How technology can help top prepare learners for the world of work - Jisc Digital Festival 2015

Editor's Notes

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• #6: 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
• #7: 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.
• #8: 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.
• #9: 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
• #10: 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
• #11: 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
• #12: 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
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• #21: Geoff - This is a good model for FE too.
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• #31: 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 ServiceIntegration 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
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