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Kesp And Know I Tpresentation 28th Of April 2008

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Presentation at Dublin City Council workshop on workplace skills held on 28th of April 2008
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Kesp And Know I Tpresentation 28th Of April 2008

  1. 1. Learning from KESP and Know IT Leo Casey Director, Centre for Research and Innovation in Learning and Teaching, National College of Ireland
  2. 2. Know IT and KESP <ul><li>Blended learning </li></ul><ul><ul><li>for basic computer skills (Know IT) </li></ul></ul><ul><ul><li>for Knowledge Economy skills (KESP) </li></ul></ul><ul><li>National College of Ireland in strategic partnership with FÁS </li></ul>
  3. 3. Connecting Perspectives Individual Instructional Organisational
  4. 4. <ul><li>Background/Infrastructural </li></ul><ul><ul><li>National Workplace Strategy </li></ul></ul><ul><ul><li>National Skills Strategy </li></ul></ul><ul><ul><li>Lifelong learning </li></ul></ul><ul><ul><li>National Framework for Qualifications </li></ul></ul><ul><li>Marketing Strategies </li></ul><ul><ul><li>Company </li></ul></ul><ul><ul><li>Shopping Centres </li></ul></ul><ul><ul><li>Advertisements/national awareness campaigns </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>PREP session </li></ul></ul><ul><ul><li>Tutorial </li></ul></ul><ul><ul><li>CD ROM </li></ul></ul><ul><ul><li>Journal </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Self-directed </li></ul></ul><ul><ul><li>Task-based </li></ul></ul><ul><ul><li>Simulations </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Based on achievement </li></ul></ul><ul><ul><li>Flexible/multiple opportunities </li></ul></ul><ul><li>Ben </li></ul><ul><ul><li>The economic model </li></ul></ul><ul><ul><li>Self-efficacy </li></ul></ul><ul><ul><li>Being a part of something not outside or missing out. </li></ul></ul><ul><ul><li>Is now a good time? </li></ul></ul><ul><ul><li>Safe space to practice </li></ul></ul>Know IT <ul><li>Host Organisations </li></ul><ul><ul><li>LLL policies and support </li></ul></ul><ul><ul><li>Presentation of certificates </li></ul></ul><ul><ul><li>Local recognition </li></ul></ul><ul><li>Funding </li></ul><ul><ul><li>No course fees for low skills </li></ul></ul><ul><ul><li>Subsidised fees </li></ul></ul><ul><ul><li>Flexible structures to reflect individual circumstances </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>On-Line content </li></ul></ul><ul><ul><li>Assignments </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Blended learning </li></ul></ul><ul><ul><li>Collaborative assignments </li></ul></ul><ul><ul><li>Problem-based learning </li></ul></ul><ul><li>Tutors </li></ul><ul><ul><li>Super-tutors </li></ul></ul><ul><li>Carmel </li></ul><ul><ul><li>Develop entry-level management skills </li></ul></ul><ul><ul><li>Connecting with experience </li></ul></ul><ul><ul><li>Reflective thinking </li></ul></ul><ul><ul><li>Management literacy </li></ul></ul><ul><ul><li>Transformative outcomes </li></ul></ul>KESP Organisational Instructional Individual
  5. 5. National Workplace Strategy <ul><li>The key message of the National Workplace Strategy is that the quality of Irish workplaces - and the levels of innovation and change in them - are critical to Ireland’s ongoing transition to a more dynamic, highly skilled and knowledge-based economy </li></ul><ul><li>There are five strategic priorities identified: </li></ul><ul><ul><li>• Commitment to Workplace Innovation </li></ul></ul><ul><ul><li>• Capacity for Change </li></ul></ul><ul><ul><li>• Developing Future Skills </li></ul></ul><ul><ul><li>• Access to Opportunities </li></ul></ul><ul><ul><li>• Quality of Working Life </li></ul></ul>
