How technology helps prepare learners for work
•Download as PPTX, PDF•
1 like•6,059 views
The role of the UK higher education, further education and skills sectors in developing student employability is clear. Technology can be an enabler to the development of these skills, but are organisations making best use of it to develop student employability? This workshop presented findings from a current study, showcase examples, and provided opportunities for participants to engage with the challenges.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (20)
Similar to How technology helps prepare learners for work
Similar to How technology helps prepare learners for work (20)
More from Jisc
More from Jisc (20)
Recently uploaded
Recently uploaded (20)
How technology helps prepare learners for work
- 3. How can technology help to prepare learners for the world of work?
- 4. » Lisa Gray, Senior C0-design manager » Peter Chatterton, Consultant and HE lead » Geoff Rebbeck, Consultant and FE and skills lead Introductions 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 4
- 5. » Background and context » Technology as an enabler » Examples of practice » Key themes and issues » A framework for the student journey » Activity » Summary and close Overview 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 5
- 6. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 6 Background and context – previous Jisc activity » Ensuring opportunities are provided throughout the curriculum to support learners reflect, plan, articulate and showcase their skills using technology » Embedding digital literacy skills across the institution » Enabling lifelong learners to engage with higher education at all stages of life
- 7. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 7 Background and context – previous Jisc activity » Enabling increased engagement between employers and institutions » Ensuring assessments are ‘authentic’, promote reflection and dialogue around feedback, and are aligned to real world tasks » Empowering students as agents of change
- 8. Technology as an enabler 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 8 » Supporting learners to more efficiently manage, plan, develop, evaluate and showcase their employability skills › University of Edinburgh » Supporting more active approaches to learning which reflect authentic ‘real world’ experiences › St. George’s Medical School and College ofWest Anglia Benefits
- 9. Technology as an enabler 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 9 » Rapid and timely feedback that prompts reflection and self-regulation › University of Dundee » Easier engagement with employers in curriculum design and delivery › Birmingham City Benefits
- 10. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 10 » December 2014 - study funded » Peter Chatterton - study lead and exploring the HE perspective » Geoff Rebbeck - exploring the FE and skills perspectives » February - open invitation for examples of practice Employability study
- 11. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 11 » April – study completes › Jisc guide › Case studies and vignettes › Analysis of the technology landscape, issues and challenges, impact › Gaps and recommendations Employability study http://employabilityproject.jiscinvolve.org/
- 12. » University of London - employability & careers MOOC » University of Greenwich - Greenwich Connect and GWizards » Birmingham City University - creative problem solving and digital story-telling » Birmingham City University - online simulation and gaming » University of Northampton - social innovation and enterprise » Glasgow Caledonian University - wikis to support students and employers Examples of practice 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 12
- 13. » SW College Cookstown, CoTyrone - Innotech Business Centre » The Mindset - Reed Employment branches in college » Portland College - Employment and Disability awareness » City of Glasgow College - StonemasonApprentice e-portfolios » Reading College - Student-centred Project learning » Job Centre Plus - Prep for employment » S. Devon College - General Moodle Employment module Examples of practice 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 13
- 14. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 14 » Different visions of “maturity” and variation in approaches to developing employability skills and attributes » Many creative uses of technology, but “embedding” remains elusive to many institutions » Embedding employability/attributes into curricula may be “ideal”, but there are challenges Theme 1: Institutions are on various points of the continuum towards student employability “maturity” Three key themes emerging (so far)
- 15. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 15 » 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 » FE very focused on “line of sight” to employment » “Lifelong employability” needs to be a core student capability – with students encouraged to “take ownership” early on Theme 1: Institutions are on various points of the continuum towards student employability “maturity” Three key themes emerging (so far)
- 16. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 16 » Variation in practices and understanding of potential of technologies – by institutions, students and employers » Institutions could do a lot more to unleash student creativity in using digital networks/media to engage with employers, alumni… » Digital literacies underplayed for underpinning employability skills » Employers and HE/FE generally have low aspirations in relation to “digital entrepreneurialism” Theme 2:Technology under exploited Three key themes emerging (so far)
- 17. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 17 » Technology issues e.g. lack of integration, lack of mobility of data » Variation in degree of data collection/analytics Theme 2:Technology under exploited Three key themes emerging (so far)
- 18. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 18 » 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 » Not much evidence of institutions evaluating impact of employability policies/initiatives with employers Theme 3: Insufficient engagement and partnership working with employers Three key themes emerging (so far)
- 19. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 19 » Not always easy to identify “truly” authentic learning experiences with employers forALL students, though there is much potential for student cohorts to work in partnership with employers on “real and challenging ” employer/sector problems » HE needs to develop greater partnership working with employers e.g. to raise aspirations for “digital entrepreneurialism” Theme 3: Insufficient engagement and partnership working with employers Three key themes emerging (so far)
- 20. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 20 “Lifelong employability” A framework for the student journey Planning for lifelong employability Developing and applying transferable skills and attributes Networking, communications and engagement (peers, tutors, mentors, alumni, employers, employer bodies…..)
