skills and competence a lifespan perspective public

Skills and CompetenceA Lifespan Perspective

Centre for Research and Innovation in Learning and Teaching National College of Ireland

LEO CASEYINTO 22 OCTOBER 2008


8-10

Digital Literacy in Primary Schools (DLIPS)


8-10


25-45+

Knowledge Economy Skills Passport(KESP)


8-10


25-45+

Knowledge Economy Skills Passport(KESP)

45-65+

Pathways to Competence(Know IT)

Knowledge Economy Skills Passport (KESP )Target Group

Pat Nolan


Age 29Production operator for 12 yearsNow section supervisorIntermediate/Junior Certificate Computer competentHas 36 more years at work

Pat Nolan


Age 29Production operator for 12 yearsNow section supervisorIntermediate/Junior Certificate Computer competentHas 36 more years at work

Pat Nolan

Think what has changed in the 36 years since 1972!


Aims & Objectives

• General knowledge and concepts of the knowledge economy and business environments

• The ability to use a range of technical and business skills, tools and know-how

• The ability to gather, assemble and display data in structured business scenarios

• The ability to communicate, collaborate and present effectively using information and communication technologies

• Some theoretical concepts and abstract thinking

You will get:

HETAC Level 6

Special Award (10 credits)

What is the Knowledge Economy

Information and Knowledge in the Knowledge Economy

Innovation in the Knowledge Economy

Business Fundamentals of the Knowledge Economy

Intrapreneurship/Entrepreneurship in the Knowledge Economy Enterprise

5 Modules

Content


New Skills for a New Economy

Solution oriented thinking

Gathering information

Communicate

Collaborate

Present

Solution Oriented Thinking

Gather information

Communicate

Present

Collaborate

5 Competences


Inquiry Cycle


Inquiry Cycle

ASK


Inquiry Cycle

ASK

Investigate


Inquiry Cycle

ASK

Investigate

Create


Inquiry Cycle

ASK

Investigate

CreateDiscuss


Inquiry Cycle

ASK

Investigate

CreateDiscuss

Reflect

3 Learning Modes

Tutorials– 20 hours

On-line modules– 60 hours – built-in assessment (50% of marks)

Assignments– set by tutors – 50% of the marks– must demonstrate use of the 5 competences

• For example create a SWOT analysis of your business; work with two other colleagues. In presenting your outcome show how you searched for information, communicated and collaborated to produce the document.

You will change:

“Maybe, I now have an appreciation, which I didn’t have before; of how the world of business has changed and will continue to change and that we need to change with it. Maybe, I think differently about my job and the role I play within the organisation. Maybe, I don’t have any formal qualifications but I’ve got nearly thirty years of experience. Maybe, that has a value. Maybe, I’ve got more to give. Maybe, I need to open my mind to the world around me and the opportunities it offers. Maybe, I need to change my attitude. Maybe, I need to be more open to new experiences and ways of doing things. Maybe, I am!”

DLIPS KESP Know IT

TheoryInquiry Cycle and Social Practice

Inquiry/Problem Based Learning

Social Practice

ContextPrimary class projects

Blended learning in the workplace

e-learning plus tutorials

Questions

Conceptual framework?Engagement?Print literacy

What are the Knowledge Economy Skills?How can we teach them?

Why do adults choose digital competence ?What mechanisms do they use?

Making Computers Part of your Life

Making Computers Part of your Life“I always had to get my daughter to type my letters and emails, I had no idea how easy it would be. Now I do the odd one for her as well”


Jimmy, 41, Builder


Jimmy, 41, Builder

“Not only can I book my holiday online, I can email the kids when I’m travelling and send them photos. These computers are marvellous”

Bernadette, 38, Cleaner


Jimmy, 41, Builder

“I'd always wanted to use the internet but I didn't know how to use a computer. Now I can see how easy it was to learn, computers are an important part of my life now”

Mark, 45, Carpenter“Not only can I book my holiday online, I can email the kids when I’m travelling and send them photos. These computers are marvellous”

Bernadette, 38, Cleaner

Course StructureKnow IT

Computer Basics

Using email

Using the Web

Using Word


Economics and Skills


Economics and SkillsSkills supply is dictated in part by the individual returns to investing in

those skills and by the general level of awareness of those potential

returns. Economic theory, however, is predicated on the assumption

that individuals will always make rational decisions.