  6. 6. Motivation: A National Perspective <ul><li>Skills supply is dictated in part by the individual returns to investing in those skills and by the general level of awareness of those potential returns. </li></ul><ul><li>Economic theory, however, is predicated on the assumption that individuals will always make rational decisions. </li></ul><ul><li>In reality, an individual’s decision to undertake investment in education or training is often influenced by non-economic considerations including personal and family circumstances, gender and class background. </li></ul><ul><li>P 31, The Expert Group on Future Skills (2007) </li></ul><ul><li>5 th Report Tomorrow’s Skills Towards a National Skills Strategy </li></ul><ul><li>(emphasis added) </li></ul>
  7. 7. Making Computers Part of your Life
  8. 8. Programme Structure Know IT Computer Basics Using email Using the Web Using Word
  9. 9. Know IT Main Menu
  10. 10. Learning Content <ul><li>Interactive screens </li></ul>
  11. 11. Delivery PREP Session <ul><li>Present </li></ul><ul><ul><li>Benefits of Know IT </li></ul></ul><ul><ul><li>What’s involved </li></ul></ul><ul><li>Register </li></ul><ul><ul><li>Students fill out registration forms </li></ul></ul><ul><ul><li>Give out packs </li></ul></ul><ul><li>Engage </li></ul><ul><ul><li>Demonstrate software navigation </li></ul></ul><ul><ul><li>Emphasise mouse and keyboard tutorial </li></ul></ul><ul><li>Plan </li></ul><ul><ul><li>Tutorial session in 2 to 6 weeks </li></ul></ul><ul><ul><li>Map course </li></ul></ul><ul><ul><li>Outline assessment </li></ul></ul>
  12. 12. Self-report survey Know IT Learning (~30 hours) PREP session Tutor support Tutorial session Assessment & completion support
  13. 13. Know IT Assessment <ul><li>FETAC BF0133 </li></ul><ul><li>Computer Literacy Foundation </li></ul><ul><li>Level 3 </li></ul><ul><li>1 Credit </li></ul>
  14. 14. Know IT Assessment <ul><li>Portfolio of 3 Individual Assignments </li></ul><ul><li>Word Processor </li></ul><ul><ul><li>Enter new text (50-60 words) </li></ul></ul><ul><ul><li>Print out </li></ul></ul><ul><li>E Mail </li></ul><ul><ul><li>Carry out two operations </li></ul></ul><ul><ul><ul><li>e.g. read, compose and reply </li></ul></ul></ul><ul><li>Internet </li></ul><ul><ul><li>Carry out two operations </li></ul></ul><ul><ul><ul><li>e.g. go to www.place.ie , find information </li></ul></ul></ul>
  15. 15. Motivation: An Individual Perspective
  16. 16. Ben <ul><li>Ben is 48 years old and lives with his two brothers </li></ul><ul><li>Ben is a docklands worker he’s been driving containers in and around the port for most of his adult life. </li></ul><ul><li>One day Ben sees an advertisement in the newspaper inviting people to a free, government backed, course on basic computer skills. </li></ul><ul><li>Ben calls the number and, by arrangement, he visits the local college the next day and signs-up for the course. </li></ul><ul><li>Why did Ben make the call? </li></ul>
  17. 17. Ben.. <ul><li>and it’s just that I work around computers that I never went near them, the last what seven years in the last job I was in what I didn’t learn from that from them, what I could have learned, and I’m just ignorant passing by them every day knowing that ‘here could you print me this’ or ‘do this on it’ and all that but I was never there, ‘here I’ll do it meself’ whatever so I never went out and did it, and then looking back at me new job now I’m just away from the office now and all that and I’m away from computers and I’m missing out somewhere along the line… </li></ul>
  18. 18. <ul><li>and it’s just that I work around computers that I never went near them , the last what seven years in the last job I was in what I didn’t learn from that from them, what I could have learned, and I’m just ignorant passing by them every day knowing that ‘here could you print me this’ or ‘do this on it’ and all that but I was never there, ‘here I’ll do it meself’ whatever so I never went out and did it, and then looking back at me new job now I’m just away from the office now and all that and I’m away from computers and I’m missing out somewhere along the line… </li></ul>problem
  19. 19. <ul><li>and it’s just that I work around computers that I never went near them, the last what seven years in the last job I was in what I didn’t learn from that from them, what I could have learned, and I’m just ignorant passing by them every day knowing that ‘here could you print me this’ or ‘do this on it’ and all that but I was never there, ‘here I’ll do it meself’ whatever so I never went out and did it, and then looking back at me new job now I’m just away from the office now and all that and I’m away from computers and I’m missing out somewhere along the line… </li></ul>Missed opportunity
