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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: jaana.h.kettunen@jyu.fi

https://ktl.jyu.fi/en/staff/kettunen-jaana

Thank you