The document summarizes the first meeting of the PROcompetence project, which aims to promote client-centered competence building in work placement courses. The meeting took place at Helsinki Metropolia University of Applied Sciences and included presentations from each partner institution, an overview of the project goals and activities, discussions of strengths and weaknesses in current work placement practices, and plans for defining learning needs and designing more client-centered work placements going forward. Key topics discussed included conceptualizing "client," identifying gaps between current practices and future needs, and developing a framework to guide education and development of client-centered work placements.
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Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.
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The aim of Entrepreneurship360 is to capture and map the opinions of school management, teachers, parents and partners about the actual situation and the statements that describe good practice in the Entrepreneurial Institution, Entrepreneurial Education in Practice, and the Outward Looking School.
Policy drivers and trends. Purposes of e-portfolios. Engaging learners and staff. Threshold concepts as they relate to e-portfolios. Introduction to the e-portfolios infoKit on the JISC infoNet website.
Edujournal is a Singapore based Learning Management System software company providing administration, documentation, tracking etc...
visit: https://www.edujournal.com/
Beyond the Resume – Using eportfolios for demonstrating skills and gaining em...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and delivered by Kate Mitchell, Tom Cotton and Dr Suneeti Rekhari
Connecting and transforming: Using ePortfolios to support employability and p...ePortfolios Australia
Swinburne University of Technology is involved in a process of transforming learning to ensure that graduates are future-ready learners who have the potential to make a positive impact in the workplace and community. A key part of this strategy is to encourage students to reflect on the skills and graduate attributes they develop as part of their studies and through their involvement in employment and extra-curricular activities. Swinburne are currently piloting an ePortfolio platform (Portfolium) to support and integrate the knowledge and skills developed through a wide range of curricular and co-curricular initiatives to develop an employability portfolio. In particular, the ePortfolio will be used by students to articulate their professional purpose and to collect and curate evidence of their professional purpose journey throughout their course. The presentation will explore the role of ePortfolios at the intersection of strategic initiatives and report on evaluation and future plans for institution-wide implementation.
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• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
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• Introduction to online learning
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• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
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Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
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• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
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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
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
Enhancing teaching and learning through FE. BIS have funded JISC Advance to manage 32 projects throughout 2012-13 focussing on four key areas:Innovative uses of technology, Improving the learner experience, Improving efficiencies and Making better use of existing resources.This session looks at the progress two of the projects have made, and how to get involved in using the outputs.
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What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
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PROcompetence project, programme for Open Seminar in Pärnu, Sept 10, 2013
Kaija 13 14. 9
1. Helsinki Metropolia UAS, FI (coordinator) http://www.metropolia.fi/en/
Mälardalens högskola, Se http://www.mdh.se/
Høgskolen Stord/Haugesund HsH, No http://www.hsh.no/english.htm
Pärnu College, Ee http://www.pc.ut.ee/en
25/6/13 1Helsinki Metropolia University of Applied Sciences
Promoting client-centred competence
building [PROcompetence]
Logos
2. Programme
9.15 Welcome to Metropolia UAS, Mai Salmenkangas , Head of Degree Programme
9.45 Presentations of the partners – a short presentation of your organization, your
interests and role in the PROcompetence project
11.30 Presentation of PROcompetence: Administrative issues (Budget, Contract,
evaluation and reporting), Kaija Matinheikki and Tiina Huotari
12.00 Lunch
13.00 PROcompetence: Moodle as an internal project database, room S 302
13.45- Workshop in two groups (S624 and a bigger room S510 )
Activity A: Sharing the Nordic experiences on work placement courses in terms of
collaboration with work life and higher education as well as client centered approach.
(attached PROcompetence, pre-questions)
Coffee is served during the workshop
Evening program: Dinner at restaurant Zorbas at 7.30 pm. (Läntinen Brahenkatu 4
from Hotel door turn left and walk 50 meters)
25/6/13 Helsinki Metropolia University of Applied Sciences 2
3. Purpose and overall objectives
25/6/13 Helsinki Metropolia University of Applied Sciences 3
New pedagogical approaches and methods for
building Customer-centred competence and
collaborative practices in the work placement context
of Higher education (HEI)
In Estonia, Finland, Norway and Sweden
4. Defining current
workplacement practices
Re-designing work-
placement practices
Evaluating
Work-placement
paths
co-designers: teachers, tutors, customers
To promote
Customer-
centred
competence
building…
Client-work
Learning
Evaluating unmet needs
for customer-centred
services, SWOT
EValuating unmet
needs for learning
customer-centred
approach, SWOT
Requirements
for Future
Service design?
Requirements for future
design in pedagogy,
methods, curriculum?
Service
Gaps
Learning
Gaps
Figure 1: PROcompetence visualised as a co-designing process
5. Evaluation (Process, Final report)
1-4 To which degree did the project meet
its overall objectives
produce the planned products (e.g. reports,
publications, training material, courses) /Schedule,
budget?
5. To which degree did the co-operation between the
project partners meet its planned objectives?
6. To which extent has the project had a positive
impact on the participating partner institutions/
organisations?
25/6/13 Helsinki Metropolia University of Applied Sciences 5
6. …the benefits that have been experienced
by the participating organisations
7. Will project activities continue when Programme
support is terminated?
8. How effective has the evaluation and/or
dissemination of results of the project been.
9. To which extent have the results of the project
benefited target groups outside the institutions?
