The document discusses embedding digital literacy and processes into apprenticeship standards and delivery. It provides advice to the Apprenticeship Institute on including digital skills in trailblazer standards, the standards development process, and delivery. Recommendations include using digital tools for collaborative standard writing, consultation, and maintenance of standards over time. Digital literacy frameworks from Wales and basic digital skills standards from The Tech Partnership are presented as examples.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
ILTA Seminar March 3rd 2021 Building Digital Capabilities with DigitalEd.iecarinaginty
ILTA national seminar by Dr Carina Ginty sharing the DigitalEd.ie story and how we are building digital teaching and learning capabilities in GMIT, IT Sligo and LYIT.
Telecentre Europe and the Grand Coalition for digital jobs. TELECENTRE EUROPE
This presentation explains in a nutshell the ideas and priorities behind the Grand Coalition for Digital Jobs ( Initiative by the European Commission) and also shows our efforts ( Telecentre Europe) at brigning these ideas on a national level through " Local Colaitions for Digital Jobs".
Presented by Gabriel Rissola (Telecentre-Europe) at the Media Literacy for 21st Century conference in Opatija (Croatia), 14-15 September 2013
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
L Cloud: Developing Tomorrow’s Cloud Education Leaders - establishing a quali...Karl Donert
This presentation was developed for the third L-Cloud project meeting at the University of Barcelona - seeking to develop a qualifications profile for Adaptive Cloud Education leaders. .It introduces the main results of research in digital leadership qualifications and competences and is usd to further elaborate the qualifications profile during the meeting. It concerns the competences that education leaders really need to implement Cloud Computing strategies in their organisations
The Connect Chicago Innovation Program is seeking collaborative new ideas to increase tech access, skills, and engagement in Chicago. Each application should come from teams of two or more partnered organizations. In 2018, one of these teams will be awarded (1) professional development support from City Tech to refine, workshop, and develop their proposed solution (2) up to $50,000 to support a pilot to test their collaborative idea.
Connect Chicago is a donor advised fund managed by the City Tech Collaborative which seeks to make Chicago the most digitally skilled, connected, and dynamic city in America. Connect Chicago is supported by the John D. and Catherine T. MacArthur Foundation, Microsoft, Comcast, Sprint, the Lenovo Foundation, Clarity Partners, and Gogo. For more information about the Connect Chicago Innovation Program, see the slides below.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
ILTA Seminar March 3rd 2021 Building Digital Capabilities with DigitalEd.iecarinaginty
ILTA national seminar by Dr Carina Ginty sharing the DigitalEd.ie story and how we are building digital teaching and learning capabilities in GMIT, IT Sligo and LYIT.
Telecentre Europe and the Grand Coalition for digital jobs. TELECENTRE EUROPE
This presentation explains in a nutshell the ideas and priorities behind the Grand Coalition for Digital Jobs ( Initiative by the European Commission) and also shows our efforts ( Telecentre Europe) at brigning these ideas on a national level through " Local Colaitions for Digital Jobs".
Presented by Gabriel Rissola (Telecentre-Europe) at the Media Literacy for 21st Century conference in Opatija (Croatia), 14-15 September 2013
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
L Cloud: Developing Tomorrow’s Cloud Education Leaders - establishing a quali...Karl Donert
This presentation was developed for the third L-Cloud project meeting at the University of Barcelona - seeking to develop a qualifications profile for Adaptive Cloud Education leaders. .It introduces the main results of research in digital leadership qualifications and competences and is usd to further elaborate the qualifications profile during the meeting. It concerns the competences that education leaders really need to implement Cloud Computing strategies in their organisations
The Connect Chicago Innovation Program is seeking collaborative new ideas to increase tech access, skills, and engagement in Chicago. Each application should come from teams of two or more partnered organizations. In 2018, one of these teams will be awarded (1) professional development support from City Tech to refine, workshop, and develop their proposed solution (2) up to $50,000 to support a pilot to test their collaborative idea.
Connect Chicago is a donor advised fund managed by the City Tech Collaborative which seeks to make Chicago the most digitally skilled, connected, and dynamic city in America. Connect Chicago is supported by the John D. and Catherine T. MacArthur Foundation, Microsoft, Comcast, Sprint, the Lenovo Foundation, Clarity Partners, and Gogo. For more information about the Connect Chicago Innovation Program, see the slides below.
