WORK IN THE INFORMATION AGE Megan Poore

How employees learn The future of work Needs of the global economy Blogging for 10 Faces, 10 Stories : mentors and students COVERAGE

How employees learn

The future of work

Needs of the global economy

Blogging for 10 Faces, 10 Stories : mentors and students

Masie Center ( 2008) HOW EMPLOYEES LEARN IN 2008 LEARNING METHOD % Reading 70 Online course 58 Web search 58 Classroom seminar 48 On-to-one with colleague 43 Media segment (podcast, video) 31 On-to-one with manager 25 Colleague/friend from outside 20

Employee-to-employee experiences (classrooms, seminars, training with managers) Self-directed learning Masie Center ( 2008) HOW EMPLOYEES LEARN

Employee-to-employee experiences (classrooms, seminars, training with managers)

Self-directed learning

Changes in society and the nature of work Impact of technology QCA (n.d.) FORCES FOR CHANGE

Changes in society and the nature of work

Impact of technology

Need for greater personalisation and innovation Increasing international dimension to life and work QCA (n.d.) FORCES FOR CHANGE

Need for greater personalisation and innovation

Increasing international dimension to life and work

Pabon (2007) THE FUTURE OF WORK Networks : partnerships, alliances, virtual connections Co-creation : consumers become research and development assistants Globalisation : crossing geographical and cultural boundaries

Networks : partnerships, alliances, virtual connections

Co-creation : consumers become research and development assistants

Globalisation : crossing geographical and cultural boundaries

Pabon (2007) THE FUTURE OF WORK Open innovation : Collaborative tools driving the innovation agenda Ubiquitous computing : gets embedded into everything we manufacture and use

Open innovation : Collaborative tools driving the innovation agenda

Ubiquitous computing : gets embedded into everything we manufacture and use

Rand (2004) THE FUTURE OF WORK Increased demand for highly skilled workforce -- higher productivity growth More rapid transfer of knowledge and technologies Mobile populations Decentralised, specialised firms

Increased demand for highly skilled workforce -- higher productivity growth

More rapid transfer of knowledge and technologies

Mobile populations

Decentralised, specialised firms

Rand (2004) THE FUTURE OF WORK More individualised employer-employee relationships Emphasis on life-long learning and re-training Need to respond to rapid technological changes and shifting product demand

More individualised employer-employee relationships

Emphasis on life-long learning and re-training

Need to respond to rapid technological changes and shifting product demand

Rand (2004) THE FUTURE OF WORK Knowledge-based work : non-routine, cognitive skills such as reasoning, problem-solving, communication, collaboration.

Knowledge-based work : non-routine, cognitive skills such as reasoning, problem-solving, communication, collaboration.

Collaborators : can facilitate global supply chains Synthesisers : create new products and services from disparate technologies Explainers : explain complexity in simple terms NEEDS OF THE GLOBAL ECONOMY Friedman (2007 [2005])

Collaborators : can facilitate global supply chains

Synthesisers : create new products and services from disparate technologies

Explainers : explain complexity in simple terms

Leveragers : get the best out of people and computers Adapters : to a wide variety of situations Personalisers : of digital services to human contexts Localisers : bringing global capacities to local markets NEEDS OF THE GLOBAL ECONOMY Friedman (2007 [2005])

Leveragers : get the best out of people and computers

Adapters : to a wide variety of situations

Personalisers : of digital services to human contexts

Localisers : bringing global capacities to local markets

Basic (reading, writing, numeric) Scientific Economic Visual Technological Multicultural Global awareness LITERACIES REQUIRED Pletka (2007: 47)

Basic (reading, writing, numeric)

Scientific

Economic

Visual

Technological

Multicultural

Global awareness

Create new concepts from old information Add value to vanilla services Can contextualise digital technologies into local markets Connect companies, markets and services SUCCEEDING IN THE DIGITAL FUTURE Pletka (2007)

Create new concepts from old information

Add value to vanilla services

Can contextualise digital technologies into local markets

Connect companies, markets and services

Accessing info (identification, retrieval) Managing info (organising, storing) Evaluating info (integrity, relevance, usefulness) MCEETYA (2007) ICT LITERACY: KEY PROCESSES

Accessing info (identification, retrieval)

Managing info (organising, storing)

Evaluating info (integrity, relevance, usefulness)

New understandings (creating knowledge, authoring) Communicating with others (sharing; creating products) Using ICT appropriately (critical, reflective, strategy, ethics and legals) MCEETYA (2007) ICT LITERACY: KEY PROCESSES

New understandings (creating knowledge, authoring)

Communicating with others (sharing; creating products)

Using ICT appropriately (critical, reflective, strategy, ethics and legals)

Fostering opportunities for informal learning Putting students in touch with relevant community members Making learning available anywhere, anytime Masie Center ( 2008) FOR MENTORS THIS MEANS ...

Fostering opportunities for informal learning

Putting students in touch with relevant community members

Making learning available anywhere, anytime

Helping students to find sources and learning materials in multiple formats Providing timely, relevant feedback on blog posts Online reinforcement -- personal and professional Masie Center ( 2008) FOR MENTORS THIS MEANS ...

Helping students to find sources and learning materials in multiple formats

Providing timely, relevant feedback on blog posts

Online reinforcement -- personal and professional

Blogging regularly Hunting down resources and blogging them Blogging stuff that helps focus your story Masie Center ( 2008) FOR STUDENTS THIS MEANS ...

