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Closing the digital learning skills gap

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Presents the final results of the EU's eVirtue project, which looked at ways in which the digital learning skills gap could be addressed.

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Closing the digital learning skills gap

  1. 1. Closing the digital learning skills gap CLIVE SHEPHERD AND MARGARETHA MAZURA, WORLD OF LEARNING, BIRMINGHAM, SEPTEMBER 29, 2015
  2. 2. What we mean by digital learning Using computing devices and data networks to support learning Stand-alone or blended Formal or informal Fixed or mobile Live or self-paced Individual or collaborative Small-scale or massive
  3. 3. Why digital learning matters To organisations it offers:  Cost-efficiencies  Flexibility  Scalability  Accessibility  Environmental benefits For learners, the benefits can be seen every day and at every age …
  4. 4. LPI research warns of L&D/technology gap Donald H Taylor, Chairman We are shifting towards that long-predicted greater use of learning technologies, but at a far slower pace than the hyperbole would have us believe. “ ” Learning and Performance Institute, Annual Report on Workplace Learning, August 2015.
  5. 5. Skills do not match strategic priorities L&D: Evolving Roles, Enhancing Skills, April 2015
  6. 6. The eVirtue project First the team defined six core roles in digital learning … The project team consists of seven partners from five countries:  Wroclaw University of Economics - Poland  Euproma – Germany  EMF - The Forum of e-Excellence - EU  Maison de la Promotion Social (MPS) - France  Hellenic Open University - Greece  DEKRA Akademie – Germany  Onlignment - UK
  7. 7. The role profiles The role profiles describe six processes in digital learning:  Architecting a digital learning strategy  Designing blended learning solutions  Developing digital learning content (as a specialist)  Developing digital learning content (as a trainer)  Facilitating virtual classroom sessions  Online tutoring ArBlCoCoFaTu
  8. 8. ` Ar Peter, head of learning and development, auto manufacturer Alexandra, learning technology manager, vocational training college
  9. 9. Winifred, learning and development consultant, retail bank Anton, curriculum designer, vocational college Bl
  10. 10. Lucy, instructional designer, content development company Karol, content designer and developer, vocational college Co
  11. 11. Amelie, trainer, IT training company Nicolas, leadership training specialist, health authority Co
  12. 12. Frank, customer trainer, engineering company Janet, employee communications specialist, government department Fa
  13. 13. Astrid, online MBA tutor, business school Asif, graduate trainee manager, pharmaceutical company Tu
  14. 14. Evaluation of the role profiles The role profiles were evaluated by 47 people from four countries, including training providers and educational institutions, vendors, professional associations and consultants.
  15. 15. The role profiles For each role, we define the following:  An overview of the role  The mission of the role  Deliverables (accountable for / responsible for / contributes to)  Main tasks  A description of the environment in which the role operates  Key performance indicators
  16. 16. The training guidelines For each role, we went on to define the following:  Suggested learning units / modules  Learning outcomes  Best practice methods  Reading and other references
  17. 17. Evaluation of the training guidelines The training guidelines were evaluated by seven experts from the UK, France, Germany, Austria and Poland.
  18. 18. How can the role profiles be used? The role profiles can be used to support:  the preparation of job descriptions  recruitment  the assessment of learning needs  the design of training programmes
  19. 19. See for yourself STAND A195 http://www.e-jobs-observatory.eu/focus_areas/e-learning

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