Intergrating SFIA with Moodle and Mahara in continuing Professional Development for IT Professionals

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Margaret Granger

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Intergrating SFIA with Moodle and Mahara in continuing Professional Development for IT Professionals

  1. 1. Margaret Granger/Asheley Jones ACSEducation | September 2012Integrating SFIA withMoodle and Mahara inContinuing ProfessionalDevelopment for ITProfessionals
  2. 2. Australian Computer Society - ACSwww.acs.org.auProfessional Organisation of ICT ProfessionalsProvides a certification programCT – Certified TechnicianCP – Certified PractitionerCertification provides official recognition of yourcompetencies to potential employers
  3. 3. ACSEducationThe Education arm of ACSComputer Professional Education Program - CPePProfessional Year Program- PYDiploma in IT Program – DITDelivered online using Moodle as the delivery platform
  4. 4. The Professional Year ProgramA 12-month work readiness program undertaken inpartnership with several provider organisations thatconsists of:1. An online orientation course (ACS)2. 2 face-to-face units (PYear provider)3. Pre PE Moderation and assessment online course(ACS)4. Professional Environments Unit – online (ACS)PLUS Work based Internship (Host Company)
  5. 5. Professional Environments• 12 week online course with groups of 15-20 studentswith an online tutor• Undertaken at same time as a 12 week internshipplacement• Conducted in Moodle with weekly set workincluding• Content• Discussion work• Formative quiz• Reflective journal• 3 assignments over the period
  6. 6. Preparing for the Workforce as IT Professionals• Assessing and demonstrating your current skills• What is your IT Skills area?• Finding the shortfalls• Planning for your professional development
  7. 7. Skills Framework for the Information Agewww.sfia-online.orgThe Skills Framework for the Information Age (SFIA) provides acommon reference model for the identification of the skillsneeded to develop effective Information Systems (IS) makinguse of Information Communications Technologies (ICT).
  8. 8. Skills Levels
  9. 9. SFIA Skills Matrix – Generic SkillsSkill DimensionAutonomy SupervisionProblem / DiscretionAccountabilityInfluence Internal / ExternalLeadershipIndustryComplexity ActivityEnvironmentContextBusiness Skills TechnicalProfessionalismCommunication
  10. 10. SFIA Skills Matrix – Technical SkillsSolution Development &ImplementationStrategy and ArchitectureBusiness ChangeClient InterfaceService ManagementProcurement &management Support
  11. 11. Describing Skills using SFIA - AutonomyLevel 3Works under general supervision.Uses discretion in identifying and resolving complex problems and assignments.Usually receives specific instructions and has work reviewed at frequent milestones.Determines when issues should be escalated to a higher level.Level 4Works under general direction within a clear framework of accountability.Exercises substantial personal responsibility and autonomy.Plans own work to meet given objectives and processes.Level 5Works under broad direction.Is fully accountable for own technical work and/or project/supervisory responsibilities.Receives assignments in the form of objectives.Establishes own milestones and team objectives, and delegates responsibilities.Work is often self-initiated.
  12. 12. SFIA and PY ProgramCourse outcomes mapped to SFIASkills Assessment section of the PE courseStudents provided with an overview of SFIAStudents map skills to SFIA – generic skills and technical skillsStudents develop e-portfolio using MaharaStudents in PY develop resume and job application withinMahara as part of course work
  13. 13. E-portfoliosAs component of PY ProgramSkills are recorded in the Skills Artefacts of MaharaGeneric skills within Work Skills artefactTechnical skills within Academic Skills artefactCareer Planning and ongoing Professional Developmentwithin the Career Planning artefactCan also be presented by using a text boxNOTE: it would be nice to be able to at change labels within Maharahere to better reflect these.
  14. 14. The Professional Year PY ProgramThis program is for former international students whohave graduated from a university within Australia andare seeking permanent residency.Includes a 12 week online program conducted by ACSEducation to includeMapping of current skills to SFIADevelopment of an e-portfolio in MaharaWriting and peer review of Job ApplicationDevelopment of Career Plan
  15. 15. Sample e-Portfolio
  16. 16. Using SFIA Descriptors
  17. 17. Career DevelopmentSFIA as a tool for planning career developmentStudents can:Map current skills to SFIAIdentify skills gaps from SFIA matrixPlan career developmentUse Mahara to record this career development
  18. 18. Career Development
  19. 19. Student Feedback – PY Students“E-portfolio is goodway to present ourknowledge and skills.In my opinion Maharais very important toolfor anybody topresent theirportfolio”“Being able to assessskills and plan for futureskill development usingSFIA has been mostvaluable”“I like having aplace to plan andmonitor mycareerdevelopment”
  20. 20. Advantages of the e-PortfolioAvailabilityACS members have ongoing access to Mahara – although theMySFIA tool available through the ACS website may mean thatany will choose to use thisCareer Development PlanningCan use this artefact to provide a career plan and follow progressCan use tool to develop customised Job Application forsharing or presenting to prospective employers
  21. 21. My SFIA
  22. 22. Customisation of ACS Portfolio (Mahara)Relabelling of Skills Artefacts to reflect SFIA skills typesAddition of customised drop-down boxes with SFIA skillsAddition of webinars to supplement the onlineenvironment for wider ACS CommunityFuture Developments - ACS Portfolio
  23. 23. Contacts and Further InformationMargaret GrangerMACS (Senior) CPmargaret.granger@acseducation.edu.auAsheley JonesMACS CPasheley.jones@acseducation.edu.au

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