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Blended English programmes for National Skills Qualification Framework


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Paper presented at MAGIC, International Conference. 2016

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Blended English programmes for National Skills Qualification Framework

  1. 1. Digital literacy matters. Designing blended English language programmes to meet National Skills Qualifications Framework criteria Kshema Jose 4th International Conference MAGIC (Methods, Aesthetics and Genre in Communication) An Initiative to Support Skill India Centre for Professional Communication, University of Petroleum and Energy Studies , Dehradun, Uttarakhand, India 10th and 11th of November, 2016.
  2. 2. 21 century workplace skills social and communication skills sift through information analyse, judge, evaluate, collaborate, construct, create, use information technology/ digital tools (European University Association) Transferable and interdisciplinary skills incorporated in the curriculum (BVR Chawdari, National University of Singapore) •
  3. 3. Digital literacy
  4. 4. Importance of English at the workplace
  5. 5. 21 century workplace skills Digital literacy skills (Dudeney, 2015) Pedagogical practices (Warschauer, 2011) Comprehend Write Search Retrieve Store Analyse Evaluate Critical thinking Problem solving Use information technology/ digital tools Language Information Content Communicate Collaborate Connect Community Construct Create Design Construct Compose
  6. 6. NSQF and Skill India • Launch of Digital India • President’s address to Central Universities/ Institutions • Launch of Skill India • National policy on skill development and entrepreneurship • National Skills Qualification Framework – Ministry of skill development and entrepreneurship
  7. 7. Level 05 Processes required Professional knowledge Professional skill Core skill Responsibility job that requires well developed skill, with clear choice of procedures in familiar context knowledge of facts, principles, processes and general concepts, in a field of work or study. a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information Desired mathematical skill, understanding of social, political and some skill of collecting and organising information, communication Responsibility for own work and learning and some responsibility for other's works and learning
  8. 8. NSQF Core skills • Professional development: reading, writing, and speaking, social skills, presentation skills, ability to collect and organise information, and conduct development of self and others, plan self-study, ability to solve problems, and taking strategic decisions in unpredictable and complex situations. • Personal development: arithmetic, financing, environment, hygiene and social, political and economic awareness
  9. 9. Core skills (NSQF) New literacies/ digital literacies/ workplace skills Reading and writing Ability to collect and organise information Speaking Ability to solve problems Reading and writing in the digital mode Collecting and organising information in the digital medium Speaking using digital channels Speaking and presentation skills using digital tools Problem solving in unpredictable complex situations via digital collaboration Social skills Presentation skills Interact with a wider community using digital modes of communication Negotiate; create; re-create ideas, knowledge, and artefacts Conduct development of self Plan self-study Arithmetic, financing, hygiene Environment, social, political and economic awareness Lifelong learning and Learner autonomy Self-development through digital means Functional skills Cultural and social understanding Understanding diverse socio-economic-cultural patterns through digital interactions with a wider community
  10. 10. Instructional methodology: use of context • Utilise all available opportunities to develop a unique education system taking into account the socio-cultural context of the country • Making use of students’ existing knowledge levels • Making apprenticeships and on the job training an integral part of the training process • Promote close linkages with industry and facilitate placement. • Leverage existing public infrastructure • Allow creation of learner specific learning settings (NSQF)
  11. 11. English Digital literacy Context based resources learner Professional competence Personal competence
  12. 12. We self-engineer to think and perform better in the world where we find ourselves in. Clark, 2008.
  13. 13. The Ecology of Resources (Luckin, 2010) in blended classrooms Digital literacy, English and context-embedded resources
  14. 14. Skill training using blended learning • Autonomy in terms of pace, place, content and time of learning, • Learning under expert human eyes • Learning possible both inside and outside classroom settings • Reduces disconnect between classrooms and social settings • Multiple innovative and highly personalised methodologies • Facilitate interactions of various types with a number of agents
  15. 15. EoR in blended learning – advantages of interacting with resources using technology • Knowledge and skills • Tools and people • Environment – Contributes to an increase in the resources available in a learner’s context – Facilitates higher order thinking – Alters the constraining effect of filters – Enables more involved interactions – Promotes advantageous linking between components in the network of resources – Increases conducive learner-resources interaction
  16. 16. Learner generated contexts • Highly personalised learning contexts • Created by a group of learners • Choose and order resources available to suit their needs • Based on their interests
  17. 17. Learner generated contexts • E-portfolio • Voicethread • Padlet • Spiderscribe • Facebook • Blog • Wiki • and lunapic • bookr
  18. 18. EoR in blended learning for skill development - advantages • Wider zone of proximal development • Acquisition of language, digital literacy and content literacy • Context-dependent learning events that are learner needs-specific • Values of freedom, individualism and participation • Close the digital divide by “ownership, control, and content” to all (Ernest J Wilson III) • Allow lifelong learning opportunities and build autonomy
  19. 19. Implications • help teachers realize the potential benefits of using technology and context, so that they move from simple use of technology to quality use of technology • make training more powerful by creating learning opportunities that are engaging and relevant to learners’ lives, and prepare them for success in the workplace and society. • continuous learning in authentic knowledge and sustainable learning environments by providing knowledge development and knowledge sharing opportunities with professionals, practitioners, experts, and users in their fields. • creating tools with user interfaces that allow and accommodate multiple interaction pathways with content and people – for manipulation, design, aggregation and curating of content. • threshold of English and digital literacies for learner- generated contexts Teacher Learner Learning technology design experts Researcher
  20. 20. Preparing learners for a life of careers EoR framework and blended learning. Implementing NSQF.