How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
How evolving access needs for research is redefining the library role - Jisc ...Jisc
Eduserv has conducted worldwide research into the challenges faced by librarians around management of access to online resources.
The survey carried out with over 500 research librarians covers the academic, healthcare, government and corporate sectors worldwide with the majority of responses being from Europe and North America.
This session set out the findings of the research, showing the challenges and opportunities faced by research librarians around access management.
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
This presentation aims to share and discuss the emerging themes and ideas being generated through our student employability project, which explores how technology can best support students to develop and communicate the skills that are needed for the workplace.
The presentation informs participants of what has been learnt so far and engage them in discussions. We will:
Share emergent themes including issues and opportunities from the study
Share, discuss and build on ideas for what organisations, programme teams and we can do to enhance student employability and the use of technology.
Presenters:
Lisa Gray, senior co-design manager, Jisc
Peter Chatterton, independent consultant, higher education
Geoff Rebbeck, independent consultant, further education and skills
Who will find this useful?
The presentation will be of interest to anyone across HE, FE and skills with an interest in how students develop and communicate employability skills, primarily:
Senior managers with responsibility for employer responsiveness and employer engagement
Academic/teaching staff with an interest in employability
Technology-enhanced learning and academic enhancement roles
Employability leads
Staff with responsibility for personal development planning (PDP)
Careers staff.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Rebecca Barrington, head of e-learning and innovation at Cornwall College
Yousef Fouda, group vice-principal, technology, Warwickshire College
Connect more in Cheltenham, 30 June 2016
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Dr Liz Bennett, director of learning and teaching, University of Huddersfield
Ciara Duffy, virtual services manager, South West College
Louise Woods and Claire McCloskey, e-learning developers, South West College
Jisc Connect more in Northern Ireland, 23 June 2016
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
How evolving access needs for research is redefining the library role - Jisc ...Jisc
Eduserv has conducted worldwide research into the challenges faced by librarians around management of access to online resources.
The survey carried out with over 500 research librarians covers the academic, healthcare, government and corporate sectors worldwide with the majority of responses being from Europe and North America.
This session set out the findings of the research, showing the challenges and opportunities faced by research librarians around access management.
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
This presentation aims to share and discuss the emerging themes and ideas being generated through our student employability project, which explores how technology can best support students to develop and communicate the skills that are needed for the workplace.
The presentation informs participants of what has been learnt so far and engage them in discussions. We will:
Share emergent themes including issues and opportunities from the study
Share, discuss and build on ideas for what organisations, programme teams and we can do to enhance student employability and the use of technology.
Presenters:
Lisa Gray, senior co-design manager, Jisc
Peter Chatterton, independent consultant, higher education
Geoff Rebbeck, independent consultant, further education and skills
Who will find this useful?
The presentation will be of interest to anyone across HE, FE and skills with an interest in how students develop and communicate employability skills, primarily:
Senior managers with responsibility for employer responsiveness and employer engagement
Academic/teaching staff with an interest in employability
Technology-enhanced learning and academic enhancement roles
Employability leads
Staff with responsibility for personal development planning (PDP)
Careers staff.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Rebecca Barrington, head of e-learning and innovation at Cornwall College
Yousef Fouda, group vice-principal, technology, Warwickshire College
Connect more in Cheltenham, 30 June 2016
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Dr Liz Bennett, director of learning and teaching, University of Huddersfield
Ciara Duffy, virtual services manager, South West College
Louise Woods and Claire McCloskey, e-learning developers, South West College
Jisc Connect more in Northern Ireland, 23 June 2016
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Aligning IT and University Strategy - Paul Curran - Jisc Digital Festival 2014Jisc
City University London has the ambition to be a leading global university and is investing heavily in academic staff, IT and its estate. This presentation will start with a discussion of some of the major sectoral trends in IT supply and demand with a focus on education.
The IT service at City in 2010/11 and today will be described, along with discussion of the journey and some of the challenges faced. Particular attention will be paid to a move from a devolved 'cottage industry' approach to a more centralised and commoditised but flexible approach to IT service; changing student expectations and aligning with the University’s Strategic Plan.
The presentation will conclude with some observations on this transition for both academic staff and IT professional staff.
Digital Diagnostic: identifying staff digital capabilities at Staffordshire U...Jisc
Speaker: Vicki McGarvey, learning and information services manager, Staffordshire University.
This session will provide an overview of the digital transformation work undertaken at Staffordshire University over the last 12 months, with a particular emphasis on the digital learning project and the Digital Diagnostic tool which has been developed.