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Building Talent for the Next Production Revolution – Key Trends and Opportuni...OECD CFE
Presentation by Michael Haertel, Bundesinstitut für Berufsbildung, Germany, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Building Talent for the Next Production Revolution – Key Trends and Opportuni...OECD CFE
Presentation by Michael Haertel, Bundesinstitut für Berufsbildung, Germany, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
Digital 2030 - a strategic framework for post-16 digital learning in WalesJisc
A talk from Connect More in Wales 2018.
Speakers:
- Mark Ayton, subject specialist (strategy and business process), Jisc
- Marian Jebb, head of quality and effectiveness policy branch, Welsh Government DfES
Digital Capability Training for University Staff Developing a FrameworkGood Things Foundation
This is the Powerpoint presentation by Vicki McGarvey and Julie Adams, Staffordshire University, from our TeachMeet event with CILIP ILG in Leeds on Wednesday 10 February 2016.
How are students’ expectations and experiences of their digital environment c...Jisc
A talk from Connect More in Wales 2018
Speakers:
- Nick Budden, learning technologist, Northampton College
- Gareth Johns, IT training service manager, Cardiff Metropolitan University
- Sarah Knight, head of change - student experience, Jisc
- Andrew Morgans, academic skills specialist, Cardiff Metropolitan University
- Sarah Williams, Cardiff Metropolitan University
International Accountancy Education Standards Board Member Dr. Sidharta Utama spoke during the Association of Chartered Certified Accountants (ACCA) Regional Education Conference in Singapore in September 2017 and discussed IAESB initiatives on developing professional accountants’ information and communications technology skills and competency.
Presentation delivered by Robin McGregor, Director of Learning Enhancement at North East Scotland College, at the Scottish Learning Technology Network meeting on the 16th of March, 2018.
A quick non technical session for Fujitsu Ambassadors in Scotland on what we planned and what we will actually do with Fujitsu Hub in a large Scottish College City of Glasgow College
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
I've been invited on a couple of occasions to talk through my use of technology and disruption that is here already . This aimed at a broad Scottish College audience many of whom are not yet using blended learning with their learners and have some real fears around social learning
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Building Digital Literacy and Digital Processes into standards and delivery
Joe Wilson
20/04/2017 Apprenticeships Ideation Day
2. • Overview –The new apprenticeship landscape / digital enablement / digital
literacy
• Digitally enabling theTrailblazer process - advice for Apprenticeship
Institute
• Digital Literacy into apprenticeships the challenges – advice for
Apprenticeship
• How do we getTrailblazers and Apprenticeship Institute to horizon scan –
Checklist for Apprenticeship Institute
Agenda
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
3. Quick overview of what this meeting is all about:
»Provide advice to BIS and Institute for Apprenticeships
› Embedding Digital processes
› Embedding Digital Literacy
› ForTrailblazers horizon scanning checklist
Overview – Deliverables
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
4. ‘Make or Break ‘ House of Lords Report
Changing demands from firms, consumers, students and communities mean
that apprenticeships, vocational qualifications and degrees need to deliver
more general—and also specific—digital capabilities.
Trailblazer Guidance
‘Trail Blazers now have to address digital literacy within their standards and
should have an understanding of digital processes in both the creation of their
standards with a view to embedding this in delivery and assessment ‘
Context
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
5. We know Sainsbury Report will suggest 15 routes for technical apprenticeships -
digital processes and digital literacy has to drive all of this and it will be broader
than apprenticeships – will impact across all vocational qualifications/training.
UK Government Digital Skills Strategy
“While the government is to be commended for the actions taken so far to tackle
aspects of the digital skills crisis, stubborn digital exclusion and systemic problems
with digital education and training need to be addressed as a matter of urgency in
the government’s forthcoming digital strategy.”
Context – post referendum
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
6. Report findings
12.6 million adults in the UK lack basic digital skills; 5.8 million people have never used the internet; only 35% of computer teachers in schools
have a relevant degree and 30% of the required number of computer science teachers have not been recruited; and 13% of computer
graduates are still unemployed 6 months after leaving university. This digital skills gap is costing the UK economy £63 billion a year in lost
GDP.
The gap between digital skills possessed and digital skills needed demonstrates a long-running weakness in the UK’s approach to this crisis.