- 21. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 21 A framework for the student journey Planning for lifelong employability
- 22. Activities Tools 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 22 » Developing self-awareness and critically evaluating personal, social and professional capabilities, skills and attributes » Identifying career, sector, job, self-employment options and skills required » Developing personal strategic plan for career and graduate job, aligning with aspirations, goals, needs,valuesandstrengths » PDP/e-portfolio » VLE / EMA » Social media e.g. LinkedIn,Twitter, Facebook, blogs, web-sites, wikis » Mobile devices » Self-diagnostics tools » Career planning tools » Web-conferencing » Online surveys A framework for the student journey
- 23. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 23 A framework for the student journey Developing and applying transferable skills and attributes
- 24. Activities 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 24 » Identifying approaches to development and application of transferable skills & attributes e.g. › Research / e-learning / course modules › Creative problem-solving › Innovation / change agent projects › Authentic experiences › Simulations » Developing a plan for skills and attributes development » Implementing selected approaches forskills andattributesdevelopment » Seeking feedback from peers, tutors, employers, mentors » Recording, reflecting and evidencing » Critically re-evaluating skills/plan A framework for the student journey
- 25. Tools 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 25 » PDP/e-portfolio » VLE / EMA » Social media e.g. LinkedIn, Twitter, Facebook, blogs, web- sites, wikis » Mobile devices » Self-diagnostics tools » Career planning tools » Web-conferencing » Digital story-telling » Simulations/virtual reality » E-Books » Multimedia capturing, editing and production » E-learning resources & OERs A framework for the student journey
- 26. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 26 A framework for the student journey Networking, communications and engagement (peers, tutors, mentors, alumni, employers, employer bodies…..)
- 27. Activities 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 27 » Horizon scanning and developing intelligence on careers, markets, jobs, self-employment, alumni, employers and employer bodies » Identifying a range of approaches to real/virtual networking » Developing a plan for communicating and engaging with stakeholders with clear objectivesand measures of success » Developing engagement “collateral” e.g. CV, digital resources, evidence of skills » Implementing a communications and engagement plan and evaluating regularly A framework for the student journey
- 28. Tools 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 28 » Online libraries & databases » Career planning tools » Simulation tools e.g. mock interviews » PDP/e-portfolio » Social media e.g. LinkedIn, Twitter, Facebook, blogs, web- sites, wikis » Mobile devices » Web-conferencing » Digital story-telling » Multimedia capturing, editing and production A framework for the student journey
- 29. » Discuss the themes and issues raised. Do these reflect your contexts? What are the gaps? › What’s working well › Barriers and challenges » How can we achieve the vision presented of technology-enhanced employability skill development? › What can institutions do › What can Jisc do Activity 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 29
- 30. 09/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 30
- 31. Find out more… Contact… Except where otherwise noted, this work is licensed under CC-BY-NC-ND Peter Chatterton Geoff Rebbeck peter.chatterton @daedalus-e-world.com grebbeck@me.com
Editor's Notes
- +++++ COVER: OPTION 1 ++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ COVER: OPTION 2 ++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ SECTION BREAK SLIDE ++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ SINGLE COLUMN – FOR EITHER BODY COPY, BULLETS, GRAPHICS, IMAGES, TABLES OR VIDEO – PLEASE NOTE ANY VIDEOS SUPPLIED WILL NEED THE VIDEO SUPPLIED ALONG SIDE THE PRESENTATION +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- Geoff - The FE background and context is dominated by Government Policy on the importance of FE providing routes to employment. Reports cover Government policy relating to: Apprenticeships Enterprise Skills Functional Skills The emergence of private provider competition Job Centre contracts to work with those