  20. 20. <ul><li>and it’s just that I work around computers that I never went near them, the last what seven years in the last job I was in what I didn’t learn from that from them, what I could have learned, and I’m just ignorant passing by them every day knowing that ‘here could you print me this’ or ‘do this on it’ and all that but I was never there, ‘here I’ll do it meself’ whatever so I never went out and did it, and then looking back at me new job now I’m just away from the office now and all that and I’m away from computers and I’m missing out somewhere along the line… </li></ul>Past self, recalled
  21. 21. <ul><li>and it’s just that I work around computers that I never went near them, the last what seven years in the last job I was in what I didn’t learn from that from them, what I could have learned, and I’m just ignorant passing by them every day knowing that ‘here could you print me this’ or ‘do this on it’ and all that but I was never there, ‘ here I’ll do it meself ’ whatever so I never went out and did it, and then looking back at me new job now I’m just away from the office now and all that and I’m away from computers and I’m missing out somewhere along the line… </li></ul>Past possible self, recalled
  22. 22. <ul><li>and it’s just that I work around computers that I never went near them, the last what seven years in the last job I was in what I didn’t learn from that from them, what I could have learned, and I’m just ignorant passing by them every day knowing that ‘here could you print me this’ or ‘do this on it’ and all that but I was never there, ‘here I’ll do it meself’ whatever so I never went out and did it, and then looking back at me new job now I’m just away from the office now and all that and I’m away from computers and I’m missing out somewhere along the line… </li></ul>Regret and exclusion
  23. 23. Learning from Know IT <ul><li>1170 registered students with demand for more </li></ul><ul><li>Mix of marketing strategies works best </li></ul><ul><ul><li>Company direct </li></ul></ul><ul><ul><li>High street </li></ul></ul><ul><ul><li>Media awareness </li></ul></ul><ul><li>Many opportunities for partnership and other channels </li></ul><ul><li>Success of PREP Session </li></ul><ul><li>Tutor as facilitator rather than expert </li></ul><ul><ul><li>Opportunity for peer mentor approach </li></ul></ul><ul><ul><li>Flexible tutorials and responsive tutors </li></ul></ul><ul><li>Qualification valued but not all interested achieving it </li></ul><ul><ul><li>Most learners are strategic </li></ul></ul><ul><li>Student motivation </li></ul><ul><ul><li>I just need the skills… </li></ul></ul><ul><ul><li>I want to be part of it… </li></ul></ul><ul><ul><li>I went with the group… </li></ul></ul><ul><ul><li>I’ll do it myself… </li></ul></ul>
  24. 24. <ul><li>Background/Infrastructural </li></ul><ul><ul><li>National Workplace Strategy </li></ul></ul><ul><ul><li>National Skills Strategy </li></ul></ul><ul><ul><li>Lifelong learning </li></ul></ul><ul><ul><li>National Framework for Qualifications </li></ul></ul><ul><li>Marketing Strategies </li></ul><ul><ul><li>Company </li></ul></ul><ul><ul><li>Shopping Centres </li></ul></ul><ul><ul><li>Advertisements/national awareness campaigns </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>PREP session </li></ul></ul><ul><ul><li>Tutorial </li></ul></ul><ul><ul><li>CD ROM </li></ul></ul><ul><ul><li>Journal </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Self-directed </li></ul></ul><ul><ul><li>Task-based </li></ul></ul><ul><ul><li>Simulations </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Based on achievement </li></ul></ul><ul><ul><li>Flexible/multiple opportunities </li></ul></ul><ul><li>Ben </li></ul><ul><ul><li>The economic model </li></ul></ul><ul><ul><li>Self-efficacy </li></ul></ul><ul><ul><li>Being a part of something