This online tool allows all staff to self-assess their current level of digital capability, provides an overall 'score' and directs them to relevant development and training material available at the university.
Making a difference with technology-enhanced learning - Esther Barrett, Debbi...Jisc
Led by Esther Barrett, subject specialist - teaching, learning and assessment, Jisc.
With contributions from:
Debbie Baff, senior academic developer, Swansea University
Richard Speight, Digiskills Cymru Project Manager, Unison Cymru
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Wales, Thursday 7 July 2016
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contribution from Lina Petrakieva, academic development tutor, Glasgow Caledonian University.
Jisc Connect more in Scotland, 16 June 2016
The benefits and challenges of open access: lessons from practice - Helen Bla...Jisc
Led by Helen Blanchett, subject specialist, scholarly communications, Jisc.
With contribution from Andrew Simpson, associate university librarian (procurement and metadata and systems), Portsmouth University.
In this session you’ll hear in this session you’ll hear about the benefits and challenges of open access.
Connect more in London, 28 June 2016
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Augmenting the Emerging Practice guide, this infoKit is a practical guide for educational institutions planning to implement a mobile learning initiatiative.
At launch, the Mobile Learning infoKit comprises a wiki-based resource collating information and guidance from JISC and other sources. It will develop to include a section on future trends, incorporate additional examples, and be made available in a variety of formats.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Leveraging change through digital capability - Scott Hibberson, Saf Arfan and...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contributions from
Saf Arfan, vice-principal for development and innovation at Salford City College
Dr Liz Bennett, director of learning and teaching at the University of Huddersfield
Connect more in Liverpool, 21 June 2016
Aligning IT and University Strategy - Paul Curran - Jisc Digital Festival 2014Jisc
City University London has the ambition to be a leading global university and is investing heavily in academic staff, IT and its estate. This presentation will start with a discussion of some of the major sectoral trends in IT supply and demand with a focus on education.
The IT service at City in 2010/11 and today will be described, along with discussion of the journey and some of the challenges faced. Particular attention will be paid to a move from a devolved 'cottage industry' approach to a more centralised and commoditised but flexible approach to IT service; changing student expectations and aligning with the University’s Strategic Plan.
The presentation will conclude with some observations on this transition for both academic staff and IT professional staff.
Digital Diagnostic: identifying staff digital capabilities at Staffordshire U...Jisc
Speaker: Vicki McGarvey, learning and information services manager, Staffordshire University.
This session will provide an overview of the digital transformation work undertaken at Staffordshire University over the last 12 months, with a particular emphasis on the digital learning project and the Digital Diagnostic tool which has been developed.
This online tool allows all staff to self-assess their current level of digital capability, provides an overall 'score' and directs them to relevant development and training material available at the university.
Making a difference with technology-enhanced learning - Esther Barrett, Debbi...Jisc
Led by Esther Barrett, subject specialist - teaching, learning and assessment, Jisc.
With contributions from:
Debbie Baff, senior academic developer, Swansea University
Richard Speight, Digiskills Cymru Project Manager, Unison Cymru
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Wales, Thursday 7 July 2016
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contribution from Lina Petrakieva, academic development tutor, Glasgow Caledonian University.
Jisc Connect more in Scotland, 16 June 2016
The benefits and challenges of open access: lessons from practice - Helen Bla...Jisc
Led by Helen Blanchett, subject specialist, scholarly communications, Jisc.
With contribution from Andrew Simpson, associate university librarian (procurement and metadata and systems), Portsmouth University.
In this session you’ll hear in this session you’ll hear about the benefits and challenges of open access.
Connect more in London, 28 June 2016
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Augmenting the Emerging Practice guide, this infoKit is a practical guide for educational institutions planning to implement a mobile learning initiatiative.