unemployed, including NEETS Funding Arrangements (the continuing reduction in public funding and its redirection to local employers) Framework issues relate to whether it should be taught discretely or embedded in course. (answer is a mixed approach depending on course). FE practice well evidenced in Mapping portfolios in Work based learning. Otherwise reliance on work based experience to make relationships, and interviews. Some evidence of writing in professional skills into competences. FELTAG make specific recommendations that BIS accepted about the relationship between colleges and employers. This is perhaps the late and highest profile set of instructions to the FE and Skills world. 1. employers should play a more integrated role in the development and delivery of FE curricula. These employers should specify which digital skills they need 2. identify to what extent digital technology can help get greater engagement of employers in the design and delivery of learning 3. an innovation fund should support leading-edge apprenticeships, traineeships and internships that use a high degree of digital technology in their delivery 4. employers and FE providers should work together to scale up existing ‘best practice’ learning technology network-building 5. encourage and support the use of collaborative MOOC approaches in the FE system, including the development of online courses, such as VOOCs, between groups of providers, awarding bodies, employers and e-learning companies to avoid duplication and increase the vocational sector's international visibility, engage with new markets, and increase economies of scale 6. consider how SMEs can build the digital capability of their staff and discuss findings with a partnership formed from local FEIs and Local Enterprise Partnerships
- For example: Through our e-portfolio work, providing guidance on the how to best use the potential for the tools to enhance learning, and on implementing these tools at scale. Developing a common specification for e-portfolio portability. Digital literacy programme – explored Lifelong learning and curriculum delivery programmes – explored flexible delivery to workbased learners using personal learning tools; engaging employers in curriculum redesign through video recordings; and exploring more effective and efficient ways of recording APEL Enabling more effective engagement between institutions and employers – e.g. through a vocabulary tool that mapped academic language to natural language enabling the development of flexible courses. In terms of assessment we’ve explored how to develop authentic assessments that reflect the reality of the workplace (Springboard TV); how to ensure ongoing dialogue around reflection to ensure learners develop critical self-evaluation and critical analysis skills; and how to best ensure assessments are developing the sorts of skills we need for work through analyzing what good ‘work-integrated’ assessments are. And through working with students as partners in change processes, where all benefit – learners in developing skills of value, staff and institutions benefitting from increased engagement and expertise of students.
- For example: Through our e-portfolio work, providing guidance on the how to best use the potential for the tools to enhance learning, and on implementing these tools at scale. Developing a common specification for e-portfolio portability. Digital literacy programme – explored Lifelong learning and curriculum delivery programmes – explored flexible delivery to workbased learners using personal learning tools; engaging employers in curriculum redesign through video recordings; and exploring more effective and efficient ways of recording APEL Enabling more effective engagement between institutions and employers – e.g. through a vocabulary tool that mapped academic language to natural language enabling the development of flexible courses. In terms of assessment we’ve explored how to develop authentic assessments that reflect the reality of the workplace (Springboard TV); how to ensure ongoing dialogue around reflection to ensure learners develop critical self-evaluation and critical analysis skills; and how to best ensure assessments are developing the sorts of skills we need for work through analyzing what good ‘work-integrated’ assessments are. And through working with students as partners in change processes, where all benefit – learners in developing skills of value, staff and institutions benefitting from increased engagement and expertise of students.