not outside or missing out. </li></ul></ul><ul><ul><li>Is now a good time? </li></ul></ul><ul><ul><li>Safe space to practice </li></ul></ul>Know IT <ul><li>Host Organisations </li></ul><ul><ul><li>LLL policies and support </li></ul></ul><ul><ul><li>Presentation of certificates </li></ul></ul><ul><ul><li>Local recognition </li></ul></ul><ul><li>Funding </li></ul><ul><ul><li>No course fees for low skills </li></ul></ul><ul><ul><li>Subsidised fees </li></ul></ul><ul><ul><li>Flexible structures to reflect individual circumstances </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>On-Line content </li></ul></ul><ul><ul><li>Assignments </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Blended learning </li></ul></ul><ul><ul><li>Collaborative assignments </li></ul></ul><ul><ul><li>Problem-based learning </li></ul></ul><ul><li>Tutors </li></ul><ul><ul><li>Super-tutors </li></ul></ul><ul><li>Carmel </li></ul><ul><ul><li>Develop entry-level management skills </li></ul></ul><ul><ul><li>Connecting with experience </li></ul></ul><ul><ul><li>Reflective thinking </li></ul></ul><ul><ul><li>Management literacy </li></ul></ul><ul><ul><li>Transformative outcomes </li></ul></ul>KESP Organisational Instructional Individual
  25. 25. Introducing KESP Knowledge Economy Skills Passport
  26. 26. Aims & Objectives <ul><li>General knowledge and concepts of the knowledge economy and business environments </li></ul><ul><li>The ability to use a range of technical and business skills, tools and know-how </li></ul><ul><li>The ability to gather, assemble and display data in structured business scenarios </li></ul><ul><li>The ability to communicate, collaborate and present effectively using information and communication technologies </li></ul><ul><li>Some theoretical concepts and abstract thinking </li></ul>
  27. 27. KESP Content What is the Knowledge Economy Information and Knowledge in the Knowledge Economy Innovation in the Knowledge Economy Business Fundamentals of the Knowledge Economy Intrapreneurship/Entrepreneurship in the Knowledge Economy Enterprise 5 Modules
  28. 28. 5 Competences Solution Oriented Thinking Gather information Communicate Present Collaborate
  29. 29. 5 Competences Solution Oriented Thinking Gather information Communicate Present Collaborate
  30. 30. New Skills for New Work An Inquiry Cycle
  31. 31. 3 Learning Modes <ul><li>Tutorials </li></ul><ul><ul><li>20 hours </li></ul></ul><ul><li>On-line modules </li></ul><ul><ul><li>60 hours </li></ul></ul><ul><ul><li>built-in assessment (50% of marks) </li></ul></ul><ul><li>Assignments </li></ul><ul><ul><li>set by tutors </li></ul></ul><ul><ul><li>50% of the marks </li></ul></ul><ul><ul><li>must demonstrate use of the 5 competences </li></ul></ul><ul><ul><ul><li>For example create a SWOT analysis of your business; work with two other colleagues. In presenting your outcome show how you searched for information, communicated and collaborated to produce the document. </li></ul></ul></ul>
  32. 32. You will learn how to: <ul><li>Identify, select and apply a range of appropriate technology and business practices to improve the management, administration and communication methods in your organisation </li></ul><ul><li>Use tools such as blogs, wikis and hosted applications to collaborate and share information with colleagues </li></ul><ul><li>Carry out research that will aid your organisation for example in gathering data on new and existing markets and competition </li></ul><ul><li>Assist your organisation in fostering and implementing an entrepreneurial and innovative culture </li></ul><ul><li>Improve your capacity to manage projects </li></ul><ul><li>Develop you leadership skills </li></ul><ul><li>Foster knowledge economy strategies in your workplace </li></ul>
  33. 33. You will get: <ul><li>HETAC </li></ul><ul><li>Level 6 </li></ul><ul><li>Special Award (10 credits) </li></ul>
  34. 34. KESP Learner Age 32 Production operator for 12 years Now section supervisor Intermediate/Junior Certificate Computer competent Has 33 more years at work (to retire at 65) Pat Nolan Think what has changed in the 33 years since 1975!