At launch, the Mobile Learning infoKit comprises a wiki-based resource collating information and guidance from JISC and other sources. It will develop to include a section on future trends, incorporate additional examples, and be made available in a variety of formats.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Leveraging change through digital capability - Scott Hibberson, Saf Arfan and...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contributions from
Saf Arfan, vice-principal for development and innovation at Salford City College
Dr Liz Bennett, director of learning and teaching at the University of Huddersfield
Connect more in Liverpool, 21 June 2016
FE digital student findings and recommendationsJisc
Findings and recommendations from the FE digital student project. Presented by Sarah Knight and Paul Bailey at the Learning and teaching practice experts group on 22 April 2015
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
Collaborative learning online - findings of a Jisc funded project delivered by Sue Wallace at the Learning and teaching practice experts group, 22 April 2015
Building capability for new digital leadership, pedagogy and efficiency, delivered by Sarah Davies at the Jisc Learning and teaching practice experts group
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
Removing Obstacles for Cross border Cooparations Sergej Lugovic
Parallel session I: Ideas and plans for the development of joint study programmes (introduction: Sergej Lugović MSc. Polytechnic of Zagreb, moderators Jasmina Skočilić, Agency for Mobility and EU Programs, prof. Ranko Biondić, Ph.D., Faculty of Geotechnics, University of Zagreb , Vladimir Mrša Ph.D., Faculty of Food Technology and Biotechnology, University of Zagreb );
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
The Future of Data Analytics Education_ Trends and Innovations (2).pdfUncodemy
The future of data analytics education, particularly the Data Analytics Course in Dehradun with Uncodemy, embodies dynamic innovation, adaptability, and an unwavering commitment to preparing individuals for the data-driven world. In an evolving industry, it's imperative to keep education aligned with shifting demands. This entails staying updated with swiftly evolving technologies, addressing concerns about equitable access, navigating the intricacies of data privacy and ethics, and ensuring high quality and consistency in online and micro-credential courses. To fully unlock the potential of data analytics education, it is of utmost importance to invest dedicated efforts, champion inclusivity, and uphold ethical standards. By doing so, we can empower individuals to embark on a journey of learning and professional growth in the field of data analytics, thereby fostering innovation and progress in our data-centric society. Explore the Data Analytics Course in Dehradun with Uncodemy and seize valuable opportunities in this dynamic field.
EduTech Further Education & Higher Education 2017 Scotland ConferenceFutureScot
EDUTECH Conference for Further Education & Higher Education. FutureScot November 2017 conference, EDUTECH (Further and Higher): Response to digital disruption and the digital skills gap. FutureScot Conference #EduTech
Job Shadowing: practical approaches to an effective career guidance interventionEduSkills OECD
To celebrate the first ever Global Careers Month we ran a webinar exploring the role of job shadowing in the career preparation of teenagers. Job shadowing is a form of career exploration that along with workplace visits has been identified in OECD analysis of multiple longitudinal datasets as an career guidance intervention that can commonly be linked to better employment outcomes in adulthood. Job shadowing allows students to investigate potential futures in work, connecting with people working in fields of interest. However, while it is not difficult to organise, job shadowing is rarely offered by schools.
During this webinar we introduced job shadowing as a career development approach and set out the evidence for why schools should consider offering it.
The presentation includes an introduction from Anthony Mann, Senior Policy Analyst (Career Readiness), OECD directorate for Education and Skills. This was followed by a presentation from Aaron Levine from Chicago Public Schools in the United States on how to organise job shadowing effectively. The final presentation was by Wenka Wentzel, from Kompetenzz, Germany on how job shadowing in annual Girls’ Days and Boys’ Days helps students explore careers where their gender is underrepresented.
Watch the webinar Job Shadowing: practical approaches to an effective career guidance intervention https://www.facebook.com/100064368054456/videos/1947727225397806
Get more information about Career Readiness at https://www.oecd.org/education/career-readiness/
Read our Policy Perspective about job shadowing at https://oe.cd/il/4LK
The future of data analytics education is marked by diverse trends and innovations. Online learning, micro-credentials, and interdisciplinary approaches are democratizing access and specialization. Technology integration, such as AI and cloud-based labs, enhances learning experiences, while project-based and personalized learning foster practical skills and adaptability. Ethical considerations and industry collaboration are integrated, and interactive tools, gamification, and VR/AR provide engaging education. Challenges include content updates, equitable access, data privacy, and quality assurance. Overall, data analytics education is evolving to meet the demands of a data-driven world, emphasizing adaptability, inclusivity, and ethical practices.
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!
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.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
How can technology help to prepare learners for the world of work?
1. Lisa Gray, Peter Chatterton and Geoff Rebbeck
22/04/2015 How can technology help to prepare
learners for the world of work?
2. Overview
»Background and context
› Why is this important?
› Technology as an enabler
› Introduction to the Jisc employability study
»Examples of practice
»A framework for ‘technology for employability’
»Institutional readiness….some early thoughts
»Key themes and issues
»Emerging recommendations
»Group activity – identifying good practices
Preparing learners for the world of work 2
3. Why is this important?
»Employability
› Increasing importance in
policy and strategy
– evidence of an
‘employability gap’
› Means to economic
independence and active
citizenship.
› Qualifications not an end to
themselves
Preparing learners for the world of work 3
»Technology
› Evidence that technology can be
an enabler….