The Committee is calling for:
Digital skills to be made one of the core components in all apprenticeships, not just ‘digital apprenticeships’.
Industry led vocationally-focused digital careers advice in universities.
Universities to provide ‘code conversion courses’ to help graduates from non-computer science backgrounds enter the tech sector.
After introducing the much needed computer curriculum in schools, the Government to establish a forum for employers to feedback on the
continuing development of the curriculum, and Ofsted to include it in its school inspections.
A review of the qualifying requirements for ‘shortage occupation’ IT jobs under ‘Tier 2 visas’, to allow SMEs to get critical digital skills from
abroad.
Apprenticeship scheme processes to be simplified to allow SMEs to participate more easily.
Digital Skills Crisis – from Science andTechnology
Committee
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
7. Page 7 Future of Apprenticeships in England
The English and maths criterion has been extended to cover digital skills, to the extent that Trailblazers are now required to
consider whether digital skills should be built into the standard(s) they are developing (criterion F at paragraph 85).
Page 30
In this context, “digital” encompasses the very broad set of skills that individuals need in order to understand, use or create the
software and services we all access through devices such as computers, tablets and ‘smart’ phones.
From review of all available information around apprenticeships to date
https://docs.google.com/a/joewilsons.net/document/d/1djETEDafyYn3My9u2f4o9Dh8Qyo7VzfdGmVNRFhf62Y/edit?usp=sharin
g
Guidance forTrail Blazers Edited Highlights
Digital References
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
8. Page 19
Criteria for apprenticeship standardsTo ensure every standard is high quality there are seven criteria that all
apprenticeship standards must meet.These, together with the kind of evidence needed to demonstrate compliance
with the criteria, are set out fully at paragraph 85 but, in summary, a standard must:
Be short, concise and clear.
Set out the full competence needed in an occupation, so that, on completion,the apprentice is able to carry out the
role in any size of employer across any relevant sector.
Have the support of employers including smaller businesses.
Be sufficiently stretching so that it will require at least a year of training (before the end-point assessment) with
off-the-job training accounting for at least 20% of the apprenticeship.
Align with professional registration where it exists.
Contain minimum English and maths requirements and any digital skills required.
Only include mandatory qualifications under certain circumstances.
Guidance forTrail Blazers Edited Highlights Digital
References
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
9. Many trailblazer standards already available
»Fragmented ? – chunks rather than former National Occupational Standards
– autoglazing technician ??
»Not to common standard in format and expectations
»Digital literacy not embedded to date or clear that it could be standalone
component
»Procedurally blind ? Entry – processing – On-line blended delivery – balance
between course and End Point Assessment
Challenges on review of existing standards -
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
10. 20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
Advice to BIS / Institute of Apprenticeships on advice forTrailblazer in
embedding digital literacy
Inside standards themselves ?
In the process – of standards development ?
In improving delivery of Apprenticeship standard through to End Point
Assessment
11. You need to think about how you can and use digital capabilities to design and
maintain the standards you are developing.
As you start the development of your standards; have you thought about, how are
you going to make best use of a wiki or another collaborative tool that allows you
and your co-developers to collaborate on the development of the standards, review
comments and work together in production of the final product?
When the initial process is complete have you thought about how comments and
suggested amendments to the standards will be managed and monitored over
time?
The Standards Development Process – after the fact ?
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
12. 20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
If we acknowledge the process needs to be more inclusive ( small employers,
awarding bodies, end point assessment organisations, training providers)
What advice would you give new Institute for Apprenticeships in using digital
tools for
1. Opening up process ofTrailblazer standards consultation
2. The maintenance and review of standards
3. Assessment and tracking of learners
4. Balance of course and end point assessment
5. Maintenance of standards across assessment centres
Thinkathon – one
Standards Development, Review and Maintenance
14. 20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
InWales they have already changed their essential skills framework to include
digital literacy . This replaces IT as the essential skill – Digital Literacy is a
broader set of skills
The full -Welsh Story is here -
https://docs.google.com/document/d/1cd4DgTucXVXHc1sKRgzqc0yjkYyGItE1
x312PEIC5bI/edit
Digital Literacy theWelsh Experience
16. 20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
• Digital responsibility
• Digital information literacy
• Digital productivity
• Digital collaboration
• Digital creativity
• Digital learning
Welsh Framework based on
17. TheTech Partnership currently undertaking work to establish a set of
standards for basic digital skills
https://www.thetechpartnership.com/globalassets/pdfs/basic-digital-skills-
standards/160531_BasicDigitalSkillsStandards_CONSULTATIONDRAFT_V5.pd
f
Digital Skills
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
19. Organisation of the standards
The seven categories of technical
digital skills include:
1. Safety and security
2. Managing information
3. Increasing productivity
4. Exploiting technology
5. Implementing technology
6. Communicating effectively
7. Working on-line
Building Digital Literacy and Digital Processes into standards and delivery
The six categories of behavioural or
transferable skills include:
1. Critical thinking
2. Innovation
3. Employability
4. Business awareness
5. Responsibility
6. Teamwork
23. 20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
What additional feedback can we offerTech Partnership today ?