10. Publications (list): please provide a list of
publications made by the project
11. How do you evaluate your experience of working
with the Nordplus programme
25/6/13 Helsinki Metropolia University of Applied Sciences 6
8. Friday 14 September 2012
Focus on Activity B: A shared view of PROcompetence
A shared understanding on client-centered competence building is
created. Shared objectives and selecting relevant context for practical
implementation in each country. Each HEI specifies its pilot course
(students' work placement course).
9.00 Workshop in one group continues (Coffee in between)
12.00 Lunch
13.00 Concluding discussion and Next steps (Timetable for next
meetings, Doodle)
14.00 Service Design tools for building client-centred competence
Olli Poutanen, Aalto University
15.15 Concluding discussion continues
Coffee 13.30
25/6/13 Helsinki Metropolia University of Applied Sciences 8
9. Project activities
Focus on Activity B: A shared view of PROcompetence
A shared understanding on client-centered
competence building is created (14.9. 2012)
Next task: Shared objectives (=client-centred work-
placement design) and selecting relevant context for
practical implementation towards in each country.
Each HEI specifies its pilot course (students' work
placement course).
25/6/13 Helsinki Metropolia University of Applied Sciences 9
10. The Nordic experiences on work placement
courses (pre-questions, please, attach the
answers in written form in the Moodle)
Strengths
Collaborative work
Interactive and various methods for
training (visiting workplaces, traing
supervisors, reflections, documentation,
learning diary)
Students as change actors
Supervisors trained
Students’ tasks: Children in focus
Flexibility
Students’ interest
Competence of teachers
Staff interest in workplaces
Contextual differences in interest, in
normative framework (rights of clients)
Weaknesses/Limitations
Customers are not enough included
Students’ impact on customers,
work community
What is valued by clients, students,
work communities?
Capability of clients to participate?
Client? Business to Business, B to B
to P (people, B to P (=customers)
–in terms of students
No evidence
The needs of Individual client-
whole group
25/6/13 Helsinki Metropolia University of Applied Sciences 10
11. Opportunities (SWOT)
How do we use our strenghts?
Customer-centred workplacement -design?
(SE) ” multicultural families in focus” in kindergarten (excluded,
vulnerable people), inclusion: ethical aspects
(EE) Interactions between teachers and clients, client more in
focus with students before their workplacements, the voice of
excluded client’s, learning from client histories
(FI) Social office Client-centered assigments,..
Kindergarden: Focus on childrens’ views, experiences
(NO) Cooperation with parents, childrens’ rights in focus in
practice –how to be considered
Patients’ rights in focus implemented in practice
25/6/13 Helsinki Metropolia University of Applied Sciences 11
13. Key issues for designing customer-centred
workplacement
(1 )What are the identified gaps between current practices and needs
for future design in custormer-centred workplacement available?
EE, FI, NO, SE
13.9.2012 different expectations, perspectives and
resistance to change: values, practical obstacles, policy,
academic requirements pedagogy, methods, curriculum
Contextual analysis in each country (for next
meeting)
25/6/13 Helsinki Metropolia University of Applied Sciences 13
?
14. Key issues for designing customer-centred
workplacement
(2) How do we bridge these gaps?
towards customer-centred workplacement design
Step 1 Defining of current needs for learning
a) 13.9.2012 Nordic ideas adn analyses produced in the meeting
For next meeting (Sweden):
next b) contextual analysis in each country.
Step 2 13.9.2012 Evaluating challenges for innovative approach at
the Nordic level and
next b) in each country
Step 3 Gap analysis and Scenarios of how to target the identified
gaps.
Step 4 Enabling collaboratively realised workplacement design
solutions
25/6/13 Helsinki Metropolia University of Applied Sciences 14
15. Table: A framework guiding Education & Development for customer-centred
workplacement design (PROcompetence)
FOCUS
Workplacement design
BEFORE DURING AFTER
Customer
Interactions
Definition
Teacher, students
workplace tutors ,
customers
Understanding of the
customer centred approach
Evaluation
Evaluating diverse
experiences of client-centred
approach
Gap Analysis and innovation
paths
Contextually tailored workplacement
ideas and programmes for client-
centred workplacemnet design
Instruction
Approach, Methods
The current needs that are
aimed to meet by the
workplacement
Learning processes e.g.
• Fieldvisits
• Reflections
• Client feedback
Ideas for tools, methods and
thinking in instruction
Assigments
Learning tasks Functionality of the tasks Ideas for customer-centred
assignments
Curriculum
design
Indicators for customer-
centred approach
Functionality of the indicators Needs for development
16. Re-thinking Methods and Customer
participation
? Collaborative approach ?
e.g.
Collaborative Video –
project: Day care,
hospital, social services
from the perspective of
clients…
Interview
Observation
Interview
Customer-
driven
Innovativeness
ofmethods
Customer
observed
Customer empowerment
Through innovative methods
Traditionally
establishedInnovative
Empathic tools
17. Co-operation between the project partners
25/6/13 Helsinki Metropolia University of Applied Sciences 17
Nordic Meetings and
Seminars Place
Suggestion for dates
Finland 13-14.9.2012
Sweden 28-29.11 Eskilstuna
Norway 4-5.4.2013 Haugesund
Estonia 9-10.9.2013
Pärnu
SKYPE, Moodle
18. Participants
Estonia: Kandela Õun, Valter Parve, Anne Rähn
Finland: Merja Reijonen, Anna-Riitta Mäkitalo, Tiina
Huotari, Kaija Matinheikki-Kokko
Norway: Tarja Tikkanen, Marta Sinnerud, Ingrid
Lindaas
Sweden: Pirjo Lahdenperä, Marja-Terttu Tryggvason,
Anne Lillvist
25/6/13 Helsinki Metropolia University of Applied Sciences 18