Economics and SkillsSkills supply is dictated in part by the individual returns to investing in

those skills and by the general level of awareness of those potential

returns. Economic theory, however, is predicated on the assumption

that individuals will always make rational decisions.

In reality, an individual’s decision to undertake investment in

education or training is often influenced by non-economic

considerations including personal and family circumstances, gender

and class background

P 31, The Expert Group on Future Skills (2007) 5th Report Tomorrow’s Skills Towards a National Skills Strategy


Adult Learners

• Learn

what they want to learn

and what they perceive as useful

• and they integrate new learning with past experience

Tusting, K. and Barton, D. (2003) Models of adult learning: a literature review, National Research and Development Centre for adult literacy and numeracy. Institute of Education, UK.


Connecting Perspectives

Individual

Instructional

Organisational


BEN


BEN

Ben is 48 years old

Works in transport

Connects with the office for dockets

Sees others using computers

Feels left out and alienated

Feels he could do his own print outs

and wants to be able to book holidays on the net


Tracy’s storyI have worked in the same shop for thirty years but it

got taken over by a new company three years ago so

basically we were in the olden days as in push button

tills still writing down orders that type of thing

and all of a sudden within this period of three years

everything has turned computerised now basically the

tills, the ordering system, everything like that is

computerised.


Tracy’s story (cont.)

So the I work with a great crowd of younger people who

were all carrying the can for me ‘Don’t worry about it Tracy

we’ll put it through…Don’t worry about this’, that I was still

doing faxing where they e-mail, they were so much more

knowledgeable than I was...


Deci and Ryan’s Self-Determination Theory

Autonomy

I decided to try...

Belonging

We work as a team

Competence

I can do it myself


AUTONOMY

BELONGING

COMPETENCE


Inquiry Cycle

ASK

Investigate

CreateDiscuss

Reflect

DLIPS KESP Know IT

TheoryInquiry Cycle and Social Practice

Inquiry/Problem Based Learning

Social Practice

ContextPrimary class projects

Blended learning in the workplace

e-learning plus tutorials

Questions

Conceptual framework?Engagement?Print literacy

What are the Knowledge Economy Skills?How can we teach them?

Why do adults choose digital competence ?What mechanisms do they use?


GoalsDraw on emerging theory to develop a framework for conceptualising

digital literacy in the context of Irish primary education.

Investigate structured digital media practices in classroom contexts

in four primary schools in the Digital Hub area.

Three questions:

(1) the nature of student engagement and participation,

(2) the adequacy of the newly developed framework

(3) the degree to which such activities foster traditional literacy skills.


Digital LiteracyLiteracy as skills....

Literacy as social practice.....

individual’s have or have not

associated with situations not individuals

specific to technology or software

shared meaning

measured by testsemphasis on tasks and activities

qualitative research qualitative research


Learning


P

Pedagogical Content Knowledge

MISHRA AND KOEHLER 2006, TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A FRAMEWORK FOR TEACHER KNOWLEDGE, TEACHERS COLLEGE RECORD VOLUME 108, NUMBER 6, JUNE 2006, PP. 1017-1054

C

PEDAGOGICAL KNOWLEDGE

CONTENT KNOWLEDGE

PCK


Technology Pedagogical Content Knowledge (TPCK)

PC

PEDAGOGICAL KNOWLEDGE

CONTENT KNOWLEDGE

TTECHNOLOGY KNOWLEDGE


The Framework

ProjectEcology of Activities

Student Teacher Print Media

Ask

Investigate

Create

Discuss

Reflect


The Framework

Apple Pie Project

Ecology of Activities

Student Teacher Print Media

Ask xx x xx

Investigate xx xxx

Create xxxxx

Discuss xxxxx

Reflect x xx xx


Outcomes

Three questions:

(1) the nature of student engagement and

participation,

(2) the adequacy of the newly developed

framework

(3) the degree to which such activities foster

traditional literacy skills.


Inquiry Cycle

ASK

Investigate

CreateDiscuss

Reflect

skills and competence a lifespan perspective public

Education

make rational

teaching national

teach print

making computers

skills skills

digital competence

inquiry cycle

general level