  35. 35. Reflective assignment <ul><li>Maybe, I now have an appreciation, which I didn’t have before; of how the world of business has changed and will continue to change and that we need to change with it. </li></ul><ul><li>Maybe, I think differently about my job and the role I play within the organisation. I don’t have any formal qualifications but I’ve got nearly thirty years of experience. Maybe, that has a value. </li></ul><ul><li>Maybe, I’ve got more to give. I need to open my mind to the world around me and the opportunities it offers. Maybe, I need to change my attitude. </li></ul><ul><li>Maybe, I need to be more open to new experiences and ways of doing things. Maybe, I am! </li></ul>
  36. 36. Learning from KESP <ul><li>375 registered students with demand for more (>60% completions) </li></ul><ul><li>Crucial role of host company </li></ul><ul><li>Recognise changes in the role of the tutor </li></ul><ul><li>Recognise demands on students and manage expectations through taster sessions </li></ul><ul><li>Implement progression paths </li></ul>
  37. 37. <ul><li>Background/Infrastructural </li></ul><ul><ul><li>National Workplace Strategy </li></ul></ul><ul><ul><li>National Skills Strategy </li></ul></ul><ul><ul><li>Lifelong learning </li></ul></ul><ul><ul><li>National Framework for Qualifications </li></ul></ul><ul><li>Marketing Strategies </li></ul><ul><ul><li>Company </li></ul></ul><ul><ul><li>Shopping Centres </li></ul></ul><ul><ul><li>Advertisements/national awareness campaigns </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>PREP session </li></ul></ul><ul><ul><li>Tutorial </li></ul></ul><ul><ul><li>CD ROM </li></ul></ul><ul><ul><li>Journal </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Self-directed </li></ul></ul><ul><ul><li>Task-based </li></ul></ul><ul><ul><li>Simulations </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Based on achievement </li></ul></ul><ul><ul><li>Flexible/multiple opportunities </li></ul></ul><ul><li>Ben </li></ul><ul><ul><li>The economic model </li></ul></ul><ul><ul><li>Self-efficacy </li></ul></ul><ul><ul><li>Being a part of something not outside or missing out. </li></ul></ul><ul><ul><li>Is now a good time? </li></ul></ul><ul><ul><li>Safe space to practice </li></ul></ul>Know IT <ul><li>Host Organisations </li></ul><ul><ul><li>LLL policies and support </li></ul></ul><ul><ul><li>Presentation of certificates </li></ul></ul><ul><ul><li>Local recognition </li></ul></ul><ul><li>Funding </li></ul><ul><ul><li>No course fees for low skills </li></ul></ul><ul><ul><li>Subsidised fees </li></ul></ul><ul><ul><li>Flexible structures to reflect individual circumstances </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>On-Line content </li></ul></ul><ul><ul><li>Assignments </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Blended learning </li></ul></ul><ul><ul><li>Collaborative assignments </li></ul></ul><ul><ul><li>Problem-based learning </li></ul></ul><ul><li>Tutors </li></ul><ul><ul><li>Super-tutors </li></ul></ul><ul><li>Carmel </li></ul><ul><ul><li>Develop entry-level management skills </li></ul></ul><ul><ul><li>Connecting with experience </li></ul></ul><ul><ul><li>Reflective thinking </li></ul></ul><ul><ul><li>Management literacy </li></ul></ul><ul><ul><li>Transformative outcomes </li></ul></ul>KESP Organisational Instructional Individual
  38. 38. Conclusions <ul><li>To achieve our national skills objectives we need to look at individual, instructional and organisation perspectives </li></ul><ul><li>Adults learn what they want to learn and what they think is useful </li></ul><ul><li>Adults use their own experience to connect with learning </li></ul>
  39. 39. <ul><li>http://course.kesp.ie/topclass/TopClass.dll?Login </li></ul><ul><li>Username - LCasey </li></ul><ul><li>Password - kesp123 </li></ul>

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