– But it’s not clear how institutions
are using technology most
effectively to support learners
› Digital savvy graduates are
essential for shaping tomorrows
entrepreneurial activities
– But digital literacies aren’t well
articulated in relation to
employability skills
4. Benefits
Learners
»Efficiently self-direct, plan, manage,
evidence and review their lifelong
learning and employability
»Present and showcase their
‘rounded self’
› Opening up opportunities
worldwide
»Opportunities for interaction with
peers, staff, mentors, employers
Employers
»Engage digitally literate students,
supported by staff, offering
potentially added value to the
business
Preparing learners for the world of work 4
Technology as an enabler…a flavour
Institutions
»Enhanced engagement with
employers
› Leading to better understanding of
employer needs….and courses that
better meet those needs
»Efficiencies and cost effectiveness
› Virtual reality opportunities
particularly at scale
› Mapping portfolios, faster progression
through courses (~20%)
5. Jisc employability study
»December 2014 - study funded
»February - open invitation for
examples of practice
»April 29th – webinar to share
emerging themes and findings
»May – study completes
› Case studies and vignettes
› Analysis of the technology and
employability landscape
› Issues, challenges, gaps and
recommendations
»June – next steps identified
Preparing learners for the world of work 5
6. Effective practice examples
Table
Preparing learners for the world of work 6
Case studies - HE
Institution Subject
University of Greenwich Greenwich Connect: a joined up approach to employability in a digital world
University of Northampton Student employability development through social innovation and enterprise
Glasgow Caledonian
University
Problem-solving real business issues using wikis
Birmingham City University A range of creative approaches to developing student employability
Keele University ILM accredited e-portfolio-based employability award
University of Edinburgh Student-led e-portfolio-based assessments for evidencing graduate attributes
University of Birmingham Online employability skills pathway of the Personal Skills Award
University of London Employability skills MOOC
Staffordshire University Staffordshire Graduate Employability project
Bath Spa University International virtual internship programme
Oregon State University
collaboration
Global student collaborative venture to compete in international student racing
7. Effective practice examples
Table
Preparing learners for the world of work 7
Case studies – FE and skills
Institution Subject
The Mindset Joint venture between Reed employment and 13 colleges – in campus branches
S&BAutos Supporting motor vehicle apprenticeships through Moodle and virtual reality
Job Centre Plus Using technology to support those out of work
Welsh Baccalaureate Digital literacies embedded into the qualification
MyWorksearch An online employability service supporting learners on an ongoing journey
South Devon College Using an online employability course
SouthWest College, NI Using technology to support partnership projects between students and industry
Portland College Project using video, accessed by QR codes to support learners with disabilities
ReadingCollege A college-wide move away from theVLE to learner-centred approaches
City of Glasgow College An e-portfolio for stonemasons to best record their experiences in the workplace
11. Technology for employability
Preparing learners for the world of work 11
Technology-enhanced
authentic and
simulated learning
experiences
Active and “real world” learning
experiences – supported by
technologies – that help to develop
employability skills
Simulated experiences
12. Preparing learners for the world of work 12
Technology-enhanced
authentic and
simulated learning
experiences
Technology-enhanced
lifelong learning and
employability
Self-directed personal and
professional learning (planning,
reflection, managing, recording,
review) – supported by
technology
(Digital) feedback and
engagement with a variety of
stakeholders including
employers to help develop
learner self-regulatory skills
Employer-supported/ related
assessment for learning
Technology for employability
13. Preparing learners for the world of work 13
Technology-enhanced
authentic and
simulated learning
experiences
Technology-enhanced
lifelong learning and
employability Digital
communications and
engagement with
employers
Researching, identifying and
developing contacts and
relationships with employers
Developing “digital” and
“employability” identity
Developing “digital collateral”
as evidence of student
“rounded self”
Showcasing student
“rounded self” to employers
and personal clients
Technology for employability
14. Preparing learners for the world of work 14
Technology-enhanced
authentic and
simulated learning
experiences
Technology-enhanced
lifelong learning and
employability
Technology-enhanced
employability skills
development
Digital
communications and
engagement with
employers
Learner skills
diagnostics
Technology-enhanced
development for skills
gaps
Computer-aided
assessment
Technology for employability
15. Preparing learners for the world of work 15
Technology-enhanced
authentic and
simulated learning
experiences
Technology-enhanced
lifelong learning and
employability
Technology-enhanced
employability skills
developmentEmployer-focused
digital literacy
development
Digital
communications and
engagement with
employers
• Developing student
technology-enhanced
employability skills
Technology for employability
16. Preparing learners for the world of work 16
Technology-enhanced
authentic and
simulated learning
experiences
Technology-enhanced
lifelong learning and
employability
Technology-enhanced
employability skills
developmentEmployer-focused
digital literacy
development
Digital
communications and
engagement with
employers
Technology for employability
17. Preparing learners for the world of work 17
Embedding and
aligning technology
for employability into
polices, plans and
resources
Staff digital
literacies for
employability
Collaborations and
partnerships to drive
change in technology
for employability
QA & continuous
improvement
through
employability data
monitoring, analytics
and review
Technology tools,
resources,
infrastructure and
support for
employability
Institutional readiness….some early thoughts
18. Themes
» Different visions of ‘maturity’ and variation in approaches to
developing employability skills and attributes
› FE – focused on ‘line of sight’ to employment
» Authentic experiences can develop skills, but depend on the degree
of “authenticity” and the degree to which students learn/reflect on
them and articulate them
» “Lifelong employability in a digital age” needs to be a core student
capability, with students encouraged to ‘take ownership’ early on
› Curriculum design structures can be a barrier
› Are learners routinely challenged to think about their learning
experiences or achievements and progression?