- Reflection and presentation of skills Personal learning tools – to scaffold and support learners to more effectively organise, evaluate, and present evidence of their employability skills – often around a competence framework for example for professional body requirements, or sets of graduate attributes Authenticity Technology can support more active approaches to learning and teaching, which reflect authentic, ‘real world’ experiences and incorporate opportunities for collaboration, creativity and production, all areas explored throughout the programme. For example, at St. George’s medical school the move from paper-based, problem based approaches to virtual patient, closer to ‘real life’, consequence-based learning through collaborative working with virtual patients learning led to students reporting they were thinking more actively, that their clinical reasoning was enhanced, and that they had better understanding. It allowed learners to work together on a virtual patient problem where they could see the impact of their decisions without damaging a real person. A project which won the UK wide Beacon Award a few years ago, the Springboard TV project looked to address issues of student motivation and retention on media courses, by remodelling the curriculum around production activities for an internet TV station – creating a real live production environment for students to develop their skills. Importantly, the project reports sharp improvements in achievement, student motivation, and progression. Encourage a development approach Move to seeing feedback as a conversation Engagement with employers Birmingham city, University of Nottingham
- Reflection and presentation of skills Personal learning tools – to scaffold and support learners to more effectively organise, evaluate, and present evidence of their employability skills – often around a competence framework for example for professional body requirements, or sets of graduate attributes Authenticity Technology can support more active approaches to learning and teaching, which reflect authentic, ‘real world’ experiences and incorporate opportunities for collaboration, creativity and production, all areas explored throughout the programme. For example, at St. George’s medical school the move from paper-based, problem based approaches to virtual patient, closer to ‘real life’, consequence-based learning through collaborative working with virtual patients learning led to students reporting they were thinking more actively, that their clinical reasoning was enhanced, and that they had better understanding. It allowed learners to work together on a virtual patient problem where they could see the impact of their decisions without damaging a real person. A project which won the UK wide Beacon Award a few years ago, the Springboard TV project looked to address issues of student motivation and retention on media courses, by remodelling the curriculum around production activities for an internet TV station – creating a real live production environment for students to develop their skills. Importantly, the project reports sharp improvements in achievement, student motivation, and progression. Encourage a development approach Move to seeing feedback as a conversation Engagement with employers Birmingham city, University of Nottingham
- But, given the increasing relevance of the employability agenda in all sectors, further research needed to explore the state of play, effective practice, impact, challenges and how we can best support technology-enabled practice
- But, given the increasing relevance of the employability agenda in all sectors, further research needed to explore the state of play, effective practice, impact, challenges and how we can best support technology-enabled practice
- +++++ TWO COLUMN LAYOUT WITH HEADERS – FOR EITHER BODY COPY, BULLETS, GRAPHICS, IMAGES, TABLES OR VIDEO – PLEASE NOTE ANY VIDEOS SUPPLIED WILL NEED THE VIDEO SUPPLIED ALONG SIDE THE PRESENTATION +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ TWO COLUMN LAYOUT WITH HEADERS – FOR EITHER BODY COPY, BULLETS, GRAPHICS, IMAGES, TABLES OR VIDEO – PLEASE NOTE ANY VIDEOS SUPPLIED WILL NEED THE VIDEO SUPPLIED ALONG SIDE THE PRESENTATION +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- Geoff - This is a good model for FE too.
- +++++ TWO COLUMN LAYOUT, WITH SPLIT RIGHT HAND COLUMN – FOR EITHER BODY COPY, BULLETS, GRAPHICS, IMAGES, TABLES OR VIDEO – PLEASE NOTE ANY VIDEOS SUPPLIED WILL NEED THE VIDEO SUPPLIED ALONG SIDE THE PRESENTATION +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ SINGLE COLUMN LAYOUT – FOR USE WITH IMAGES - CAPTIONS AND ATTRIBUTION BELOW +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ BLANK SLIDE WITH TITLE +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ BLANK SLIDE WITH TITLE +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ SINGLE COLUMN LAYOUT – FOR USE WITH IMAGES - CAPTIONS AND ATTRIBUTION BELOW +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ BLANK SLIDE WITH TITLE +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ BLANK SLIDE WITH TITLE +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- +++++ BLANK SLIDE WITHOUT TITLE +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++
- Employability Skills Match and Lifelong Life-wide Learning (L3) Service UK pilot to be adapted from and based on a version delivered and tested for the Italian market by Kion/CINECA. Employability Data Service Integration of HEAR 2 and SkillsMatch solution. Tested with employers. Consult/engage employer consortia & student groups in integrating HEAR 2 with SkillsMatch on adapted L3 platform. Learner Cradle to Grave Data Service Based on existing flexible standards. Supports employability and mobility: better balance between formal/ informal skills. Integrates ULN standard, ePortfolios, Enterprise Passport, LRS data, LinkedIn as needed/agreed. Timescale: March 2015- July 2016
- +++++ CONTACT SLIDE WITH CREATIVE COMMONS +++++++ +++++ PLEASE FEEL FREE TO DELETE THESE NOTES WHILST CREATING YOUR PRESENTATION +++++++