeper than simply a set of new tools: teaching technologies is not enough. Students don’t learn to use social media for professional purposes on their own. Expertise from outside the university can be integrated in university teaching in a meaningful way. Staff in-work coaching and integrating technology in existing activities -> more sustainable outcomes than traditional staff training and workshops CONCLUSIONS
  31. 31. hanna.teras(at)tamk.fi twitter.com/hannateras www.hannateras.com marko(at)digitalalpaca.com twitter.com/markoteras www.markoteras.com Thank you!

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