Preparing learners for the world of work 18
1. Institutions are on various points of the continuum
towards student employability “maturity”
19. Themes
» Variation in practices and understanding of potential of technologies
– by institutions, students and employers
» Many creative uses of technology, but ‘embedding’ remains elusive
to many institutions
» Digital literacies are underplayed for underpinning employability
skills
» Employers and HE/FE generally have low aspirations in relation to
“digital entrepreneurialism”
Preparing learners for the world of work 19
2:Technology is under exploited
20. Themes
» Core employability skills and attributes are typically being
addressed, with variations… but they are continually evolving
» Unclear the degree to which employers (large and small) are involved
in defining and developing employability skills
› And not much evidence of institutions evaluating the impact of
employability policies / initiatives with employers
» Not always easy to identify “truly” authentic learning experiences
with employers for ALL students, though there is much potential for
student cohorts to work in partnership with employers on “real and
challenging” employer/sector problems
Preparing learners for the world of work 20
3: Insufficient engagement and partnership working
with employers
21. What does “maturity” look like? …. a scenario
“Connected curricula”:
» Employability embedded into curricula and assessment
» Authentic learning experiences
» Inextricably linked to “assessment for learning” and authentic assessment
» Includes student articulation and evidencing of experiential learning and
employability skills
» Maps to QAA “Flexible curricula” framework
» Requires a learner-centred connected technology infrastructures
» Requires effective employer engagement
» Requires joined-up approaches to institutional policies and plans
Preparing learners for the world of work 21
22. Emerging recommendations
»Benchmarking tool
› to help institutions self-assess
‘technology for employability’, plan
enhancements, linked to policies,
goals and priorities
»Framework making clearer the digital
context for employability skills
»Online space to support collaborative
problem solving with students/
professional bodies/ staff and
employers
»Collaborative communications and
engagement plan to raise awareness
Preparing learners for the world of work 22
Some early thoughts…..
23. Preparing learners for the world of work 23
Technology-enhanced
authentic and
simulated learning
experiences
Technology-enhanced
lifelong learning and
employability
Technology-enhanced
employability skills
developmentEmployer-focused
digital literacy
development
Digital
communications and
engagement with
employers
Group activity
• Take one of the “Technology
for employability” dimensions
• Identify good practices
record on post-its
24. Related Jisc activity
» e-Portfolios – guidance on what they, how you can
use them and successful implementation (new
‘quick guide’ in development)
» Students as Agents of Change
› www.jisc.ac.uk/rd/projects/change-agents-
network
» Digital Literacies
› www.jisc.ac.uk/guides/developing-digital-
literacies
» Assessment and employability
› http://bit.ly/jisc-assess
» Curriculum Design
› Bit.ly/jisccdd
» Lifelong Learning and Workforce Development
Preparing learners for the world of work 24
Where to find out more
+ Webinar – 29 April (12pm – 1pm) - registration: http://bit.ly/1DwhZP0
25. Find out more
»Lisa Gray lisa.gray@jisc.ac.uk
»Peter Chatterton
peter.chatterton@daedalus-e-world.com
»Geoff Rebbeck grebbeck@me.com
»Project page:
jisc.ac.uk/rd/projects/developing-student-
employability
»Join the conversation on the blog:
employabilityproject.jiscinvolve.org/
»and on twitter #jiscemployability
»e-portfolio resources:
www.jisc.ac.uk/eportfolio (new ‘quick
guide’ currently in development)
Preparing learners for the world of work 25
Editor's Notes
Sir Tim Wilson's review of university-business collaboration (2012) suggest a gap between UK business and HE, stating that 'Universities should reflect on the opportunities that are provided for students to develop employability skills through the formal learning methodologies used within the university” (Wilson, 2012, p.10).