Blogging regularly

Hunting down resources and blogging them

Blogging stuff that helps focus your story

Supporting your peers -- comment on each others’ blog posts, share experiences, help each other solve problems Masie Center ( 2008) FOR STUDENTS THIS MEANS ...

Supporting your peers -- comment on each others’ blog posts, share experiences, help each other solve problems

Problem-solving and critical thinking : analysis, synthesis, interpretation, validation, creativity, assessment Being able to create new understanding and meanings Masie Center ( 2008) FOR STUDENTS THIS MEANS ...

Problem-solving and critical thinking : analysis, synthesis, interpretation, validation, creativity, assessment

Being able to create new understanding and meanings

Building your ICT literacy Learning together Communicating and collaborating Masie Center ( 2008) FOR EVERYONE THIS MEANS ...

Building your ICT literacy

Learning together

Communicating and collaborating

A blog is a website Bloggers make ‘posts’ on a topic Readers make ‘comments’ Newest material at the top Posts are ‘tagged’ & categorised A great communication tool BLOGGING WILL HELP YOU GET THERE

A blog is a website

Bloggers make ‘posts’ on a topic

Readers make ‘comments’

Newest material at the top

Posts are ‘tagged’ & categorised

A great communication tool

Record your ‘ learning journey’ Reflect on your experiences Demonstrate changes in your thinking Share resources and ideas Ask for advice Use it as an e-portfolio for the future (yay) BLOGGING FOR STUDENTS

Record your ‘ learning journey’

Reflect on your experiences

Demonstrate changes in your thinking

Share resources and ideas

Ask for advice

Use it as an e-portfolio for the future (yay)

Keep track of student progress Make regular comments Suggest links, resources Provide advice and feedback BLOGGING FOR MENTORS

Keep track of student progress

Make regular comments

Suggest links, resources

Provide advice and feedback

I don’t understand it all I have to know it all YOUR FEARS

I don’t understand it all

I have to know it all

I don’t need to understand it all I don’t have to know it all I will learn it when I have to YOUR NEW MINDSET

I don’t need to understand it all

I don’t have to know it all

I will learn it when I have to

You can show me how BUT I need to know why YOUR NEW MINDSET

You can show me how

BUT

I need to know why

EDUCAUSE. 2007. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007 . FutureLab. 2007. 2020 and beyond. Future scenarios for educating in the age of new technologies. http://www.futurelab.org.uk/resources/documents/opening_education/2020_and_beyond.pdf. Accessed 10 October 2007 . FutureLab. 2006. Towards new learning networks. http://www.futurelab.org.uk/resources/documents/opening_education/Learning_Networks_report.pdf . Accessed 10 October 2007. Friedman, Thomas. 2007 [2005] The World is Flat. A brief history of the 21 st century . Penguin. Hartman, Joel, Patsy Moskal, and Chuck Dziuban. 2005. Preparing the academy of today for the learner of tomorrow. In Diane G. Oblinger and James L. Oblinger (eds) Educating the Net Generation . 6.1 – 6.15. Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007 REFERENCES

Lankshear, Colin and Michele Knobel. 2006. Blogging as participation: the active sociality of a new literacy. http://www.geocities.com/c.lankshear/bloggingparticipation.pdf. Accessed 10 October 2007 . Masie Center. 2008. The Voice of the Learner. How employees learn in 2008. http://www.masieweb.com/voicesurvey . Accessed 25 July 2008. Mills, Gareth. 2006. The art of assessment. Looking forward to revision? Vision 3: 15-17. http://www.futurelab.org.uk/resources/documents/vision/VISION_03.pdf . Accessed 10 October 2007. O’Reilly, Tim. 2005. What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html .Accessed 10 October 2007. Oblinger, Diane G. and Brian L. Hawkins. 2006a. The myth about student competency. EDUCAUSE Review , March/April 2006: 12-3. http://www.educause.edu/ir/library/pdf/erm0627.pdf . Accessed 10 October 2007. REFERENCES

Oblinger, Diane G. and Brian L. Hawkins. 2006b. The myth about the digital divide. EDUCAUSE Review , July/August 2006: 12-3. http://www.educause.edu/ir/library/pdf/erm0647.pdf . Accessed 10 October 2007. Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press. Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6. Price, Ken. n.d. http://www.edna.edu.au/edna/webdav/site/myjahiasite/shared/workshops/Web2_Price.ppt . Accessed 10 October 2007. Pabon, Ulises. 2007. The Future of Work: Reflections on the next global stage. www.oaq.ch/pub/de/documents/Pabon_article.pdf .Accessed 25 July 2008. QCA. n.d. Futures. Meeting the challenge. Qualifications and Curriculum Authority. Pamphlett. http://www.qca.org.uk/libraryAssets/media/11493_futures_meeting_the_challenge.pdf . Accessed 10 October 2007. REFERENCES

Sachs, Judyth. 2006. Technology as a tool or tyrant: universities responding to the challenges of learning and teaching in an information rich environment. Paper presented at Global Summit 2006: technology connected futures. http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/globalsummit/gsS2006_sachs.pdf . Accessed 10 October 2007. Small, Annika. 2007. Welcome to Vision. Vision , Summer/Autumn 2007. Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum. Vision. 2006. Here, there and everywhere. The impact of pervasive and ambient technology on education. Vision 3: 1-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_03.pdf . Accessed 10 October 2007. Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007. REFERENCES

LICENCE