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Innovative practices for New Skills
14.12.2018
Jaana Kettunen,
Finnish Institute for Educational Research,
University of Jyväskylä, Finland
Seminário em Psicologia Educacional
3 December, 2018 - Gothenburg, Portugal
Introduction
The increasing use of information and communication technologies
(ICT) in guidance-related activities is placing new demands on
guidance practitioners and on the organizations (Bimrose & Barnes,
2010; Sampson, Osborn, Dikel, & Sampson, 2011)
Access to services, including e-services, is changing and requires that
both users, providers and public administrations have sufficient digital
skills.
Social media is fast becoming as much a necessity as an opportunity
and competency to work in this new mode is an area of increasing
importance.
Evolving role of guidance professionals
expert in managing the
social space
networking
expert in
process
career
development
expert in content
choice of
occupation
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“Career services have
expanded from the private to
the public sphere and from
individual sessions to more
collective engagement.”(e.g. Plant, 2008, Thomsen, 2012, Kettunen, 2017)
The role of information and
communication technology in
career services can be seen in
three ways; as a tool, as an
alternative, or as an agent of
change.
Guidance practitioners have
generally used technology in one
of the three ways: to deliver
information, to provide
automated interaction and to
provide channel for
communication.
Evolving role of ICT
suggested that ICT be used for
the following four functions :
informing, experiencing,
constructing and
communicating.
proposed a similar model of
three functions: understanding,
acting and coping.
Evolving role of ICT
contribution to the guidance process
The ICT can serve as a
mechanism for the development
of more integrated and user-
centered lifelong guidance
system.
Evolving role of ICT
The rise of social media
The internet has evolved from a
resource to facilitate communication
and disseminate information to the
collaborative construction of
knowledge using social media and
mobile devices
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Social media
Defining social media
“Social media is a process, where individuals and groups build up a common understanding and meanings with contents, communities and web 2.0 technology.”
Sources: Ahlqvist et al., (2010) andKolbwich & Maurer (2006)
“form of communication which makes use of information networks and
information technology and deals with content created by users in an interactive
way and in which interpersonal relationships are created and maintained”
Source: Finnish Terminology Center (2010)
Defining social media
SKILLS AND COMPETENCES OF
PRACTITIONERS
Ex
pan
din
g a
war
enes
s
Information approach
Communication approach
Collaborative career exploration approach
Co-careering approach
Passiveapproach
Skills and competences of practitioners
Information orientationskills and competences of practitioners
proficiency in locating, and evaluating
various types of online content and
services in a critical and active manner
media literacy skills
operational understanding of ICT and
ways of using varying online
technology/tools as means for delivering
information
Communication approach Skills and competences of practitioners:
practical skills to use ICT not just for delivering
information but also as a medium for one-to-
one communication
– Since most communication on takes place in
writing, the ability to write online is
highlighted.
proficiency in using various types of online
content and services in specific context and
work settings
motivate and assist individuals in processing
information/data
Collaborative career exploration approach Skills and competences of practitioners:
pedagogically focused
emphasis on methods, techniques and activities that foster
career learning process and acquisition of career
management skills
opportunities for novel practices that support increased user
engagement with both career professionals and career
information (e.g. increased use of interactive and multimedia
content)
appropriate structuring and active facilitation in terms of
guiding and shaping the discourse with individuals and
groups
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Visual social media
Videos
Animations
Infographics = information in graphic
Information is presented in a logical manner, similar to storytelling, using data visualisations, text and pictures (396 words)
Three days after learning new information, we are likely to remember up to 6.5 times more through learning from an infographic than by reading text alone (Krum, 2013).
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Co-careering approach
• Co-careering= refers to the shared expertise and
meaningful co-construction of guidance questions/ career
issues among community members
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requires a cognisant, properly managed
and monitored online presence
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Online presence
• Profile picture
• Profile page
• Short introduction
• Pictures, messages, status
updates
• Connections, networks
= creates an image of you
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Information delivery operational understanding of ICT & social media
Career service delivery (one-to-one), practical ICT & social media skills
Collaborative career learning, pedagogical affordance of ICT & social media
Co-construction on career issues,presence and participation in social media
Ex
pan
din
g a
war
enes
s
Information approach
Communication approach
Collaborative career exploration approach
Co-careering approach
Passiveapproach
Skills and competences of practitioners
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• Students/citizens use ICT more than previously and this
forces practitioners to change their communication channels
• Gap between low and high readiness among the students
has increased and the practitioners are seeing more clearly
the need for differentiated service delivery modes (Sampson
2008).
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• Social media challenge traditional interactions and
relationships between career practitioners and individuals.
• Control is shifting from 'expert' guidance to a blend of
expert- and socially-constructed knowledge.
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• We have the opportunity to create new practices and
paradigms to better reach individuals who need assistance with
career exploration and decisions making
• The challenge for the profession now is to decide how best to
use these technologies.
• Competency to work in this new mode is an area of increasing
importance.
initial use of ICT in guidance
new information and data access
new ways of service delivery
sustaining new ways of service delivery
Kettunen, J., & Vuorinen, R. (2017). Preliminary results of
Perceived developments in the of use of
ICT in Lifelong Guidance
Inadequate access to ICT
Inadequate access to information
Inadequate skills and competencies
Inadequate integration
Kettunen, J., & Sampson, J. (2018): Challenges in implementing ICT in career services:
perspectives from career development experts
Perceived challenges in implementation
of ICT in career services
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In what different ways your clients can access career
services?
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For further information, please contact:
Dr. Jaana KettunenFinnish Institute for Educational Research University of JyväskyläTel. + 358 40 805 4255E-mail: [email protected]
https://ktl.jyu.fi/en/staff/kettunen-jaana
Thank you