A recent Jisc funded project exploring assessment and employability further evidenced the ‘employability gap’ suggested in the review (University of Exeter, 2013). Cornwall College ran a workshop with a range of local employers who identified it wasn’t knowledge of specific IT platforms they wanted, more students being ‘work ready’, for example knowing how to present themselves appropriately through a range of different media. At an event led by Greenwich University two leading graduate recruiters talked passionately about learners having a flexible, can do attitude.
Recent surveys have also highlighted employability as amongst the foremost reasons for students considering a university education - Over 70% of students stated that improving job opportunities was the most important reason to go to university (CBI/NUS, 2011).
Qualifications are increasingly in FE and skills as a stepping stone to employment from which economic independence and active citizenship flow
Technology
We have evidence that technology can be an enabler to developing and communicating these skills, but it isn’t clear on how universities are using the tech to most effectively support learners.
Digitally savvy graduates (with more than just basic IT skills) are essential for shaping tomorrow’s entrepreneurial activities in employers. But employability skills articulated by employer, professional, sector and regulatory bodies do not typically stress the importance of digital literacies to support employability skills, such as communication, project management, collaboration.
Learners:
Present and show-case their "rounded-self" - skills, knowledge, capabilities, attributes and experience - to employers using a range of digital media and channels
Efficiently self-direct, plan, manage, evidence and review their lifelong learning and employability.
Engage and collaborate with employers on "real world" learning experiences that can benefit a range of stakeholders e.g. employers, local communities, learners, staff.
More effective feedback, and engagement with feedback to develop learners self regulatory skills
Target and pro-actively communicate and engage with employers relevant to their employment goals, using a range of digital media and channels
E.g.
Authentic approaches to learning.
St George’s, University of London G4 project implemented authentic collaborative assessments through virtual patients delivering ‘consequence-based’ learning vs paper problem based approaches. Evidenced showed:
‘Perhaps most importantly for learning outcomes were the repeated and unprompted statements by students that the .. VPs required them to think more actively, promoted clinical reasoning and developed better understanding than paper based cases’. See a case study and final report for more details.
The University of Exeter – developed a dimensions model, based on principles of ‘work-integrated’ assessment that was used to analyse, design and evaluate approaches to designing more authentic assessment tasks. Dimensions included collaborative working; real world tasks; multiple assessment points; peer review.
Better engagement with peers, staff and employers
Importance of acting on feedback:
David Nicol - We need to see feedback, not just as a process that’s intended to improve learning, that there’s a bigger idea behind feedback, in that it should enable students to develop the capacity over time to make judgements and evaluate their own learning and to produce quality work themselves without the help of the teacher. …….. Giving comments isn’t enough – must think how students construct meaning from those comments and how they act on them – so that when they go into professional practice students set their own goals, evaluate their own progress, are we developing this in HE?’
Employers
Engage digitally literate students, supported by staff, offering potentially added value to the business e.g. addressing real employer problems.
Glasgow Caledonian / InnotTech are developing partnerships with students/business to solve business problems
Institutions
Enhanced engagement with employers leading to better understanding of employer needs that can feed into course design
Using technology to support engagement with SMEs as well as large employers.
Potential for using technology to enhance evaluation of impact of employability approaches.
Potential for using technology to enhance provision of authentic opportunities for students to engage with employers
InnoTech:
InnoTech is venture by South West College, Northern Ireland. Financed by the Department for Employment and Learning (DEL) to provide partnerships between industry and college students to nurture and grow innovation. They supply R&D support to companies in NI and wider. Industry approach Innotech with a particular problem/challenge and develop the project for them.
They then partners businesses with students at all levels – college students, pg researchers, graduate interns) with businesses around a particular problem. And encourage the return of the knowledge through the curriculum. And promote culture of innovation and adventure in schools to promote STEM subjects through projects supervised by the college STEM centre and the Idea creative technology studio. Projects vary between 12 and 36 months.
Partnerships are facilitated using technology tools (CAD and animation modelling tools) and communications tools. Student also work directly with companies on technology projects in the area of mechanical engineering, IT, electronics and renewable energy systems . Won international green sustainability awards. And AOC Beacon Award 2013.
S&B Automotive Academy
The S&B Automotive Academy is an independent provider based on the motor vehicle industry in Bristol. They support apprentices who are placed in client organizations around the UK, Germany and Bermuda, dealing with supplies, bodywork, repairs etc.