What are the challenges in making digital skills and embedded and/or a
standalone component ?
What will challenges be in rolling out digital skills in the apprenticeship space ?
Thinkathon session two -
25. Who looks after what ?
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
The Institute for
Apprenticeships
Ofqual
regulated qualifications
Ofsted and QAA
SFA
•Apprenticeship standards
•Certification
•Funding – but not English and Maths (SFA?)
•Regulationof EPA ?
•Certification of Apprentice
•Quality of delivery
•Still funds everything other than
apprenticeships
•Functional Skills - Digital Literacy ?
26. Thinkathon
Checklist for filtering future at vocational level ?
Building Digital Literacy and Digital Processes into standards and delivery
27. Internet ofThings (expected to reach $7.3tn by 2017)
Wearable technologies (expected to reach $70bn by 2024)
Big Data and Data Analytics (expected to reach $32.4bn by 2017)
5G and associated wireless technologies (expecting a 40-fold increase by 2018)
Robotics (expecting to reach $29bn by 2018)
Autonomous vehicles (expecting to reach $28bn by 2020)
Advanced manufacturing, building automation (expected to reach $49.5bn by 2018)
Future Proofing –What would be useful advice for
Trailblazers – stats on industry impact ?
20/04/2017Building Digital Literacy and Digital Processes into standards and delivery
28. Future Proofing –What would be useful advice for
Trailblazers – List of things that will have impact on
education and all sectors
Blended Learning
Greater use of video and video streaming
Augmented Reality,
Virtual Reality,
The internet of things and mobile learning
Apps for learning ,
Learner Analytics and impact of big data
Predictive assessment,
Open badges and new forms of digital
certification.
Building Digital Literacy and Digital Processes into standards and delivery
Consumer Technologies > 3DVideo > Drones
> Electronic Publishing > Quantified Self >
Robotics >Telepresence >Wearable
Technology
Internet Technologies > Bibliometrics and
CitationTechnologies > Cloud Computing >
Networked Objects > Semantic Applications >
Syndication Tools
Social MediaTechnologies > Crowdsourcing >
Online Identity > Social Networks
29. Future Proofing –What would be useful advice for
Trailblazers – List of things that will have impact on
education and all sectors
Digital Strategies > BringYour Own
Device (BYOD) > Flipped Classroom >
Location Intelligence > Makerspaces >
Preservation/Conservation
Technologies
LearningTechnologies > Digital
Badges > Learning Analytics and
Adaptive Learning > Mobile Learning >
Online Learning > Open Content >
Open Licensing >Virtual and Remote
Laboratories
Building Digital Literacy and Digital Processes into standards and delivery
Visualization Technologies > 3D Printing/Rapid
Prototyping > Augmented andVirtual Reality >
InformationVisualization >Visual Data Analysis >
Volumetric and Holographic Display
Enabling Technologies > Affective Computing >
Electrovibration > Flexible Displays > Machine
Learning > Mesh Networks > Mobile Broadband >
Natural User Interfaces > Near Field
Communication > Next-Generation Batteries >
Open Hardware > Speech-to-Speech Translation >
Virtual Assistants >Wireless Powe
Editor's Notes
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Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).
To change the image on this slide:
Click once on the image to select it, and then delete it
Drag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another image
Once you have added your replacement image, you may need to put it into the background so that it doesn’t cover other items on the slide. Do this by right-clicking on the new image and choosing ‘Arrange’ > ‘Send to Back’ from the contextual menu
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).