The apprentices are supported through the Moodle VLE and industry portfolio (Institute of Motor Vehicle Industry) along with mobile devices, even when on work-placement. Come into the company for their classes, with over 1500 online learning modules on the VLE. Apprentices make use of video capture in garages to demonstrate competence, and students encouraged to talk over the video capture to demonstrate their knowledge and understanding. A training needs analysis assesses their gaps, and courses fill gaps only.
They also go into schools to talk about the apprenticeship scheme, and have the apprentices present over a live video feed from their current workplace, doing a Q&A session.
Focus on developing a mixture of attitude, knowledge and commitment.
Now working with virtual reality, building a professional virtual reality paint spray workshop that allows apprentices to acquire paint spraying skills at vast cost savings (at least £13,000 in teacher time and consumables so far).
Keele University
Keele’s strategic approach to student employability is focused on supporting students to take responsibility for their own development via a new flexible degree structure that includes co-curricula activities offering options such as part-time work, entrepreneurial schemes or volunteering. A development strand runs through all curricula with a focus on personal and professional development, helping students to focus students on making sense of, and taking responsibility for their learning and futures.
They have developed a ‘Keele University Skills Portfolio’, an e-portfolio based collection of students reflections on their experiences (curricular or co-curricular), evidencing the Keele Graduate Attributes, which leads to an accredited certificate from the Institute of Leadership and Management (ILM), the UKs largest awarding body for leadership and management qualifications. Also recognised on the students HEAR.
Completed portfolios are submitted to the personal tutor who signs it off pending the result of their main award. See: http://www.theguardian.com/higher-education-network/blog/2013/jan/22/student-development-university-curriculum-design
Greenwich Connect: a joined up approach to employability in a digital world
Greenwich Connect is the Universities approach to learning innovation in a digital world which joins-up strategies and practices for teaching, learning, employability and digital literacies. It works with projects that support the creation and growth of networks and connections between learners, graduates, faculty, peers, research and community.
One example of a project within Greenwich Connect is a virtual law clinic – a specialist web-based case advice system developed by students. Any member of the public can submit a query using the secure web form, and is assessed for suitability by an academic and law professional. The query is then assigned to a bank of volunteer law students / and academics and profs that are working pro-bono. Tools are used to facilitate asynchronous and synchronous working to find a solution. Once draft advice has been approved it is shared back through the website. Every study writes a reflective blog of her experiences of working on the case. All information and communication is retained to grow the knowledgebase.
Different visions of “maturity” and variation in approaches to developing employability skills and attributes
At this stage, we not sure what “maturity” – when it comes to developing student employability skills – looks like and not even sure whether it is a useful concept. In fact, “maturity” probably looks different to different institutions/disciplines and perhaps the term could be applied more to the processes involved in identifying and developing student employability skills rather than on the “end-product”.
In FE….a very clear remit that the purpose of each FE course has to have a clear ‘line of sight’ to employment – with the end product being employment not the qualification. In HE that is much less strong a focus in some areas, but also clear for the more vocational areas.
Authentic experiences can develop skills, but depend on the degree of “authenticity” and the degree to which students learn/reflect on them and articulate them
Authentic employer learning experiences are probably one of the best approaches to equipping students with employability skills but our research shows that it is not clear-cut. For instance, placements may only be short lived and some students only experience low-level tasks. At the other extreme, we have found examples of students working in cohorts with employers on real employer issues and challenges. The authentic learning experience is not the end of it – we have come across some wonderful examples of students being required to reflect on their learning experiences and draw out what they have learnt and then being able to demonstrate, record and articulate this to academics and employers. E-portfolios are an example of technology that supports this process, particularly where students use their mobile devices to capture evidence e.g. interviews with employers.
“Lifelong employability” needs to be a core student capability – with students encouraged to “take ownership” early on
Our thesis is that rather than encouraging just “graduate employability” (& sometimes with an over-emphasis on getting jobs for students irrespective of whether they are appropriate for them), we need to equip students with a more self-directed “lifelong employability” capability – which in itself is a key employability skill. This “taking ownership” approach aligns with the trend for curricula to adopt student self-directed learning/assessment approaches and therefore brings together the “self-directed” concept for both lifelong learning and lifelong employability.
Curriculum design structures can pose barriers to lifelong employability – e.g. modularization and the difficulty of seeing a more holistic view of student progression and development using tech that are focused around courses not the learner. Need to support more learner-centred approaches using techs that support that. And need to ensure learners are regularly challenged to think about their learning experiences or achievements and progression. Too little guided movement towards self regulation, but technology eg e-portfolio technologies can help.
Needs to support students to ‘stitch together’ their experiences – students need scaffolding to ensure they make sense of their learning across the piece.
Variation in practices and understanding of potential of technologies – by institutions, students and employers
Despite our finding some wonderfully creative uses of technology to support student employability, there does appear to be wide variation in practices and understanding of how to use it effectively. For instance, there are a range of examples of using e-portfolios, some to good effect, but it does appear that this technology is generally not being used to anywhere near its full potential. Another example is the use of social media – in my view students are not using it to anywhere near its potential to engage and network with stakeholders such as employers and alumni. Perhaps this is because they see it more as something for their social lives – our dig lit programme has evidenced that even where they have dig lit skills students find it hard to apply to the working envt.
Many creative uses of technology, but “embedding” remains elusive to many institutions
We have found many really creative uses of technology e.g. using simulations, virtual reality, wikis, digital story-telling, but as with technology-enhanced learning in general, institutions typically find it difficult to roll them out in a widespread way
Digital literacies underplayed for underpinning employability skills
When we’ve looked at how different institutions are defining and shaping employability skills, there is not that much emphasis on digital literacies – nor is there much alignment of digital skills with employability skills. For instance, “team-working” and “communications” are typical employability skills and they are often illustrated through indicators such as “contributing ideas in a team”, “improving your team behaviour” – with no reference to digital skills & practices e.g. “keeping up-to-date with collaboration, communication and information management tools, “influencing team members to use collaboration tools”. We should be equipping graduates with such digital literacies, but we must also help them to make the link between such digital skills and employability skills.
Dig lit programme, found that employers find it hard to articulate clearly what they want from dig lit graduates. Other research suggests its for ‘soft’ digital skills eg. Communication and collaboration as well as the ability to learn harder system related skills quickly.
On the flip side academic staff are also unclear on what digital literacies will be required by students in the workplace or how to support them.
Employers and HE/FE generally have low aspirations in relation to “digital entrepreneurialism”
Institutions don’t do enough to raise it, employers don’t see the potential and keep the status quo. Cycle of low expectations. Could HE do more to help employers be more entrepreneurial using digital technologies?
Core employability skills and attributes are typically being addressed, with variations… but they are continually evolving
How are institutions are defining employability skills?. There are of course the usual “core” skills e.g. communication, team-working, but this area is a moving feast. There is variation in what employers focus on – some even focus more on the soft skills or attributes such as “confidence”, “high aspirations and motivation”. There are even ongoing initiatives to update such skills frameworks e.g. the Wakeham Review of STEM Degree Provision and Graduate Employability.
Unclear the degree to which employers (large and small) are involved in defining and developing employability skills
It is unclear at this stage, the degree to which institutions consult and engage with employers and employer/professional bodies on defining and developing employability skills. In some areas, such as health sciences, there is effective engagement and professional standards frameworks (including alignment with national occupational standards), but in other discipline areas, there see
Not always easy to identify “truly” authentic learning experiences with employers for ALL students, though there is much potential for student cohorts to work in partnership with employers on “real and challenging” employer/sector problems
We often talk about helping students to find authentic learning experiences e.g. through placements. But the reality is that it is very difficult for programmes to place ALL students in truly authentic learning scenarios via e.g. placements. We need to think more in terms of engaging employers and sector/professional bodies in identifying “real” challenges for student cohorts to work on – including cross-discipline/cross-institution and even international cohorts. One of my favourite initiatives is the Institute of Mechanical Engineers Formula Student project – where students have to design and build a racing car – this is now an International competition and it is one of the most effective means of teaching students employability skills. FE is perhaps better at such engagement than HE
Online space
For example:
provision of advice by students/staff to employers
problem-solving employer issues
match-making (e.g. alumni mentors)
mentoring (e.g. alumni, employer mentoring of students)
development of knowledge-bases e.g. for employers and professional / sector areas
crowd-voting to support identification of and ideas generation for shared problems
professional / discipline communities of practice
Recent implementation toolkit and accompanying video case studies.
Students as agents of change – evidenced these opportunities as being key for the devt of employability skills.
Dig lit programme – range of learning points around digit lits and employability
Guidance on redesigning assessments to ensure they are ‘work-integrated’, and discussion of the importance of developing learners self-regulation.
Curriculum design explored how to better design courses with employers views at the fore and flexible provision provided for.
Our LLL programme explored how to ensure learners can access education at all stages of life, including whilst in the workplace.